TASK 4 (10 %)Designing An ESL CALL/CALLT-COURSEWARE/WEBSITE

Noor Aiman Bin Azmin Noor
2012802412
Ed2207B


http://grammargeek123.weebly.com/

TASK 3 :

WEB BASED LESSON PLAN

Form: 2                       

Time:  60 minutes                  

Level: Advanced

Learning Objectives:

General: 
For this lesson, the students should be able to list down as well as outline 
the ideas in order to write in their essay

Specific: 

At the end of this lesson, the students should be able:

i.       To fill in information on their pet monster profile

ii.      To outline their essay on the worksheet provided based on the pet monster generator                      that they have created on the pet monster creation website.

Previous Knowledge:  

i. Knowledge of pets and monsters from movie

                                                  
ii. Narrative essay techniques

Language Skill: 

i. Writing, Speaking

Language Focus:   

i. Adjectives
                                                  
ii. Sentence structure (SVC)

Multiple Intelligences: 

Linguistic intelligence

Educational Emphases: 

Thinking skills - Producing information

Teaching Aids:  

i. Top 10 Pokemon to keep as Pets video from www.youtube.com
   (https://www.youtube.com/watch?v=BqIlqumGJCo)

ii. Graphic story creator from (www.storybird.com)

iii. Create Your Own Monster Pet from www.poki.com
(http://poki.com/)

iv. Worksheets

                                                   

Technical Requirements      :

1. Computer (1 for each student)

2. LCD projector
3. Computer speakers

4. Internet browser

5. Marker pen

    

Teaching Procedure

STAGE	INSTRUCTIONAL ACTIVITY	LEARNING ACTIVITY
SET INDUCTION ( 10 Mins)	Teacher welcome the students. Teacher asks students have you ever watch or wish for a super pet? Teacher showed a video titled: Top 10 Pokemon to keep as Pets on Youtube https://www.youtube.com/watch?v=BqIlqumGJCo The teacher then explains to students that they are going to write an essay titled my monster pet.	Students greet the teacher. Students respond tothe teacher. Students watch the video Students listen to the teacher.
DEVELOPMENT ( 45 Minutes) ACTIVITY 1 (20 Minutes) ACTIVITY 2 (25 minutes)	Teacher asks students that they need to create a monster pet first before writing their essay. Teacher inform the students to open a and create their own Monster Pet from www.poki.com (http://poki.com/en/g/jumba-s-lab) Teacher gives worksheet A: My Monster Pet profile of the students and ask them to fill in the worksheet after they finished creating their monster pet and saved them on the desktop. Teacher scaffold  the students. Teacher randomly chooses a student to share the Monster Pets that they created with their classmates. Teachers then read the essay questions(appendix) Teacher asks the students to open another website (https://storybird.com/) and instruct them to create a storyline for their essay using the storyline maker in the website. Teacher distributes worksheet B and ask the students to fill in the outline of the essay based on the story they have created. Teacher assists the students if needed. Teacher randomly choose a student to share their essay outline with the class.	Students listen to the teacher. Students listen to teacher instruction and do the activity. Students fill in the worksheet. Students listen to their friend’s presentation. Students listen to the teacher. Students listen to teacher instruction and do the activity. Students fill in the worksheet.    Students listen to their friend’s presentation.
CONCLUSION ( 5 Mins )	Teacher recaps the lesson.	Students listen to the teacher.

Follow-up activity: Write a short essay titled on the monster pets based on the storyline and worksheets.

Essay question: Write a story in which how you find your monster pets and tamed it. Does it start out a day like any other? What happens to it? Who is behind the evil plot and how does your monster pet win your heart and defeat the bad guy in the story or evil creature?

LINK: WORKSHEET A

            WORKSHEET B

Appendices

JCROSS ANIMAL CROSS EXERCISE

file:///C:/Users/User.UiTM-PC/Desktop/Animals.htm

TASK 2( ARTICLE REVIEW 10%)

TSL 641: COMPUTER ASSISTED LANGUAGE LEARNING

TASK 2

Article Review

By:

 Noor Aiman Bin Azmin Noor

Ed 220 6B

2012802412

PART A

“The Effectiveness of Computer Assisted Learning”

Volume:Anale. Seria Informatic.. Vol. VII fasc. 1 – 2009

Author: Ioana Iacob

University:“Tibiscus” University of Timi.oara, România

Link: http://arxiv.org/ftp/arxiv/papers/0905/0905.4611.pdf

PART A

SUMMARY OF THE ARTICLE

            This article expects to assess the effectiveness of the computer assisted English learning  and teaching as well as to prioritize the need of developing sound methodological methods adjusted to the modern days technology. It additionally display the advantages of utilizing the PC or computer as a part of the pre-school and elementary school classes, mentioned by a report on the comparative observation of four gatherings groups studying on English in a computer assisted environment.

            This article focuses on 4 main section; the first section that the author want to convey to the readers is the many aspects of computer assisted English Language Learning. In this part of the article the author focuses on the multimedia programs for example the combination of learning path that lead to the success of acquisition of language, meaning that students are involve visually with the various multimedia materials (listening and seeing combine), this is considered teaching the receptive skill as for the expressive skill, speaking for example, the program of speech recognition and repeated pronunciation is considered famous. The other aspect relate to the psychological dimension of the students, where the images and sound that is produced in the computer create anticipation for the students, therefore they get excited and become less pressure because the teacher is not monitoring them, keep in mind that this aspect of computer assisted learning is also the same aspect in real learning environment where teacher use knowledge and humility to lessen the pressure in the students.

The second part of the article is the most crucial one where the author writes about the advantages of using computer technology in ESL children class. One of the advantages includes in the article is computer assisted learning is considered a natural learning process of the students, according to the author A child that has to sit down and listen is restrained to a passive position and he will lose quickly interest and motivation. So with computer, the attention span of the students is to be increased and students rarely enjoy learning in a monotonous environment. The next advantage is children will get to be quicker on enhancing their pronunciation as their models are not spoken by a grown-up or adults.  A child will be more motivated to learn if they heard the pronunciation by their character for example Mickey Mouse, Superman and etc. Even adults like to mimic characters in movies, so with computer that can be achieved.  The author conclude in this section by saying that the main advantage of the computer learning in ESL is that it maintain the students attention and stimulate their motivation.

The third section of the article talks about the research on 4 groups of students in a 6 months observation. Two group from preschool students and two group of elementary students. One group each from elementary school and one from pre-school enrolled in an ESL class assisted by computer, being also provided same material to practice at home. Another two group also enrolled in the ESL computer assisted without practice at home but the teacher has been very active. The result was  that both of the group have got good receptive skills, the only difference was that the group with the computer assisted learning is more quicker in terms of responds and accuracy.

The final section discussed about the argument against the significance of limitation of the computer technology in the ESL children class. Some of the limitations include that computer could not evaluate the learners’ speech. It mainly focuses on the receptive skills. Next, the role of teacher is crucial, having a computer does not mean that it is a replace for the teachers, it mainly just and object that the teacher can work with, so that the students understand better, teachers are crucial , because the human aspect plays an important role to motivate students. According to Ioana flexibility in creating new contexts for using the vocabulary and in helping the child to make correct use of the new words is an irreplaceable human quality.

Part B

PERSONAL REACTION

            In my opinion, the research does interest me, because it is very detail, it seems to focuses on the importance of the the computer assisted learning. In the first section, I  like how the author compare the real life situation of learning with the computer assisted learning, how both systems can motivated the students but in a different way. Plus, the author introduces a lot of things that open my eyes such as the attention of students which play a crucial way in learning and also the psychological dimension of the students mind.

            As for the second section, it talks a lot about the advantages of computer assisted learning but for me as I was reading the article some advantages may have overlap with the aspect of computer assisted learning in the first section. In my opinion as well, the author need to relate her research with some of the theories. Especially the theories in motivation as the mention it a lot in the article. Maybe mention a little bit about self-determination theory and also  relate to the intrinsic as well as extrincis motivation as well. Other theories that the  author can considered are  Expectancy vs Value theory, self-efficacy and Instructional strategies(beliefs, goals and attributions).

            As for the third section, maybe instead of conducting the research on elementary school, the author should conduct the research on secondary schools, this is because the age gap between the preschool and secondary is much further so the results may be a little be strong considering the age factor. Besides that the method was not clearly mention. As for the final section of the article, I have no problem with it. It is crystal clear.

TASK 1

TASK 1

Website
http://a4esl.org/

Evaluation Guide

Question 1

This website focuses on  helping students in  learning English as their Second Language (ESL) . Besides that, this website contain an enormous numbers of exercises which was organized in certain categories such as quizzes, tests, exercises and puzzles. In the websites, when the students key in the answer for Bilingual-test  , they will immediately know if the answers are correct or not, because the websites will calculate how many correct answer the students had done. For puzzle exercises, there are hints that indicate the answer, as for grammar exercise, to check the answer , the students can click on the button "answer". So the feedback is immediate and precise. In this websites, the grammar, vocabulary and crosswords exercises have different levels of proficiency , for example the grammar exercises are categorized int three categories "easy , medium and hard ", the same condition goes with the vocabulary and crosswords exercises. The only question which did not have any difficulty level is the "Billingual-test".

Question 2

The website is free and open to all people, regardless their age or gender. The service of this websites. It is free and open to public. Teacher can submit exercises to the websites as well, there a certain ways to built up questions and answer, then teachers or volunteers can submit the questions to be check by the websites owner, but currently the website is buzy so it will took a long time for the question to be approved. Students can just type the website name in the search engine and click it to open the websites, they do not need to sign up or sign in to get access to the questions.

Question 3

This websites does remind me when I was in secondary school, my English teacher use to give puzzle exercises on animal and ask us to finish it in time. Usually my teacher would make it like a competition between 4 to 5 groups of students. Besides that, the grammar exercises also make me reminiscence about my past self study, the teacher gives us an additional grammar worksheets and it is a kind of drilling exercise with a tremendous number of objective grammar questions related to past, present and perfect tense. 

Question 4

There are some aspects of the questions that can be consider advantages to the website when compare to actual textbook/workbook. The first one is that, teachers can select various categories of grammar to text the students with and the teacher can make their own question from the websites rather than searching for the suitable question or worksheet to suit  topic that they teach. Besides that, answering the question on the websites is more fun and interactive because they are sound included if the answers are correct and wrong. Moreover, using the websites, the students can conduct self-study rather than hoping the correct answer from the teacher.

Question 5

In this websites, there are a lot of drilling and understanding of grammar involves, One theory that can be related closely to this website is the behaviorist theory. As informed,the approaches in behaviorist theories include tutorials, drill and practice, behavioral simulations, and programmed instruction. An approach that combines all these teaching strategies into one "system" is called an "integrated learning system". Due to exercises in the websites that involves students to answer the question in number of exercises is consider drilling, therefore fossilization of grammar structure will occur in students understanding, and therefore it is consider one of the behaviorist theory.This theory focuses more on habit formation, therefore dialogue and drills are focuses on the learning, but in this websites, there are no dialogues involves, so the focuses is on drills. This is called ope-rant conditioning. The response for correct answer give positive reinforcement and negative answer give negative reinforcement. Therefore students who make mistakes in the websites can immediately know that they are wrong and will make correction. 

Question 6

The potential of English language learning from the website is very high, this is due to the fact that the exercises in the website cover many aspect of English language such as grammar and vocabulary. Although it did not touch on the pronunciation aspect, this websites will teach the students a lot about using the correct grammar and knowing the right grammar structures. Plus, exercises like puzzle and flash will give students a more interactive way of doing exercises, although this website does not cover all the aspect of English language, it is still potentially able to to teach the English language to the students.

Question 7

Yes I am interested in using this website in my future works, due to the aspect that a lot of exercises in various of style are available, and the work of all the teachers all over is packed in the websites, and day by day the exercises keep increasing. It is free to access and the contain are available in various of category, plus I can key in my exercises to this website for not just my students but other students as well. This website is good enough and it will be a good use to the students as well as the teachers.

Question 1

Hello, my full name is Noor Aiman Bin Azmin Noor,  I am 22 years old, I am from Kuala Krai ,Kelantan.

I have 4 siblings, I am staying with my mother since my parents divorced 5 years ago. I am a TESL student in UiTM. I am currently in Part 7.

Question 2

In terms of computer skills, i think i am in the novice level. I know how to work my laptop but I have not much knowledge other computer softwares. But I am a gamer, so i do know some key shortcuts.

Question 3

I have a few computer softwares that I am familiar with such as Powerpoint, Words , Google Chrome, Disk Defragment and Disk Cleanup.

Besides that, I also have experienced in using hard-wares such as printers, scanner and mouse.

Question 4
So far that i can think of, I do some e-learning through watching youtube videos, listening to speeches and talk in youtube.

Question 5
I have not my practicum yet, so i have no experiences in using technology to teach.

Question 6
In my opinion, using technology in language learning is very interesting and fun, they are so easy to organize and saves time, this is because everything is prepared and the teacher just need to click one by one. Besides that,quizzes and test is more interesting through computer.

Question 7
In this course, I expected that I should be able to learn and be aware of a lot of ways in teaching language through technology and I would want to be aware of more teaching and learning websites.

Question 8
 The title of my Academic Exercise is  "Relationship between Reading anxiety and language anxiety in terms of gender among students in SMK X in Shah Alam". I chose this topic because I have been hearing students being anxious in answering English Reading Comprehension questions and test. The topic is debatable depending by looking at gender,which gender is affected by language anxiety and reading anxiety .And also i will be looking at the if the reading anxiety is related to language anxiety.