WWW LESSON PLAN

BIZARRE JOBS

LEVEL: Form 2

TIME: 1 hour

AIMS: To find specific information on a Website; to identify verbs and the rules of using them, to practice vocabulary associated with occupations; to create their own bizarre jobs.

TECHNICAL REQUIREMENTS:

One computer per group of 2-3 students with an Internet connection and a Web browser.

Websites: www.jobprofiles.org, dictionary.com

PREPARATION:

1. Locate sites related to bizarre and interesting occupations
2. Using information on the site, prepare a worksheet

PROCEDURE:

Set Induction:
1. Ask the students to name a few occupations that they know, along with their descriptions, and write them on the board.
2. Write a few bizarre jobs on the board and ask students if they know the occupations mentioned and their descriptions.

Development:
Activity 1:
1. Explain the instruction for the activity: In groups of 2-3 people, students are to find information from a Website about bizarre occupations and complete the worksheet accordingly.
2. Distribute worksheet to the students. Ask the students if they can guess the job descriptions from the jobs' names. The jobs are: chimney sweeper, ostrich babysitter, furniture tester, gum buster, snake milker, golf ball diver, nasty stunt producer, chicken sexer, dice inspector, and wrinkle chaser. Tell them that answers to all questions are available online.
3. Send students to the Website chosen, and ask them to find the information and complete the worksheet accordingly.
4. While they are completing the worksheet, students should take note of any new or difficult vocabularies. Tell students that they can find the definitions of those words online.
5. When all the groups have completed the task, discuss their results. Discuss about the job descriptions of the occupations, their opinions about the jobs and the new or difficult vocabularies they encountered.
6. Ask the students to identify verbs in their worksheets. Explain and discuss the rules of using verbs. Ask students to give more examples of verbs that are not available in the worksheet.

Activity 2:
1. Explain the instruction for the activity: In the same groups of 2-3 people, students are to discuss and create their own bizarre jobs. Each group has to come up with one bizarre occupation, discuss its' job description and present the results of their discussion.
2. Allow students adequate time to discuss while teacher provides guidance and supervision.
3. When all the groups have completed the task, each group has to take turn and present the results of their discussion.

Conclusion:
1. Ask students to name a few other bizarre jobs they had found in the website but were not in the worksheet, along with their description.
2. Ask students definition of a few words they had encountered during the completion of task.

Follow-up:
1. Ask students to write a paragraph about their dream job. The task is to be presented in the next class.


WORKSHEET:



ANSWER SHEET:

Hypertext and Hypermedia

KRUMPING

Krumping is a type of street dance popularized in the United States. It originated in Los Angeles, California during the 1990s. The root word 'Krump' is a backronym for Kingdom Radically Uplifted Mighty Praise. The youth who started krumping saw the dance as a way for them to escape gang life and to release anger, aggression and frustration, in a non-violent way. Krumping has become a major part of hip-hop culture.

Krumping is characterized by free, expressive, exaggerated, and highly energetic moves involving the arms, head, legs, chest, and feet. There are four primary moves: wobbles, arm swings, chest pops, and stomps. Krumping is very aggressive and is danced to upbeat and fast-paced music. Unlike other hip-hop dances, krumping is rarely choreographed and is almost entirely freestyle. It is danced most frequently in battles or sessions rather than on stage.

There are a few vocabularies commonly used by krump dancers or krumpers. The term 'battle' refers to the direct dance competition where the competitors face off each other. 'Session', on the other hand, is when a group of krumpers form a circle, or chiper in hip-hop context, and take turns to freestyle in the middle. 'Buck' is an expression used by krumpers to describe dancing that is both difficult to execute and impressive.

ARTICLE REVIEW

http://jaltcall.org/journal/articles/5_2_Ballou.pdf

A Proper citation of the article:
a. Language Learner Experiences in an Online Virtual World
b. Vol. 5, No. 2 Pages 61–70
©2009 jalt call sig
c. Kevin Ballou
Kansai Gaidai University
kballou@kansaigaidai.ac.jp

B Summary of the research

a. (i) The aims : The research seeks to investigate the exploration of language learning in virtual worlds with a look at learner experiences in a fantasy online role-playing game. It is the researcher's aims to discover the nature of language interaction that learners would encounter in these online environment and the value of these experiences for language learners.

(ii) The methodology : The researcher recruited two participants for the purpose of this study after their consent was sought after and confirmed. The participants, then, spent four days playing the fantasy role-playing game, World of Warcraft (WoW) using anonymous accounts set up by the researcher, who also supervised and monitored each gaming session. While the participants explored the online world, the researcher took notes on their progression in the game, as well as the types of language interaction they encountered. Each play session was videotaped for later reference. After each session, which lasted 2–3 hours, the participants wrote in journals about their experience and then joined in a discussion with the researcher, which was videotaped for later review. In total, each participant played the game for approximately 10 hours and spent about 2 hours journaling and discussing their experiences.

(iii) The participants : There were two participants involved in this research. Both were Japanese university students with intermediate English-language proficiency and were from the researcher's regular classes. Participant 1 was a 19-year old male student who had had an experience playing online role-playing games in Japanese, but not in English. Participant 2 was an 18-year old female student who used internet on daily basis though she had no experience playing online games previously.

(iv) The findings : As the researcher intent to investigate the nature of language interaction experienced by non-native English speaker in an English online role-playing game, he divided his observation into two categories, interaction with the virtual environment and interaction with other players. In terms of interaction with the virtual environment, both of the participants used the online dictionary provided to understand some of the vocabulary they were unfamiliar of as well as other online sites to comprehend the game concept. Both of the participants, at the same time, interact with other players of the game through a variety of communication means provided by the game creator. The researcher also concluded that the participants' experiences through the virtual game demonstrated a few positive characteristics of language learning. Among others would be the task-based and collaborative approach in learning, the need to understand the language to play and interact with others and the interactivity of the game itself.

C Reaction towards the research

a. (i) The research appeals to me for a few reasons. For one thing, I am very interested in virtual games myself and it intrigues me on how these virtual online games can be of use in language learning. The research shows a few positive aspects of applying the game in second language teaching. Apart from that, the research was done primarily from the students' perspective of the experience. It demonstrates an overview of the students' perception towards the experience of learning second language through online virtual games, that is mainly positive as they found it appealing and attractive. All in all, it provides me an idea of one of the interesting methods that I could use in teaching.

(ii) In my opinion, the research was very well conducted. The researcher monitored the progression of both of the participants and recorded every gaming sessions as well as the discussion with the researcher. The participants were also required to write a journal, providing an access to and a record of their thoughts and feelings of the overall experience. However, I do have a few suggestions for further studies in investigating the learner experiences of playing online virtual games in the long run as this research was only done in a short term, apart from the study of the negative effects of playing the games, be it during personal time or in language learning process.

(iii) As mentioned before, I strongly believe that the research proposed an interesting and an ideal, if I may add, method of second language acquisition. The teachers can consider applying online virtual world as one of the platform that can be used in improving the students' language skills and proficiency provided that the schools are well-equipped with the equipment needed. Students autonomy and independence can also be promoted through this method as the students are allowed to play and learn from virtual games on their own free time and effort. Nevertheless, the teachers have to be cautious in selecting the appropriate virtual games out of the variety of virtual worlds available online as well as be more thoughtful of the suitability of the method with the students, in planning and the execution of the lessons and the level of support the students may need.

ESL WEBSITE EVALUATION

The website chosen :
Learn English Online Network (LEO Network)
http://www.learnenglish.de/

1. What does the application attempt to teach?

LEO Network, the website that I chose, attempts to teach the users or visitors the basic skills of English Language. The website focuses primarily on Grammar, listening, speaking and reading for English learners in general. It provides tutorials, along with pictures, images and pronunciation lessons to reinforce understanding, as well as interactive games and exercises that allows the users to assess themselves. LEO Network also offers English chat room and forum, that are regularly moderated, for visitors to practice using English apart from authentic reading materials such as articles on British culture to strengthen reading skill. It also provides lesson plans and teaching aids for English teachers and additional tutorial on Business English for those interested.

2. What sorts of things is the application user expected to do with regards to learning the content?

In learning the content, more specifically English Language, the users are expected to read and comprehend the tutorials, mainly on Grammar, that are provided. Learners can choose any Grammar rules or items according to their own need as the tutorials are presented in particular subtopics. Users can, at the same time, listen to the audio provided in order to learn English pronunciation. They are also expected to assess their understanding by answering the tests and exercises. As mentioned above, there are also English chat room and forum provided for visitors to practice using English with other English learners, along with materials such as articles, riddles, poems, jokes and comic strips to be read. The website, at the same time, provides English games that enable the users to learn by playing. Visitors can also find other helpful websites and materials that can be used in learning English through LEO Network.

3. What sorts of computer skills is the application users expected to have in order to operate/access/use the application?

In order to use the application, minimal computer skills are required, which I believe is highly compatible for young or novice learners. The application requires basic computer skills such as the ability to operate the mouse, keyboard, speaker as well as to access and navigate the Net. Once the users have entered the website, they are capable of exploring the site autonomously and independently.

4. 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 I am exploring the website, I am reminded of my school years where I was taught English purely through the explanation of Grammar rules followed by drilling exercises only. At times, the routine became very boring and tiring. However, the website, or any other beneficial websites in fact, offer a lot more as the tutorials are often accompanied with graphic pictures and images while the practices and exercises are presented through interesting authentic materials that are far more exciting and meaningful. Even though the learning methods are somewhat similar to a certain degree, but learning with the assistance of computer does offer more advantage.

5. Can you pinpoint some theories of language learning and/or teaching underlying the application?

LEO Network seems to be applying a certain degree of Behaviourism as the website provides drilling practices that are repeated whenever the learners answer incorrectly. As the users keep trying find the correct answers in order to continue to the next questions, they can learn from their mistakes and eventually succeed in producing the correct answers. The website also applies Constructivist theory as it encourages the users or visitors to explore the website and learn on their own.

6. How well is the constuctivist theory of learning applied to the chosen website(s)?

LEO Network highly promotes constuctivist theory of learning as the website not only allows the users or learners to operate and explore the site independently, but also provides explicit tutorials along with examples, pictures as well as exercises to be read and done. As everything is provided in the website, the learners are permitted and encouraged to learn on their own, thus promoting active learning or learning by doing as oppossed by constuctivist theory of learning.

7. In 1980s and early 1990s, there was a majir debate on whether the computer was "master" of or "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 students?

In my opinion, the computer is very helpful in the teaching and learning process. With its infinite resources and interactive uses, it is indeed a powerful and useful tool. Nevertheless, I also believe that a teachers' guidance and support are always needed in any kind of learning environment. One cannot deny the significance of the teachers in the process, for instance, in further explaining indistinct information, providing guidance in learning, or monitoring the students progress. From my evaluation of the website alone, I realise that for learners to acquire and learn English, or anything else even, solely through computer is definitely not enough. With that said, I emphasize again that a computer is and should only be a tool, a servant or a slave to both teachers and students in the teaching and learning process.

8. Would you like to use the application yourself in your future work?

From the evaluation that I had done, I would say that I would, no doubt, use the application or the website and this I say for a number of reasons:
(a) The websites provides useful tutorials that are easy to be understood and suitable for novice learners along with helpful exercises.
(b) It is a vast resource of authentic reading materials that are useful in English teaching and learning as well as helpful in gaining new general knowledge.
(c) The website also offers a "Teachers' Zone" for teachers to seek for ideas to teach and teaching aids.
I would use LEO Network not only for my professional use alone, but also for the development of my own personal knowledge.

Suggestions and recommendations.

~I do have a few suggestions and recommendations for the moderator of the website. In my opinion, the website is lacking in terms of appearance. The all-white background and simple design might not appeal to young learners or perhaps learners in general in the long run. More colours and graphic images should be integrated and applied. Besides that, there should be more exercises provided as learners might need plenty of practices to comprehend the rules.

TASK 3

1. Why do you think evaluation of CALL courseware, websites, materials etc important?

Like any other materials and teaching aids that have to be examined before they are brought into any other classes, the materials for CALL are certaily not an exception. Evaluation of CALL courseware, websites and other materials is important in determining and identifying the suitability and effectiveness of the materials intended to be used. It is the teachers' responsibility to make sure that all of the materials, be it courseware, websites or any other teaching aids, are appropriate not only with the specification of the lesson, but also the students.

2. How do you think Hot Potatoes JCloze may help your students learn English?

Hot Potatoes JCloze can help the students learn English in many ways. 1. The availability of clues and hints to aid the students while they are trying to complete the task allows the students to work at their own pace and rely on their own efforts rather than relying solely to the teachers. 2. The immediacy of the feedback provided enables the students to instantly evalute their own performance and learn from their mistakes. 3. It is always an advantage to use other means of learning and assessing other than the usual use of board or paper in class. By introducing exercises through computer, specifically through Hot Potatoes JCloze, the students will definitely be more excited to learn. All in all, Hot Potatoes JCloze is beneficial for the autonomous and interesting learning that it promotes.

TASK 2

In-Class Task 1

1. Please introduce yourself.

My name is Nursyafiqah binti Zabidin. I'm 22 years old but I like to think that I'm 16. In fact, I do look like one, I think. =) This is the beginning of our semester after quite a long break, so pardon me if my english is a little bit rusty. I'm really new with this blog thingy, look at my answer for question no. 2 and you will know.


2. How would you rate yourself in terms of your computer skills and why? (e.g. expert, novice, savvy, geek, illiterate etc)

Boy, this is a tough one...honestly...I wouldn't call myself an expert in computer skills (because I'm really not one) but I wouldn't call myself an illiterate too (because I think I do know a thing or two or three or four) =) Simply put, I think I'm right in the middle...depending on what kind of computer skills in point. If it is the regular programs that we have on regular computer (microsoft office and Internet), I do know a thing or two. But if it is more than that, I still have a lot to learn.

3. What computer software and hardware knowledge do you have?

Microsoft office, some of the windows programs, the Net...you know, the basic ones. I'm not really well-informed about the computer hardware, just the commonly known ones.

4. Have you experienced learning via the computer (online, etc)?

No, I have never experienced learning via online. But I regularly surf the net to look for information, for academic as well as personal purposes (I'm not sure if that counts...sorry if it doesn't)

5. Did you try to incorporate technology in your some of your lessons during your practicum? Was it a success or a failure? If you did not what was/were the reason(s)?

Honestly, I did not incorporate computer technology during my practicum since I knew that it would be difficult to control my students if I were to bring them to the computer lab. however, I did introduce other technologies while I was teaching such as tv and dvd player (to teach the stuents to express opinion about a movie) and mp4 player (to introduice songs and play language games). From my observation, it was quite a success since the students seemed excited and eager to learn with the presence of other things beside the regular chalk and board.

6. What is your opinion on the use of computer/technology in language teaching?

I think it is important to incorporate the use of technology /computer in the language teaching because it can do wonders. However, I do believe that additional deliberation and caution have to taken into account if and when a language teacher decides to use one. Elements such as time allocation, space, availability of technology, suitability of technology with the objective of the lessons have to all be considered and thoroughly thought of.

7. What are your expectations from this course?

hmm...i'm not a person who expect much (ceh), but I would love to learn more not only about using technology in teaching language, but also using technology in general . I do believe that it could do a lot in teaching and in personal life.