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Assignment - M&R

SUBJECT: MATERIAL & RESOURCES IN EFL

Names and surnames: Claudia Andrea Nanni, Gissella Elizabeth Figueroa Valenzuela, María Lourdes Fernández Martínez, Miriam Cristina Freitas. Login: Group: fp_tefl_2012-10 Date: April 2013

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Assignment - M&R

SUBJECT ASSIGNMENT: MATERIALS AND RESOURCES GENERAL INFORMATION: This assignment must be done in groups and has to fulfil the following conditions: -

Length: between 8 and 10 pages (without including cover, index or appendices –if there are any).

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Type of font: Arial or Times New Roman.

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Size: 11.

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Line height: 1.5.

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Alignment: Justified.

If for some reason you cannot do the assignment in groups, you will have to do it individually (notice that individual assignments will be penalized. The maximum score a student can get is 8/ 10). The individual assignment must have a length between 8 and 10 pages approximately (without including cover, index or appendix –if there is any). The assignment has to be done in this Word document and has to fulfil the rules of presentation and edition, as for quotes and bibliographical references which are detailed in the Study Guide. Also, it has to be submitted following the procedure specified in the Study Guide. Sending it to the teacher’s e-mail is not permitted. All the members of the group have to send the assignment. In addition to this, it is very important to read the assessment criteria, which can be found in the Study Guide. The assignment mark is 100% of the final mark.

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Assignment - M&R

Assignment: Carry out the following task You are expected to submit a ‘kit’ of own-produced materials for a specified group of learners in your current or a future context. -

The kit should be a coherent block of work, produced in response to some observed need of the learners.

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It must be prefaced by a rationale, in which the issues that have been raised about design, trialling, adaptation and evaluation in the subject are discussed, as they are relevant to your circumstances and the materials. A rationale might include discussion of the context, the age and level of the students, the nature of the syllabus and materials used by the learners, the need you perceive, the belief about language learning and teaching that the materials represent, and any other issues that are relevant to your materials (for example because of the particular media chosen).

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You must also include information about how you intend to evaluate the materials when they are used.

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You must submit copies of the materials you produce, with the teacher’s instructions that make it clear how they are to be used. Write these instructions as if they were for another teacher who could use them.

Note: You may find it useful to refer to the reading available in Assignment Materials section (at the same place where you can find this paper).

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Assignment - M&R

INDEX: 1. DETAILED RATIONALE FOR THE UNIT OF WORK OR KIT (page 5) A) The act of planning for English as a Second Language Class. B) Justification for the unit topic: “New ways of communication” C) Contextualization for the unit of work. D) Identification of our students´ needs. E) Unit´s goals/objectives. F) Learning/Teaching activities or tasks. G) Macro-skills and micro-skills in the unit of work. H) Teacher/Learner´s role. I) Materials and Resources. J) Methodology. K) Evaluation. L) Conclusions. * Bibliographical References. 2. APPENDIX I (THE KIT) (page 16) 3. APPENDIX II (TEACHER´S GUIDE) (page 22)

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Assignment - M&R

1. DETAILED RATIONALE FOR THE UNIT OF WORK A)

THE ACT OF PLANNING FOR AN ENGLISH AS A SECOND LANGUAGE

CLASS A unit of work is designed for our everyday teaching practice in order to reach quality in education or in the teaching-learning process. The unit of work gives teachers a plan about what they are going to do, how are going to do that and which aims are going to be reached. Some tasks are planned dealing with skills and micro-skills and these tasks have to be varied and flexible enough in order to adapt our teaching practice to different students´ interests, aptitudes, attitudes and needs. B)

JUSTIFICATION

FOR

THE

UNIT

TOPIC

“NEW

WAYS

OF

COMMUNICATION” From mid-1990s, some manifestations of the electronic revolution, along with chat rooms, discussion groups, and game environments, gave definition to a new domain of study, called variously “electronic discourse”, “computer-mediated communication”, “textmessaging” and “netspeak”. An immediate consequence for English is the emergence of a new range of language varieties, as people, particularly teens, learned to adapt their language to cope with the linguistic constraints and opportunities provided by the new technology. In the current 21st century, our students are living in a technological era that they may be able to manage even better than teachers. Students are able to modify, control and manage new technologies and we as teachers may take advantage of these abilities in order to deal teaching of English as a second language from a CLIL approach that is, involving our students in different skills and micro-skills while acquiring a second language. Along this unit of work students´ motivation and interest may be increased by demanding their abilities using the new technologies and new ways of communication such as text messaging. C)

CONTEXTUALIZATION FOR THE UNIT OF WORK

The State High School where English as a second language subject is going to be taught and learned is situated in a middle-class district with a mixture of cultures due to the increasing immigration movements of population in the 21st century. Families living in this district speak Spanish as their mother tongue and students attending lessons in the High School are learning English as a second language. Although English is not the tool our students use to speak out of the high school, we as

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Assignment - M&R

teachers have to arise in our students the use of English as an open-minded language used in almost the whole world as the tool for real communication. This unit of work called NEW WAYS OF COMMUNICATION is intended to be carried out with a group of 25 students who are 14-15 years old. Our students are moving towards an intermediate level of the use of the English language as a second language. They attend 3 hours of English lessons per week, each hour consisting in 50 minutes of teaching and learning practice. Therefore, the unit of work is intended to be carried out in a period of two weeks that is 6 sessions. The lessons take place from 7.45 to 9.15 p.m. on Mondays and Wednesdays. The students are generally enthusiastic and at the end of the academic course they have completed approximately 200 hours of work dealing with English as a second language. From a cognitive point of view, these students may show a tendency towards monitoring their own actions but also they may show a tendency towards building up some prejudices which have to be unlearnt. Regarding SETTING available to carry out this unit of work, we are teaching in a classroom with 15 personal computers which can be shared by 2 or three students, and a digital board for our teaching and learning process. D)

IDENTIFICATION OF OUR STUDENTS´ NEEDS

The starting point for a learner-centred curriculum development is generally the collection of data in order to design a programme for a specific group of learners. Richards suggests that needs analysis serves some purposes: it provides a means of obtaining wider and interesting input into the content and design; it can be used in developing goals, objectives and content. (1984:5). Ideally, in a learner-centred system, content should be derived through a process of consultation and negotiation with the learners, the principal consideration being the communicative needs and interests of the learners. In our unit of work, teachers are operating with students coming from the educational system who are used to learning English as a second language in the same high school and with the same teachers who know their interests and needs from previous academic years. Therefore, our students in the class do not vary significantly from one course to the next. Our students have been studying through discovery activities followed by language practice. Learners are used to dealing with macro-skills (i.e. reading, listening, speaking and writing) and micro-skills (i.e. scanning, skimming, predicting, etc.) as the basis for language acquisition. Learners are used to using

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Assignment - M&R

Information and Communication Technologies, computers and the digital board as sources in their learning process. At the intermediate level of English as a second language, our students can state their needs reasonably clearly so as learners to have a far more committed and active role in the teaching and learning process. After a brief consultation and observation process, teachers assume that these learners are living in a technological era that they like managing and that makes them feel comfortable, confident and motivated when using new technologies. Besides, we guess from our consultation and observation that learners prefer to develop language acquisition as a process of acquiring macro-skills and micro-skills through different tasks and projects, rather than acquiring a body of language content and forms or body of analytical knowledge with no reference to the real teens world. Students in our class are a large group of 25 learners who really begin to “take off” in terms of their ability to communicate using the target language. Learners, then, need fresh challenges to help them to realize how much they know and to make their passive knowledge active, together with a steady and implicit input of new language. E)

UNIT´S GOALS/OBJECTIVES

In this learner-centred unit of work specifying unit objectives or goals can play an important part in getting learners involved in achieving those goals and in getting learners fulfill their roles in the teaching and learning process. Through this tasksbased unit, the learners are required: . To act friendly and confident with the material produced dealing with new ways of communication. . To revise and extend learners´ knowledge of language use. . To expand new ways of communication-based lexis. . To practice pronunciation and writing new lexis correctly and appropriately. . To be aware of new ways of communication and practical use in their lives. . To be motivated to speak and write about new ways of communication topic. . To feel clear, intelligible and confident when using language, discourse and Information and Communication technologies (i.e. computers). . To monitor their tasks individually or collaboratively. . To deal with authentic texts. . To get used to reading, listening, writing and speaking dealing with new ways of communication codes. . To monitor their learning process. 7

Assignment - M&R

. To use new ways of communication politely, effectively and safely. At the end of this unit of work, learners will have achieved the following standards: Learners will use wh-questions in conversations and dialogues via textmessaging; Learners will use modal verbs related to suggestions and obligation. (i.e. should, shouldn´t, must, mustn´t); Learners will express feelings, agreement and disagreement about using textmessaging among teens; Learners will use written texts, managing real texts, discourse, coherence and cohesion; Learners will identify the main point in a spoken text; Learners will extract relevant information form a spoken or written text; Learners will obtain relevant information about new ways of communication and codes used; Learners will acquire lexis related to new ways of communication; Learners will use new ways of communication and Information and Communication Technologies to produce a final project; Learners will work collaboratively, showing respect and tolerance towards other members of the group. F)

LEARNING/TEACHING ACTIVITIES OR TASKS

In this learner-centred unit of work, activities must be informed by the attitudes, needs and interests of learners in the class. Conversation and discussion in class, talking to friends, interacting via new technologies and elaborating a teens magazine as final project were all learners´ attitudes in our class. Real-life and psycholinguisticallymotivated tasks and activities seem to be both pedagogically and psycholinguistically sound, and also appear to have the general support of the learners themselves. The specific learner-centred activities and tasks in our unit of work or KIT have the following characteristics: -

As a warm-up activity our learners will be introduced into a motivating video

dealing with new ways of communication among teens. Learners are shown firstly some logos they are able to recognize and to speak about them and expressing their own opinions. We as teachers should not abandon “free speaking”. Through some questions learners get support and they are encouraged to ask and answer while the rest of the class listens. Teacher encourages genuine communication paying attention and underlying some words and vocabulary related to the unit topic. Meanwhile, pronunciation may be taught by “echoing” learners who mispronounce but without correcting them too frequently since the activity is designed to improve fluency and to warm-up as an introduction for the unit of work. -

The reading comprehension activity deals with “netiquette” or the art of proper

behavior online. It is important to create a desire to read, so learners will be encouraged to predict the content of the text by writing the key-word “netiquette” on the 8

Assignment - M&R

board. After this predicting activity learners will read the text and answer some questions related to the content. Eventually, learners are taught inductively the MODAL VERBS to express advice/suggestions and obligation. Learners use experimentally the modal verbs forms in context after being presented with the explanation for appropriate use in context. -

Concerning language focus, learners experiment with the new language forms

(i.e. modal verbs for advice and obligation) scanning from a given text. Learners carry out a top-down processing when acquiring the new language forms since clear written model is given to them in order that they are able to hear, write and read what the new language sounds and functions like. While producing the new language learners feel confident. Teacher encourages peer correction among all the learners by using the prompt “Can anyone help?” and by writing the new language forms in a poster in order to exhibit it on the classroom´s walls. -

Reading and writing section deals with “textmessaging” and its codes and

abbreviations. Learners are asked some questions as a warm-up activity dealing with their textmessaging routines and feelings about this everyday practice among teens. Teachers use the text as an excuse to make students feel confident when discussing about the topic. In doing so, learners practice the art of turn-taking while expressing advantages and disadvantages of textmessaging. After having comprehended the text and the use of textmessaging, a group game make students manage the content of the text in a real situation (i.e. roleplaying). Messages produced by students can be shown on the digital board to encourage a group-checking and correction of mistakes and to create an atmosphere of appreciation and motivation. -

In order to practice the listening macro-skill and its micro-skills, learners are

firstly engaged by asking them to look at the pictures and listen to the pronunciation of some related words in order to predict content. Some vocabulary is pre-taught so learners know in advance how some of the words related to the topic are pronounced. Before they start listening we make sure that learners read and understand the questions or activity they are going to carry out. As a follow-up activity learners may have the tape script written on the digital board so that they can read and listen at the same time. -

Learners will elaborate a FINAL REVIEW PROJECT as a way of evaluating our

teaching and learning practice along the unit of work, that is, evaluation of both, teacher´s practice and learners´ acquisition. Learners will be asked to create a teens magazine to motivate them at the same time to work in groups, to put in practice the 9

Assignment - M&R

content of the unit of work and to use Information and Communication technologies (i.e. computers in the classroom). The medium used will be the English language. Teacher will offer support and guidance related to netiquette, use of language and WebPages they may use to download images, photos, etc. while learners can ask further questions. This final review quiz motivates learners to practice writing in what is perceived as a “cool” format: a teen magazine. At the same time, this final review PROJECT will engage our learners in some key competences such as: competence in linguistic communication, competence in learning to learn, competence in social skills, competence in processing information and use of Information and Communication technology (i.e. computers), artistic competence, autonomy and personal initiative, among others. In order to create an atmosphere of appreciation and motivation, learners will display their final project on the DIGITAL BOARD as a motivating presentation in front of the class. G)

MACRO-SKILLS AND MICRO-SKILLS IN THE UNIT OF WORK

This unit of work is assessed through four macro-skills: speaking and writing, that is, productive skills; listening and reading, that is, receptive skills. This unit places equal emphasis on the development of all four macro-skills. Each skill has got specific characteristics which affect the tasks-design. In order to develop READING SKILL, the unit of work contains authentic material with pre, while and post activities for comprehension and prediction of content. Some micro-skills are also developed into the reading comprehension exercises, such as skimming, scanning, inferring meaning from context and title and recognition of our learners´ background knowledge. To develop and encourage our learners´ LISTENING SKILL, the activities are designed with authentic texts, use of video, CDs and pre, while and post listening tasks. Some micro-skills developed are: recognition of vocabulary, intonation, stress, and background knowledge about the topic. WRITING SKILL is a process in this unit of work, not just a product. Learners develop writing skill while they are able to identify the style, cohesion and coherence organization into paragraphs and internet and texting conventions as micro-skills. SPEAKING SKILL in this unit is put into practice with learners from the very beginning by means of the warm-up activity to introduce the unit topic. Learners will use real-time processing, interactional language use, negotiation of meaning and presentations via DIGITAL BOARD or POSTERS. Some micro-skills which are developed are: pronunciation, stress, intonation and discourse conventions. 10

Assignment - M&R

CLIL approach is the base for this unit of work since learners develop positive attitudes, learning skills and learning strategies while working individually or forming groups and while working via Information and Communication Technology. H)

TEACHER/LEARNER´S ROLE

In this learner-centred unit of work the content to be dealt is a collaborative effort between teacher and learners, since learners´ needs and interests are closely involved in the pre-planning process of the unit, regarding the content of the unit and how it is taught. On the one hand, TEACHER is required to have a range of skills in order to carry out this learner-centred unit. Teacher analyses initial needs, sets goals and objectives, selects content, devises learning activities or tasks, instructs learners, monitors and assesses progress, evaluates materials and manages classroom during the teaching and learning process. In a learner-centred system the teacher has a crucial role to play in both student assessment and unit of work evaluation through observation and selfanalysis. Teacher is also the curriculum developer in this leaner-centred unit. On the other hand, LEARNER is the protagonist of his/her own learning by being involved in tasks and activities, by group-working in those tasks and activities and by being the source of input for the content and methodology. Learners will have selfaccess study by means of unit tasks and activities developed by the other learners and by teacher monitoring those tasks. I)

MATERIALS AND RESOURCES

At the classroom level, materials often seem more prominent than any other element in the curriculum. Materials are the tangible manifestation of the curriculum in action. They are omnipresent in the language classroom and it is difficult to imagine a class without books, pictures, filmstrips, games and so on. At their best, they provide concrete models of desirable classroom practice; they fulfill a teacher development role. Materials come in many shapes and formats. The most obvious distinction is between local materials produced by a teacher for his/her class, and those which are commercially produced. In this unit we are dealing with LOCAL MATERIALS developed by the teacher on the base of learners´ interests and needs. As our focus as teachers will be on assisting learners to do in class what they enjoy doing outside, that is the case of “textmessaging” and using “new ways of communication among teens”, our local materials will reflect the outside world. In other words, our local materials have a degree of authenticity. This authenticity will relate to the texts sources, video source and listening source as well as the use of computers in the classroom, the net to 11

Assignment - M&R

search for information when elaborating a final project and the use of the DIGITAL BOARD, in a nutshell, the use of Information and Communication technology. Materials and resources will also foster independent learning by raising the consciousness of the learners and making them more aware of their learning process. This will be done by means of carrying out some tasks, activities and by elaborating a final collaborative project. Recognising the inevitability of a mixed group of learners in terms of abilities, materials have been designed so that they are used in a variety of ways and in a variety of learner-grouping. Different sections in the unit of work start with a warm-up activity such as group discussions and into each section different group or peer work activities are developed in order to overlap some proficiency deficiencies in some of our students. The materials are suggestive rather than definite; they are attractive by means of real texts, images, photos, a video, extracts from ads, signs, logos, charts, etc. Besides, our learners authenticate materials when their background knowledge about the topic is stimulated as soon as the teacher asks questions to promote learners interactions about the unit topic. Since this unit of work is developed with students who are studying English as a second language, being Spanish language their mother tongue, materials generate classrooms discussions and a final project using the Information and Communication technology (i.e. computers), the net and the DIGITAL BOARD which stimulate genuine communication in the classroom setting in the hope that this will facilitate transfer of learning. We will encourage learners to make links between classroom learning and outside language use by means of the final project consisting on elaborating a teens magazine where learners can write and post romantic stories, teens interests, etc. in order to be displayed on the DIGITAL BOARD for the rest of the group-class. A presentation supported by the digital board requires that learners prepare their project with the tools they can use to support it. In an electronic context, this means the use of links. By creating links to present a paper, learners must organize their thoughts and the content appropriately and the organization required by this may encourage our students to make a learning habit out of this discipline. Another activity supported by the digital board is the correction of a paper by the whole class. They may look for spelling or language mistakes and correct them by overwriting on the board while the rest of the class participates in the self-correction. Our impression as teachers is that the DIGITAL BOARD is a very innovative and powerful support for language

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Assignment - M&R

acquisition; it provides a bridge that allows using the features of computers without breaking communication, it even supports it. J)

METHODOLOGY

This task-oriented unit of work will develop a methodology which takes learners towards the classroom rehearsal of tasks and skills needed for communicating outside the classroom. Classroom communication will foster language acquisition particularly if learners are given opportunities for productive language use and the negotiation of meaning is small group work. In this unit of work, a methodology which encourages “real” conversational practice and discussions with the teacher intervention with suggestions and error correction is the single most highly-valued learning modality by our students. Therefore, the sort of approach advocated here in terms of methodology is validated by the data from our students, that is, their interests, needs and proficiency. The VOCABULARY set presented in the unit is connected with the main topic of the unit and items have been selected for their frequency, usefulness and relevance to the age group. The vocabulary set is presented through pictures or texts (written or spoken). The target vocabulary is recycled and reinforced in texts and activities throughout the unit of work. Regarding LANGUAGE FORMS in the unit, they are acquired inductively and experimentally by learners when working with texts. Activities are topic-based, so learners are required to understand the usage and meaning in order to acquire the language form using a top-down process. Learners are given the opportunity to use the new language form in a productive, personalized or creative way while teacher is presenting inductively the language form. Methodologically speaking, LISTENING activities in this unit follow a vocabulary set related to the unit topic in context. It provides speakers in real situations and the language used is carefully graded for intermediate students of English as a second language. This unit provides a variety of SPEAKING opportunities from the very beginning which are well guided and supported by the teacher. Learners can simply “perform” their own dialogues and discussions in pairs or individually, or they can write them down first before reading them aloud. This unit of work provides two different sections to guided WRITING: the one dealing with “textmessaging” and the final review “project”. The support given for the two sections ensures that even the less able student will be able to produce the tasks. In this unit the written text produced is not just a product, but a process since different skills and micro-skills are developed while writing, such as: discourse conventions, language use, vocabulary use, social conventions when group-working, etc. 13

Assignment - M&R

K) EVALUATION The principal purpose of evaluating the planned unit of work and the assessed unit, that is, what the learner actually learns, is to determine the efficacy of the planning procedures employed and also to assess whether the content and tasks are appropriate for our learners. Assessing LEARNER ACHIEVEMENT is only the first step in the evaluation process. In our large class of 25 students it is useful to involve learners in assessment by asking them to produce a final project dealing with the items acquired along the unit of work. This group-work project can serve as a common remedy to negotiate and overlap possible inefficient learning strategies or irregular attendance by some of our learners. Observation technique is also useful in assisting teachers to monitor student progress. In order to get a score or mark for our students when producing the final project, a chart dealing with some items will be filled in by the teacher. Regarding MATERIAL EVALUATION, and after arriving at some conclusions related to our students´ needs, proficiency and interests from the very beginning of our planning process by conversations or intuition or just by having known our learners from previous academic courses, the results regarding the material evaluation can be summarized as follows: Layout and design of the unit seems attractive to students who are presented with a unit of work on the DIGITAL BOARD, which means a variety of ways of moving pictures and working with items into the planned unit. Activities are ranged and balanced reasonably since the amount of language input is developed by means of real and interesting texts. Discussions, dialogues, compositions and the final project are motivating and realistic in context. The subject and content developed in the unit of work match up to our learners´ personalities, age, background knowledge, needs and interests. The topic under study avoids harmful stereotypes and impolite ways of interaction (i.e. use of netiquette) while working with the technological nature of our current society. Clear explanations, instructions and stated objectives are used to their maximum advantage in the teacher´s guide. Consequently, this unit of work is highly recommended to be used with a group of students aged 14-15 years and moving towards an intermediate level of English as a second language. L)

CONCLUSIONS

Certainly the aim of this planned unit of work is to train our learners for communicative efficiency, but we have already seen macro-skills and micro-skills development then presentation and practice activities take place. We have also realized that concentration on fluency only may not be in the best interests of the learners. The 14

Assignment - M&R

importance of sections in the unit of work where there is an emphasis on tasks and the learner´s own responsibility for their own learning has to go together with more formal language work (i.e. use of modal verbs). By presenting learners a variety of tasks, activities, discussions and a final group-project we can ensure our learners´ continuing interest and involvement in the unit of work. Finally, it must be said that teachers have to be flexible and sensitive to the changing needs of the group as the unit of work progresses. In simple terms it means that decisions taken before the planned unit about what is going to happen are not in some way sacred. Good teachers must be prepared to adapt and alter their plans if this proves necessary. BIBLIOGRAPHICAL REFERENCES •

Jeremy Harmer. (1991). The Practice of English Language Teaching. New

Edition. London and New York: Longman Handbooks for Language Teachers. Longman Group U.K. Limited. •

Ms. Anne Lennon and Mr. Philip Ball. (Eds) (2012). Materials and Resources in

EFL. Fundación Universitaria Iberoamericana. FUNIBER. •

Nunan, D. (Eds) The Learner-Centred Curriculum. Cambridge Applied Linguistics

Series. Series editors: Michael H. Long and Jack C. Richards. (First published 1988). •

Richards, J. (1984) Language Curriculum Development. RELC Journal, 15, 1.

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Assignment - M&R

2. APPENDIX I (THE KIT) Warm -up: 

Which of these logos do you recognize?



Do you use them? What for?



Do you like them? Which one is the best?

VIDEO source to be Projected on the Digital Board

YouTube

video:

NEGATIVE

EFFECT

http://www.youtube.com/watch?v=4V1mQXf8Ql4

16

OF

INTERNET

ON

TEENS:

Assignment - M&R

WHAT IS NETIQUETTE? Netiquette is Internet etiquette or rules that guide us in proper behavior online. These are important rules to help make the Internet a fun and safe place to socialize, work and play. These rules can help you remember that everyone you interact with on the computer is a human being. Even though you're looking at a blank screen, on the other side is someone with thoughts, ideas and feelings just like you. You must tell the truth online. False information invalidates network communication. Using all capital letters in internet correspondence denote shouting in internet communication. You mustn´t shout at other users because it is rude and is not acceptable. When you're holding a conversation online - whether it's an email exchange or a response to a discussion group posting -- it's easy to misinterpret your correspondent's meaning. You should pay careful attention to your words. On the internet, grammar and spelling errors are common for many reasons. As internet use increases, so will the number of spelling mistakes and grammar errors. The more you write the more mistakes you make. Making mistakes is natural. You shouldn´t follow the temptation to do something that's illegal in cyberspace, chances are it´s also bad Netiquette. Refrain from posting or respond to inflammatory material, flames, on the internet because they are uncivilized. A flame is a personal insult communicated through the internet. Internet etiquette rules civilize the internet, cybersphere. 1- Read the text and answer TRUE (T) or FALSE (F) •

Netiquette is everyday life rules…………..

•

Netiquette help people to be safe on internet………..

•

You interact on a computer with robots not humans…….

•

Netiquette teaches proper behavior online………..

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Assignment - M&R

2- Read the text and underline the unknown words 3- Find in the text 2 examples of good cyberspace behavior 4- Find in the text 2 examples of bad cyberspace behavior 5- Pay careful attention to words in bold what kind of information are they expressing?

NETIQUETTE RULES: 1-

Read the sentences then write them as rules under the right column. USE

MODAL verbs: (should, shouldn´t, must, mustn´t)

Change passwords often. Threaten or bully others online. Guard your privacy too—be careful about posting information like your address, email address and phone number, or other personal or financial information. Don´t invite people you don´t know to your Facebook, wiki,etc. Post personal information about other people, without their permission. Post or send rude pictures or images of other people. Type in all capital letters—it looks like you're yelling. Keep in mind other people's feelings and opinions count too. Use correct spelling and grammar and make brief posts/emails.

YES

NO

• You Should be consistent with the

• You mustn´t threaten or bully

use of an online name.

others online.

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Assignment - M&R

2013 is all about quick and mobile internet. Our desktop has progressively shortened into millennial jargon, while our handheld text messaging is even more abbreviated to accommodate thumb typing. Text-messaging can be a cool way to communicate in writing. It uses the alphabet and numbers to represent the sound of the words. It’s good for facts and information, but it’s not so good for complex ideas.

Here are some longer examples of text messages from a teens magazine. They are written by different people. Can you understand them?

Texting Abbreviations, 2013

1) Rearrange the class in a circle of chairs. Write on a piece of paper a message in order to text each other using nicknames as if you were in an internet chat room. For example: Pingu: R U ok? Want 2 go 2 cinema L8R? 2) When you finish your message, swap the pieces of paper around. Now try to decode the text message written by one of your mates.

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Assignment - M&R

•

VOCABULARY: Internet etiquette. Listen and practice.

Netiquette

Flame person

Don’t use Caps

Internet Fraud

Keep your privacy •

spam

LISTENING COMPREHENSION: Listen carefully to the people talking about their behavior on line. Then listen again to check your work. Michael Grant

Paul Lemark

Netiquette Flame person Don’t use caps Internet fraud Keep your privacy Spam

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Yoko Teoh

Maria Marquez

Assignment - M&R

 Create a magazine for teens working with your personal computers in groups of 3 students. Publish 3 different articles. It must contain:

•

tips for a successful communication among teenagers in order to date, make new friends, etc. (Using Modal verbs)

•

Include pictures, statistics, interviews, testimonies, advertisements, etc.

•

Cover and back

 The PROJECT will be done: •

In groups of 3 working with a personal computer

•

Everyone is responsible of a task

•

Present due to date.

 The MAGAZINE published by each group of three will be read and presented in class on the digital board.

Web sources to create the cover: http://www.oncoverpage.com/ http://fakeazine.com/

3. APPENDIX II (TEACHER´S GUIDE)

Lesson Plan 21

Assignment - M&R

The material in this Kit is intended for teacher´s to use for a period of two weeks, that is, 6 periods of 50 minutes. A) Warm –up 1-Distribute among STs Cards with numbers, this will help you to make the following activity more challenging and interactive (all the STs participate). 2- Call out numbers in order to answer the questions. Show students the logos on the digital board and ask them the following questions: •

Which of these logos do you recognize?

•

Do you use them? What for?

•

Do you like them? Which one is the best?

•

What resources do you use to communicate with your family/ friends/ teachers?

•

Did you have any problem using these resources?

3- Elicit answers from students and led them to the following step. Tell them they are going to watch a short video done by students (1:48¨) 4- Ask STs Reflexive questions in order to make students express their opinion about it (re use the cards in order to make the participation democratic) •

Do you agree with the opinions? ( answers in L1 are accepted)

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Do you feel like those teenagers in the picture?

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How many hours do you use internet’

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How often do you use cell phone in a day?

B) Reading – Comprehension 5- Write the word NETIQUETTE on the board and ask students to provide definitions or predictions. 6- Hand in the text to students and ask them to read the first paragraph in order to check their predictions. 7- Ask STs to solve activity 1 and check it orally •Netiquette is everyday life rules…F……….. •Netiquette helps people to be safe on internet……T.. •You interact on a computer with robots not humans…F…. •Netiquette teaches proper behavior online……….T

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Assignment - M&R

8- Ask STs to solve activities 2,3,4,5. After checking activity number 5 the STs should provide the words SHOULD, SHOULDN´T, MUST, and MUSTN´T in order to express different ways of obligation or advice. 9- After that ask STs if they use consciously these rules in their everyday life or not and if they think there are any others. Presentation of grammatical forms: Provide students explanation about the difference between should and shouldn’t as well as must and mustn´t. Do it in the implicit form using examples from the reading and writing them on the board. Variant: show 2 pictures and ask individual students to form a sentence giving a suggestion and 2 pictures expressing prohibition and obligation Ex: you should text messages clearly. You Shouldn´t write long messages You Mustn´t use cell phones at petrol Stations You must use a safe internet connection C) Grammar focus 10- Read the sentences then write them as rules or Suggestions under the right column. USE MODAL verbs (should, shouldn´t, must, mustn´t). Change passwords often Yes

No

Variant: give students strips of paper with sentences and they have to work in groups of three trying to form sentences using the appropriate modal and place it correctly. They will have to write the sentences in a poster to exhibit it later. The group which finishes first is the winner. D) Reading and Writing activity 11- Warm up. Discuss how common texting is for students. What kind of language do they use in L1? Is it like these messages? What are the advantages of texting? E.g cheaper than talking on the phone, quick and easy, you can read messages at any time. What are some of the disadvantages? E.g it’s disappointing if you don’t get a reply, other people can read it, it becomes compulsive! Discussion. Ask students to read the last two paragraphs before deciding and discussing whether they agree with them. What are their reasons? 12- Rearrange the class in a circle of chairs. Ask STs to write on a piece of paper a message in order to text each other using nicknames as if they were in an internet chat room. 23

Assignment - M&R

For example: Loli : R U ok? Want 2 go 2 cinema L8R? Instruct STs that once they finish their written message, they will swap the pieces of paper around Writing: Now try to decode the text message written by one of your mates and guess who did it. In order to check spelling Sts should write the correct final message on the board. This activity can be done in pairs, small groups (3) or individually. Ex: cu L8R? Can I see you later? E) Listening – Comprehension AUDIOSCRIPT MICHAEL GRANT: I have had bad experiences on internet. Last year, I wanted to buy a computer on line and paid in advance for it but I never received it because it was a fraudulent company. Yesterday I received an email from someone called Collin Marx with “BAD NEWS” in the subject box of the email. I don’t know anyone called Collin Marx so I immediately knew it was a scam. People should not pay attention to this kind of junk mail. Answer: Internet Fraud & Spam PAUL LEMARK: I am the kind of person who posts insults about others and expresses strongly my held opinion without holding back any emotion. Even if I do not agree with any comments I reply in ALL CAPS and don’t care if people think that I am yelling. My parents tell me all the time “you must change your mind” and I just replied them, what I can do this is my way to communicate. Answer: Flame person & Don’t use CAPS. YOKO THEO: Well, I am a foreign trade manager for a Japanese company. I use the mail all the times because I need to be in touch with my client around the world. I consider people should keep good manners online by using proper internet etiquette because communication is what makes things happen. It is a good idea not to offend people online unless you deliberately intend to do just that. Answer: Netiquette MARIA MARQUEZ: Lately, I have been receiving mails from unknown people with the subject “YOU WON THE LOTTERY”. They asked for my personal information; full name, address, account and credit card number in order they can transfer me the money. I tell my mother about it and she told me: Maria you must not reply this email and keep your privacy on safe. Answer: Internet Fraud, Spam & Keep your privacy •

VOCABULARY

Suggested teaching time:

10 minutes

Your actual teaching time:

_____minutes 24

Assignment - M&R

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Before students listen and practice, tell them to look at the pictures and read the captions

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Have student listen and practice. Then ask: Have you heard before about Netiquette? How is your behavior online? Are you a flame person? Why? What do you think about different ways of internet fraude?

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Have student listen and practice again with their books closed.

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LISTENING COMPREHENSION

Suggested teaching time:

10-15 minutes

Your actual teaching time:

_____minutes

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Have students read the internet etiquettes in the chart and circle the ones they had experienced. Then ask students to share what they circled.

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Have student listen the exercise.

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Then have student listen again and complete the chart.

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Have students compare answers with a partner and the correct the wrong ones.

Challenge: On the board write “What do you think about keep good manners on line?” “What should you suggest people that are flame on line?” In groups students discuss the questions and give examples to support their answers. Bring the class together and reorganize groups to share their opinions. Final review PROJECT 15- In order to revise what the St´s have dealt with in this Kit ask students to make a project in groups of 3. The project consists of designing and producing a Teens Magazine which includes: name for the Magazine; tips for a successful communication among teenagers in order to date, make new friends, etc. (Using Modal verbs); Pictures, statistics, interviews, testimonies, advertisements, etc.; Cover and back. Students will be evaluated by presenting the final product in groups using the DIGITAL BOARD in their presentation. Design and creativity will be evaluated, too. Evaluation criteria and instruments This project aims at evaluating the process rather than the final output: Monitoring and evaluating the process and the end- results of the project through: •

Verify whether the objectives have been achieved,

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Determine the level of competence achieved by students

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Measure the final results (summative assessment)

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Monitor the learning process (formative assessment) 25

Assignment - M&R

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Improve education through the analysis of processes and results

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The objective of guiding learning is particularly important in CLIL. We tend

substantially to learn what we are assessed on, and if the teacher is oriented towards the evaluation of a particular item, students will eventually focus their attention on precisely that item. Hence the need to identify the evaluation criteria that cover the components of integration. •

Create a positive "returning wave ", enhancing students’ self-confidence about

what they can do through the foreign language rather than focus on the negative aspects, the "mistakes". Criteria C O N T E N T L A N G U A G E

.achievement of instructions .Creativity in design .Application of Knowledge to new ideas .Use of modal verbs .Use of Language according to purpose (questions, opinion, etc.)

C O O P E R A TO N

.Distribution of activities. .Responsibility in the task assigned .Staying on task .Presentation in due date

5 excellent

4 goo d

3 satisfactory

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2 almost satisfactory

1 unsatisfactory

Score