WWW LESSON PLAN

Level: Form 4 (Advanced)

Topic: Places of Interest.

Theme: Environment.

Time: 80 minutes

Language Skills:

Reading.
Listening.
Speaking.
Writing.

Aims:

At the end of the lesson, students should be able to:
1. Find the information on the famous buildings around the world in the Internet.
2. Relocate and use the information in their speaking, listening, reading and writing tasks.
3. Able to utilize the use of e-mails in the task given.

Technical Requirement:

Computers.
Internet connection.
Web browsers.
E-mail accounts.

Website: http://www.factmonster.com

Preparation:

1. Teacher finds a website on famous buildings around the world in the Internet.
2. Teacher checks the suitability of the site with the students’ level.
3. Teacher creates worksheets based on the information provided in the site.

Procedure:

Set Induction. (10 minutes)

1. Teacher assigns the students into a group of three and asks them to share a computer for each group.
2. Teacher introduces the website to the students.
3. Teacher asks the students to glance through through the site for 5 minutes.

Developmental. (60 minutes)

Task 1: (30 minutes)

1. Teacher asks one of the students (student A) to sit in front of the computer while the other two students at the back of the computer.
2. Student A reads out the descriptions of the famous buildings around the world in the site and make the other two students guess which building he or she is describing.
3. Student A is required to read out the descriptions of two of the famous buildings in the world and then takes turn with the other two students.

Task 2: (30 minutes)

1. Teacher asks the students to be seated in their respective groups.
2. Teacher reads out the instructions and distributes Worksheet 1.
3. Teacher asks the students to work in groups and do a mind map of one of the famous buildings around the world using their own creativity.
4. They were given the freedom to choose any famous buildings around the world as listed in the website and they are allowed to refer to the website.
5. Next, students are asked to write the introduction and the first paragraph of their essay based on the mind map.

Conclusion. (10 minutes)

1. Teacher recaps the lesson.
2. Teacher asks for students’ opinion on the famous buildings around the world.
3. Teacher gives out the follow up activity for the students to do at home.

Follow Up Activity:

In their respective groups, students are instructed to finish their essay of about 350 words in length. This task is to be submitted through the e-mail to the teacher.

NELSON MANDELA


Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His
father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.

After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.

During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.


Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.

Article Review - Redo

I'm so sorry sir that the previous article did not relate to the topic at all,it was my fault. :( this is the redo of the article review,really hope that you consider this one as part of the assessment,despite of the previous one. Thank u so much sir.


Title: Effectiveness of Interactive Multimedia Environment on Language Acquisition Skills of 6th Grade Students in the United Arab Emirates

Journal – volume: International Journal of Instructional Media v. 33 no4 (2006) p. 427-41

Author: Dr. Abdurrahman Ghaleb Almekhlafi, Ph.D., United Arab Emirates University.

Summary:
The research was intended to investigate the effect of Interactive Multimedia (IMM) on United Arab Emirates’ sixth grade students’ achievement (acquisition and improvement in their ability to read, use of correct grammar and vocabulary) in English Language skills. Participants were 90 sixth grade school students taking English as a second language chosen in a private school, Al Ain Model School 2, Abu Dhabi. They were all males and had been using a textbook entitled New Parade 6 as a supplementary material. Students were divided into experimental and control groups (46 and 44 participants respectively). Pre and post tests were administered and using Witken's test, participants were classified according to their cognitive styles into field-dependent (FD) and field-independent (FI) learners. Interactive Multimedia did not reveal significant difference between the experimental and control groups in the overall students' gain scores. FI learners scored higher than FD ones in the overall and two of the three sub sections of ESL skills. Fl learners might have learning strategies and techniques superior to these owned by their FD counterparts regardless of the teaching and delivery method. FI learners also score higher than the FD learners' scores on overall and all subsets of ESL skills. The difference in achievement between FD learners and FI learners indicated that IMM is more effective for the FI learners. FI learners tend to be persistent, prefer silent classrooms, and learn individually and privately. These conditions can be achieved with the use of IMM as it can provide privacy and self-paced learning through its abilities; and can adapt to individual differences and allow the learner to control the path of his/her leaning. F1 learners scored higher than FD learners in "reading" and "vocabulary" sub sections. This is due to these learners benefit from printed materials more than FD learners do. There is an interaction between IMM environment and students' cognitive styles in favour of field-independent learners in the experimental group.
Yes, this is an interesting research to study of how technology contributes to the teaching and learning of ESL. It is important to know how far technology helps the students to achieve a higher achievement in ESL. The research was very well done with the current participants being studied alongside a control group for better results. Some of useful implications found were identified. Generally, the research revealed that IMM work best with FI learners. Thus, teachers could work on enhancing the teaching and learning using technology to benefit this type of learners while improving on the FD learners to cope with the FI learners, even if not at the same level because IMM is more beneficial for field independent learners than field dependent learners. Meanwhile in Malaysian perspective, this research can be used as a guideline for further study in the use of technology in teaching and learning, perhaps in the rural areas and involving both genders too. In addition, research in technology-equipped schools can also be done to compare the results of teaching and learning with the achievements gained. As we know the government does provide certain schools with the latest technology available and it would be tempting to know the progress of the schools and their academic achievement since technology is at their best.

http://mitesol.elc.msu.edu/dmdocuments/call_sig/Almekhlafi.pdf