www lesson plan

Topic: Let’s go shopping!

Level: Form 2 (Advanced)
Time: 60 minutes

Language Content: Adjectives and Comparative Adjectives
Aims: By the end of lesson, students should be able to find particular information on a Website and present the information about online shopping using adjectives.

Technical Requirements:
One computer for each pair of students

Internet connection

Web Browser

Website(s): http://www.mudah.my/

http://www.ebay.com.my/ (option)
Preparation:
1. Locate a few websites that offer online shopping services.
2. Prepare worksheets using the information available on the websites provided using Microsoft Word.

3. Each student needs should have an email address and e-journal account.

Procedure:

Set Induction (5 minutes):

1. Ask the students if they know about online shopping service and share own experience about online shopping with students.

2. Recap about previous lesson about adjectives and comparative adjectives.

Task 1: (35 minutes)

Activity: If I have RM 10,000, I would like to buy...(Individual)
1. Ask the students to sit in pairs and share a computer.

2. Ask the students to browse the given online shopping websites on the board.

3. Provide information about the type of services offered on the websites given and ask the students what kind of items that they can buy from the websites.

4. Ask the students to imagine what they will buy from the websites if they have RM10,000.

5. Ask the students to copy and paste the pictures of the items and describe about the item in the worksheet given (Worksheet 1).

6. Ask the students to shop for their family members and provide information of the items (e.g. the price, category, colour, size and reasons why they choose that item for that particular member using adjectives).

7. Show the students an example of buying an item and how to fill in the details.

8. Asks the students to start browsing and shopping. Remind them that not to overspend as they only have RM10, 000.

9. Ask the students if they face any problems while browsing the websites.

10. Tell them after they have finished, they can straight e-mail the worksheet to the teacher.

11. Discuss about what they think about online shopping and problems that they encounter while online shopping.

12. Ask some students what they buy for themselves and for their family members.

Task2: (15 minutes)

Activity: Which One Should I Buy? (In-pair)

1. Ask the students if they have encountered any confusion in deciding between two items while shopping.

2. Ask the students to choose two or three items and find the same items from different brands. (e.g Nike shoes and Puma shoes).

3. Provide information such as the criterion that they need to look into before purchasing.

4. Ask the students to fill in the boxes with information provided about the chosen items from the same websites (Worksheet 2).

5. Ask the student to compare the items before they decide which item they want to purchase using comparative adjectives.

6. After the students have finished doing this, ask them to email the worksheet to the teacher.

7. Ask the students randomly what type of items that they finally choose to buy.

Conclusion (5 minutes):

Summarize what they have learnt from the lesson and provide significant values from the lesson.

Follow Up Activity:

Ask the students to write about their experience and provide advantages and disadvantages of online shopping. Ask the students to post them on their e-journal.

hypertext

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

Paige, D.W & Robert O ( February, 2008). Peer Feedback on Language Form In Telecollaboration. Language Learning & Technology, 12 (1), 43-63. Retrieved August 20, 2009 from llt.msu.edu/vol12num1/wareodowd/default.html


a. Title: Peer Feedback on Language Form In Telecollaboration.
b. Language Learning & Technology, Vol.12, No.1, February 2008, pp. 43-63.
c. The first author is Paige Ware who is an assistant professor at Southern Methodist University. She possesses a Ph.D. in Language, Literacy, and Culture from the University of California at Berkeley. A research on the use of new technologies to support adolescent language learners and the integration of telecollaboration into ESL and EFL courses is one of her publications. She recently directs and teaches in Project CONNECT, a program for secondary teachers to work with English language learners. She can be connected through her e-mail: pware@smu.edu.
The second author is Robert O'Dowd who is teaching EFL and Foreign Language Methodology at the University of León in Spain. He also possesses a Ph.D. on the development of intercultural competence through the use of networked technologies. Now, he is one of the executive committees of Eurocall and IALIC. His publications extensively cover on the themes of on-line foreign language education and on the role of culture in foreign language learning. He can be connected through his e-mail: robert.odowd@unileon.es



This study investigates the integration of peer feedback on language into classroom-based adult foreign language learning, the type and frequency of language-related episodes, feedback strategies students use to focus on morphosyntactic forms and, students’ attitudes toward the presence or absence of a focus on language in their online interactions. By using qualitative and quantitative methods, this two-phase study assigns students to one of two conditions which are e-tutoring and e-partnering. In Phase I, there were 22 post-secondary advanced EFL students (ages 19-22) from Spain University and 4 post-secondary students from US University (ages 19-21) through a monolingual online exchange in English during the spring semester of 2006 involved. Two of the U.S. students were required to provide weekly feedback to 11 Spanish students in the e-tutoring condition while another two only give feedback if their EFL partners asked to in the e-partnering condition. The students needed to complete the task cycle using a course management system called Moodle which allows data storage, file sharing, asynchronous and synchronous interaction (Robb, 2004). In Phase II, there were 14 students who took advanced Spanish grammar course in US University and 14 students in the second author's Advanced EFL course in Spain were being paired for eight weeks in the e-tutoring condition. There were 22 U.S. students who took advanced Spanish conversation course and 22 advanced EFL course students were in Chile for 10 weeks involved in the e-partnering condition. Students in the e-tutoring condition were permitted to select different tasks. Students in the e-partnering condition were asked to write about themes associated to movies they watched as part of their coursework. Students must write at least 300 words in each language weekly. All students in Phase II communicated in asynchronous interactions using a course management system called Blackboard. The findings of this study showed that Phase I student has greater percentage of Language-Related Episodes (LREs) in the e-tutoring condition as they had to give feedback on their partner’s language whether it was asked or not. The result was contradicted with the e-partnering condition. The phase II study also produced the same result. It was also found that the most feedback strategy that frequently used by students in both phases was commentaries. Interestingly, metalinguistic commentaries were used frequently by Spanish students compared to American students. Commentaries given by the American students were not quite precise and with limited accuracy and depth of explanations. In terms of participant attitudes, American students in the e-tutoring condition in Phase I were initially reluctant to write commentaries about their partner's language use. Spanish students in both conditions were interested to learn and understand members of the target culture, to improve their English and be exposed to informal English language from native speakers. Finally, in Phase II, there were no significant differences between students’ attitudes in the e-tutoring and e-partnering toward language feedback.


I find this article is really interesting as it provides an exciting way of learning language form or grammar especially for mature students instead of exercising a drill practice. This method is also interesting as students needs to collaborate with their peers and it also fosters student-centred approach. It arouses students’ motivation to improve their grammar as they collaborate between one another. The students will be paying more attention as they are required to give feedback. Another reason is it integrates technology in teaching and learning process. As we all know, technology has become an integral part of our daily lives. This research is also well conducted as it is a planned research. There are many elements being considered such as time frame and the distinctions between the control and uncontrolled group. This research is important in the teaching and learning of EFL/ESL as it helps teachers to generate ideas on how to make lessons differ from the usual activity. From teacher-centred approach, it becomes student-centred approach. This learning method also does not disregard technology. However, teachers need to have a proper plan and consider a lot of factors such as the accessibility of computer and doing assessments before doing this activity in order to avoid problems while conducting this activity. In short, this method makes the mind wonder beyond the four walls of the classroom! (700 words)

grammar exercise

syaza's skill

wolaaa...i am syaza raihan..i was born on may 14 1986 and i am from jb...i am a taurean yeayy...anyway if you ask me what computer skill i have...hehe i will just smile..as i am not born to be a computer genius anyway..haha..the funny thing is my dad was a computer programmer but so sad i do not inherit the skill unlike my brothers and sister...poor me..if only i know how to do with java script, programming computer or etc ,my life will be easier...hehee...but with common software n website, i am glad i get used to them...thank god..especially blogging, facebook, friendster...hehehee:)and now i am teaching my 56-year-old mom on how to use youtube hehehe...

anyway, some of the computer software that i know how to use : PowerPoint, Microsoft word...and so on..except Microsoft excel :( so many instructions and i tend to get confused...hehe..

hardware skill/knowledge?...my mom just gave me a laptop last year...before this i used hp gigantic desktop..so i am still learning ..but i know to plug all that of course...hehehe...if my computer is being attacked by any bad virus, normally i just send it to my brother..as simple as that...hehehe but i guess i am a bit wiser now..even i am not pro anyway:)

third question: do i have any opportunity to use computer during my practicum? hurm i must say yessss a lot..and my students love ittt! i remember i grabbed their first attention in my first class by downloading a song People in My Town...eventually they did not come out with song lyrics so i listened to so many times and wrote it..they really apreciated alhamdulillah..then i used in my literature class by downloading video clip of phantom of the opera..they were so mesmerized...what else..i even asked my students to locate information from Internet for their project -Interesting Places in Malaysia~the result, it was so fabulous..in fact i still stay connected with my students through blog, msn and facebook (i created a special account for them:) )...i tried to follow their trends and beats as i know they are active bloggers, they have blogs among them you know..children nowadays~in fact, when i taught my adult students for English course, i used it a lot...to help me in my teaching...i downloaded clips about grammar, and Beatles's song in my lesson..and my students enjoyed my lesson alhamdulillah..sometimes Internet helps me in my daily lives anyway.

lastly, have i ever participated in any online learning...yes i did..when i was in school my teacher asked me to surf a few websites which i have forgotten hehehe...but i think i use a lot when i am doing degree in TESL..as a lot of courses require me to do article review...so i have to read a lot online journals:(sometimes i participated it to find ideas to make my teaching becomes more interesting and creative to attract my students' attention..

guess i have to stop now...i think i talk a lot here...anyway i used to have a few blogs last time and we discussed a lot about recent issues with my blog followers...so that's why i keep on talking ,talking...endlessly hahaha...i hope you do enjoy reading my post (if you read)...thanks for reading..not til pen meets paper but..til keyboard meets screen ehhehe...anyway have blast day...and feel free to share your views..what sayyyy youu hehehe...salam