TASK 3: WWW LESSON PLAN

Form/ Level : Form 1/ Intermediate class

Time : 80 minutes

Topic : Holi Festival

Aim:

To find specific information on website (http//:www.holifestival.org/holi-festival.html) and practice vocabulary using the online dictionary.

Objective of the lesson:-

By the end of the lesson students are able to:

• Answer 10 comprehension questions based on the information they find from the website.
• Write the correct meaning of the vocabulary by using the online dictionary.

Skill: Reading and writing

Technology requirement:

• One computer per group of 2-3 students with an internet connection and a web browser
• Websites:

http//:www.youtube.com/watch (Holi Festival in India)

http//:www.holifestival.org/holi-festival.html.

http://dictionary.cambridge.org/

Preparation:

1. Locate sites connected to Holi Festival.
2. Using the information on the sites, prepare worksheets for the lesson’s activities.

Procedure for the activity:

Step 1: (15 minutes)	-Teacher introduces the students to Holi festival by showing a short movie of the festival. -Teacher asks the students if they have experienced watching that kind of festival in Hindustan movie or in television. -Teacher asks the students about their feeling and opinion regarding the movie. -Teacher explains about the Holi festival by referring to the movie.
Step 2: (35 minutes)	-Teacher asks students to form 4 groups consist of 2-3 members each. -Teacher instructs the students to browse Holi festival’s website (http//:www.holifestival.org/holi-festival.html). -Teacher asks students to read through the information written in the website. -Teacher distributes comprehension questions to the students. -In group, teacher requires students to answer the questions in the handout given by referring to the information in the website. -Teacher discusses the answers with the students.
Step 3: (25 minutes)	-Teacher distributes Vocabulary Review tasks to the students. -In the previous group, teacher asks students to find the correct meaning for the vocabularies using the online dictionary (http://dictionary.cambridge.org/). -Teacher discusses the task with the students.
Step 4: (5 minutes)	-Teacher concludes the lesson by stating moral value to respect other culture and belief. -Teacher asks the students to choose 5 vocabularies from the task and construct one sentence each for their homework.

References:

: http//:www.youtube.com/watch (Holi Festival in India)

: http//:www.holifestival.org/holi-festival.html.

: http://dictionary.cambridge.org/

Article Review: ‘Gender Difference in CALL Programs for English as a Second Language Acquisition’

The title of the journal is ‘Gender Difference in CALL Programs for English as a Second Language Acquisition’. The journal focused on the effects of gender differences on the application of Computer Assisted Language Learning (CALL) programs to enhance the learning of second language. This journal was taken from ‘DOCTRAL FORUM NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH VOLUME 3 NUMBER 1, 2006. The journal that I have chosen to review on is proposed by Cheng-Chieh Lai who is a PhD program student in Educational Leadership. He is graduated from Praire View A&W University.

The author proposed two aims of the research which are, (1) to identify the effects of gender differences on the application of CALL programs for Taiwan EFL students, and (2) to identify the barriers on the application of CALL programs for Taiwan EFL male and female students. Cheng applied a ‘mixed-methods’ design, using both quantitative and qualitative methods. Questionnaire was the instrument of the research. It consisted of four section; (1) demographic information (2) 13 questions on students’ learning attitude, efficiency, and anxiety (3) 10 interview questions, and (4) open-ended questions. The sample of the research were 200 students (male=32, female=166). The findings of the research are divided into four areas: learning attitude, learning efficacy, learning anxiety, and learning barrier. The results of the research indicated that ‘the gap of gender difference exists in Taiwan EFL students.’ Male students have more positive learning attitude and less learning anxiety toward the use of CALL programs than female students. The female students felt that learning English with computer is difficult because they are required to have basic computer knowledge.

It is generally known that students in Taiwan, China, Korea, etc. are facing some difficulties in mastering English. This is due to several factors such as language used in the classroom instruction, culture and others perceptions when they try to practise the language. In my opinion, this research is very interesting to review on. This is because we got to know the effects of gender differences on the application of CALL programs for learning the second language. Apart from that, the research also revealed to us the learning barriers for the male and female students. In addition, the journal also mentioned about male and female learning attitudes, learning efficacy, learning anxiety, and also learning barrier. Therefore, we are able to identify the problems and take measures to overcome the problems.
Personally, I think the research is well conducted by Cheng-Chieh Lai. The author have organised his methodology very systematically. As I mentioned before, the research applied a ‘mixed-methods’ design, using both quantitative and qualitative methods. The quantitative component of the research focused on the effects of gender differences on CALL programs for second language learning. On the other hand, the qualitative component of the research focused on the problems and barriers faced by the students for learning English with CALL programs based on their gender. Furthermore, the author also successfully illustrated the result of the findings by dividing the study into four areas; learning attitude, learning efficacy, learning anxiety, and learning barrier. The areas divided do help me in understanding the result for the research.

Nowadays, technology is very close-related to education. I believe that the use of technology can offer students more the learning motivation, enhance student achievement, increase authentic materials for study, encourage greater interaction between teachers and students and students and peers, and enlarge global understanding. In Malaysia, smart-schools are one of the government’s inspirations to apply the use of technology and ICT in education. CALL is one of the programs that are used in language learning. However, this research reveals to us about the gender difference when they use computer technology to learn the target language. CALL program is helpful in strengthening their English skills. Nevertheless, both male and female students have problems or barriers in using the program. Therefore, to overcome this matter, teachers should produce more training opportunities to help the students in learning the language.

www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED496190

...CALL...

right now i'm in the computer lab for the CALL class. I'm very sleepy now...
today, its quite a bad day for me. early inthe morning our class does not have the electricity, followed by Ms.L bias towards us...hate dat subject...