This blog is for my students to reflect upon their future lives while applying some reading strategies and using some web 2.0 tools.
Sunday, November 28, 2010
Sunday, October 17, 2010
WEB 2.0 TOOLS
Students will use the following tools:
Use Bubbl us for creating a mind map regarding the main characteristics of the studies they want to carry out after school, universities that offer these studies, the information they found more useful. Learners can find information regarding the tool HERE
Power Point Presentation to show the studies the SENA offers for them and the requirements. In the second session students will share their Presentations .
Use Wordle to show information regarding possible jobs students can do after finishing high school. Reading will be provided per groups. There will be two readings. Each group will be assigned one of them. In order to get more familiar with the tool students will be provided with the link.
Click here for a tutorial
Use Bubbl us for creating a mind map regarding the main characteristics of the studies they want to carry out after school, universities that offer these studies, the information they found more useful. Learners can find information regarding the tool HERE
Power Point Presentation to show the studies the SENA offers for them and the requirements. In the second session students will share their Presentations .
Use Wordle to show information regarding possible jobs students can do after finishing high school. Reading will be provided per groups. There will be two readings. Each group will be assigned one of them. In order to get more familiar with the tool students will be provided with the link.
Click here for a tutorial
GENERAL OBJECTIVES
students will use three different technological tools in order to foster their reading skills. They will work in a collaborative way. As a result, they will feel more motivated to learn English and find support from their peers. Pallof and Pratt (2007) point out that in an online learning community some key features are collaboration between participants and peer evaluation.
These are the general objectives.
• To provide learners with virtual environments in order to apply their reading skills in L2.
• To implement strategies for a collaborative work, therefore they will find support not only from their teacher but from their peers.
• To implement web 2.0 tools in their learning process in order to acquire the skills needed in the 21st century.
These are the general objectives.
• To provide learners with virtual environments in order to apply their reading skills in L2.
• To implement strategies for a collaborative work, therefore they will find support not only from their teacher but from their peers.
• To implement web 2.0 tools in their learning process in order to acquire the skills needed in the 21st century.
CLASS PROFILE
The following Unit of Work is created to address the particular learning needs of a group of students in a public school. This is a group of 39 students undertaking the eleventh grade. All of them are begginers; they are in the process of becoming A1.
They have three classes per week. The duration of each class is 55 minutes. All learners are teenagers between the ages of 15 and 19. This is a mixed ability class in terms of motivation and level. Some of them use simple sentences in English, while others do not speak at all.
In regards to their affective needs, their immediate goal is to be prepared for facing the new challenges after finishing their high-school. They are assessed through class work and tasks assigned by the teacher. Furthermore, listening and speaking activities are not performed frequently. They have studied English based on a translation model in their previous levels. They have been exposed to some reading texts about cross-curricular topics and some listening exercises based on simple dialogues and some topics of their interest, such as environmental issues and literature. In terms of reading comprehension process learners tend to approach reading as a translation exercise. Additionally, learners are beginning to express their ideas in English. These learners enjoy interacting with others and working in groups. They like games and competitions. Students have studied some reading strategies; however they still need to have more practice in order to have a better reading comprehension. The purpose of this unit is for them to apply their reading skills. The majority of them are visual and kinaesthetic learners. Most of the learners are motivated to learn English.
They have three classes per week. The duration of each class is 55 minutes. All learners are teenagers between the ages of 15 and 19. This is a mixed ability class in terms of motivation and level. Some of them use simple sentences in English, while others do not speak at all.
In regards to their affective needs, their immediate goal is to be prepared for facing the new challenges after finishing their high-school. They are assessed through class work and tasks assigned by the teacher. Furthermore, listening and speaking activities are not performed frequently. They have studied English based on a translation model in their previous levels. They have been exposed to some reading texts about cross-curricular topics and some listening exercises based on simple dialogues and some topics of their interest, such as environmental issues and literature. In terms of reading comprehension process learners tend to approach reading as a translation exercise. Additionally, learners are beginning to express their ideas in English. These learners enjoy interacting with others and working in groups. They like games and competitions. Students have studied some reading strategies; however they still need to have more practice in order to have a better reading comprehension. The purpose of this unit is for them to apply their reading skills. The majority of them are visual and kinaesthetic learners. Most of the learners are motivated to learn English.
UNIT SUMMARY
Students will read about some teenagers plans, and answer some questions relating to the reading and listening activities. Addittionally, they are going to think about their own future plans. Regarding the language objectives, they are to enhance reading skills and use some web 2.0 tools.
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