Portfolio:

The Internet Generation

by

Kang Hye Lyeong

Department of English Language Teaching Content Development
Hankuk University of Foreign Language Studies
Fall, 2010

Submitted to the graduate faculty of

The Graduate School of TESOL in partial fulfillment
of the requirements for the degree of
MA TESOL
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 Table of Contents

Page

Title page

Table Contents 2

Introduction 3

Teaching Philosophy 4-5

Background Information 6

Unit Goals 7-8

Overview of Lessons 9-10

Assessment 11-12

Assessment Tool 13

Rubric 14

Rationale 15-18

Lesson Plan 19-21

Reflective Journal 22-23

Personal Documents (Resume, Certificate, Pictures) 24-31

My Future Ambition 32

References 33-34

Appendices:

Appendix A: Screenshots of Eight Quizzes 35-39

Appendix B: Students Self Assessment 40
Appendix C: Vocabulary Terms by Lesson 41
Appendix D: 4 Language Skills 41
Appendix E: Connected Supplementary Activities 42-44
Appendix F: Screenshots of Moodle Site 45-46

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 Introduction
Since 1997 English has become a subject taught in Korean elementary schools. The Korean
English market is huge and from 5 years of age children study English in kindergarten
through adults. They take the TOEIC, TESOL, TOFLE, and speaking classes. There is no
exaggeration to mention that all over the country excessively adhere to English. And then
how the elementary English teachers should teach effectively in these environment? Students
take private lessons even they learn English in school. To solve this problem, public English
education should reflect real life and the needs it produces.

While many theories dealing with this problem focus on overturning the traditional teaching
style between a teacher and a student, wherein a reversal of the typical active teacher/ passive
student roles occurs, the challenge of instituting methods which allow creative and generative
dialogue in the target language still exists. This challenge becomes particularly critical when
new and evolving technologies become the most viable vehicle for change. Because of lack
of opportunity for true interaction in second language studies is significant. One method to
solve problem is to focus on computer assisted language learning (CALL), a method already
extant in many Korean educational institutions. This focus on CALL becomes doubly
important when the role the computer plays in the lives of the younger Korean generation
(Internet Generation) is considered.

By this hence, teacher should decide that he would like his students to have more
opportunities to actively participate in their learning. To engage them with the material
teacher is planning on teaching it seems that a good way to interest students will be through
technology. Teacher decides to redesign a lesson plan using collaborative learning principles
and web 2.0 tools to enhance the material. Nowadays, young students are exposed to more
opportunities to learn an English through Internet. We can say that these students are Internet
Generation. Utilizing technology to teach students of any age can be engaging, effective, and
fun. Assessment and learning goals can be reached, and exceeded, by understanding and
properly utilizing the digital tools available to both teachers and students alike. Rather than
just a textbook, they interact with many different kinds of materials for their studying and
they will help improve their learning. There has been continuous development in education
system on existing computers. Teachers and students are thinking and convincing recently

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that how computers can be used effectively to learn English and to some extent, we should
follow the trends.

Teaching Philosophy

When I was a middle school student, I had a chance to learn English for the first time. At
that time, I didn’t even know the alphabet and English seemed just an awkward language to
learn. Of course, I realize that there are so many languages all through the world, so learning
a foreign language seemed like to exploring new world to me. However, even though English
was both strange and interesting. I felt that it was boring to memorize so many words in
school because there were tests every day. In addition, my English teacher forced me to
memorize English vocabulary, grammar and dialogues rather than trying to draw any kind of
fun out of the class. Was the answer to just simply to memorize everything?

Fortunately, I realize that now that is not the case. Being prepared for the real life event is
what I think is really important. In order to be able to use English freely, I think it is
important to have a conversation class with a teacher who can speak English fluently. Most
people believe that it is also important to understand the culture and customs of English-
speaking countries to a certain degree, in order to do well in English. Even so, the real
situation of English education in Korea does not reflect this approach. That was why the
current President Lee proposed the policy of English Immersion classes taught in English
before.

After graduating from university, I worked several fields. For example, I was
employed at 5 star hotels, a hospital, a private English institute, and now I am an elementary
School teacher. I have taught English only for three years, but I like to teach young learners,
even though it is real demanding job and requires some patience. I think that it’s a real
challenging job and I can feel that’s what I am going to do for my remaining life. I don’t
want to be a traditional teacher like my English teachers in middle and junior high school. I
am teaching and continuously hoping to manage a modern English institute, based on my
experiences and my TESOL knowledge

I am teaching the English language in English from this semester due to my

Department of Education & Science’s recommendation this year. I was a bit worried about
students’ responses during the first week of March., if they understood well my teaching in
classroom. I was eventually satisfied to teach that everything was going so well. In addition,
the students still think that I am a Korean American nowadays.

I sometimes feel the challenge of being a helper or manager of the class. As much as possible,
I try to encourage my students to participate in activities and share control of the class. From
time to time, I am only an observer, while other times, I am a facilitator.
I let them talk in English, listening to what vocabulary words they use and help them choose
the correct words and use the correct grammar. I don’t think there is one way to learn English
as a second language or foreign language.

And then what is an effective teaching and learning model in introductory classroom
education? Educational environment should come along with ICT (Information and
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communication technology). In respect of instructional methods, most teaching emphasizes
enhancement of interaction and the use of active learning methods. This supports
simultaneous communication which can be appropriately applied in the class. Hence, the
teacher can understand all students’ comprehension, and lead the activity-based learning of all
students together. It also makes timely interaction with every student possible.

I think that my teaching method is efficient and works well in class because I have learned
various teaching strategies introduced to me by my professors within the HUFS GS of
TESOL. This GS of TESOL program has been very helpful in teaching me how to effectively
integrate educational technology into my EFL lesson. I am very impressed in watching my
students assume an active role in their EFL studies.

My students usually speak English in most EFL exercises with their classmates as
they take responsibility for their own learning. In general, I believe students gain confidence
in using the target language. As I understand it, TESOL’s central goal is to develop confident
teachers who can run a creative classroom, and therefore we as teachers are expected to be
more creative and original in the classroom. In addition, teachers also utilize a Blended
learning approach whereby online LMSs can supplement or enhance in class lessons. This
Approach requires a lot of effort on behalf of the teachers, I am still experimenting and trying
to find the right blend for particular contexts. Hopefully, we are creating an institutional
culture that is accepting of a change towards teaching and learning for students.

As a by-product of my GS of TESOL program, I really want to be a different teacher

from now on. I sincerely believe teaching will be dear to my heart throughout my life.

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 Background Information on Unit Plan

The Students
Age range is between the ages of 11 to 12 years old. Grades are six year of Public Elementary
School Students. Linguistic/Ethnic Background are Korean. Most students are
motivated in this English class. Only a few students want to enter Private Foreign
Language Middle School (Young Hoon or KukJae) after they graduate from this school. In
addition, their primary interests include music, watching movies, playing sports, computer
games, and reading Comic Books. They don’t have any problem interacting with Native
English Teacher or Korean English Teacher (Teaching English in English) in classroom since
they are accustomed to learn English Subject in English. Korean Students usually work on
their reading and listening skills in the traditional classroom, Korea SAT does not offer tests
for speaking and writing. But it will be changed in several years. However students did not
feel comfortable in speaking or writing English in class and they were mostly shy and passive
in engaging in an English speaking environment and afraid to speak English and make
mistakes. But recently students are changing a lot and they are getting familiar with CLT
method and computer assisted language learning nowadays.
By providing good materials and motivations continuously, it will be more helpful to engage
them and to learn English in a free environment while they are doing multimedia assisted
language learning and less-controlled activities.

Learning Setting
The class consists of 25-30 students and they are an intermediate group of co-education
Elementary school. They have middle low English level in Listening, Speaking and Writing
skills. But they are intermediate leveled in Reading and Grammar. Students meet English
Conversation Subject two times a week. Each class is forty minutes in duration. But students
have five more minutes to finish activities usually. The students will have three times a week
class from next year(2011) by Government New English Education Policy.
There is a traditional Seating. Teacher can’t see the learners in the back but it is best used for
lectures to large groups. There is one computer, Speaker, Microphone and laser black printer
with overhead projector and one black board and one white board.

Texts and Materials

There is only one textbook by government. The teacher can use several worksheets for
various activities. All materials/handouts are provided by the teacher. Computer with Internet
Access and big screen are very important and head set with Micro Phone is also needed for
students’ voice recording.

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Content
The students brainstorm a list of fact-based questions in researching. With new technology
based language learning, students are making a list, presentations, learning netiquette, online
communication quizzes, checking internet knowledge, producing graphic organizer, making a
rule or slogan, drawing a logo, role play, a poster, searching safe online for the purpose of
educational information.

Unit Plan

Unit Theme: The Internet Generation Designed by: Kang Hye Lyeong
Grade/English level: Grade 6/ Intermediate Unit Length: 45 min/twice a week

Unit Goals
The goals within this unit on The Internet Generation are to provide opportunities
for students to:

Content:

(i) use digital media and environments to communicate and work collaboratively,
including at
a distance, to support individual learning and contribute to the learning of
English.
(ii) check new brands and prices of technologies which they enjoy in online
stores.
(iii) explain how new ways of digitally communicating necessitates consideration
of how
people may react to online communication.
(iv) advocate and practice safe, legal, and responsible use of information and
technology.
(v) define plagiarism and describe its consequences.
(vi) understand how new Wi-Fi technology shows potential for improving
education in school.

With regards to content, the theme of “N-Generation in Education” shows that how
they think and how they are motivated by modern technological school society. This
lesson provides that this approach allows students to diversity their efforts in more
meaningful tasks. Technology based lesson for a School English class on how to
accurately and efficiently research information on the internet. Students conduct Web
searches on open-ended questions, and draw on their experiences to develop guides to
searching effectively and finding reliable information online. Ss use computers as
part of learning to give students hands-on opportunities with technology. Search the
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internet for relevant sites, use computers to write publication, design and make
spreadsheets, or anything a computer can do to assist in outcome.

Plagiarism is frequently a problem with students. They do not always understand that
the teacher is not interested in learning facts about their research topic but they are
interested in seeing what the students themselves have learned. Sometimes students
put off writing a report and think no one will catch them turning in a page from an
encyclopedia if they change a few phrases. Sometimes the problem is simply that they
do not know how to put information into their own words.

Language:

(i) use a variety of vocabulary terms such as:

Nouns: digital camera, e-dictionary, MacBook, iPod, mp3 player, smartphone,
scanner,
camcorder, notebook computer, subject, instruction, netiquette
Verbs: organize, communicate, miscommunicate, check, reply, read, create
Adjectives: private, upset, polite,
Possessive pronouns: mine, yours, theirs, ours, it’s, his, hers
Modals: can, should, have to, let, how much, do, don’t

(ii) use a variety of grammatical structures such as:

Demonstrate their ability to ask and answer questions using: How much is the
camera
Describe an action without saying exactly: I'm going to do something you won't
believe!
Possibility and permission: You can leave your car in that parking space.
Giving advice: You should speak to him about it.
Suggestion and verb suggest in indirect speech: Let's wait a few minutes and
then try again

(iii) use of a variety of discourse structures such as:

Conjunctions: and, but, so that, then Enumeratives: then, after, finally, lastly
Additives: also, in addition Choice: I think... I believe.. In my opinion..

- demonstrate their ability to ask and answer questions using the expression
“How much is___?” These specify and describe prices and buying things in
digital technology store.
- get the main idea of the reading text by “Do’s and Don’ts” Netiquette and
answering a guiding question. - Possibility and Permission (Can) - Give an opinion
or recommendation (Should) - Express a suggestion and is reported by the verb
suggest in indirect speech.
.
With regards to Language, Students write and speak using conventional grammar,
usage, sentence, structure, punctuation, capitalization, and spelling. Students learn
vocabulary as well as grammatical and discourse structures that are helpful producing
oral and written expressions. Students read information on materials related to the
theme. Ss speak and write statements, steps, summaries, outlines, scientific,
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procedures, etc for theme. Outcomes can include reports, presentations, posters,
computer-generated logo or publications. There are endless possibilities for theme-
based reading, writing and speaking.

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 Overview of Lessons
Lesson 1: Introducing New Technology
Content Objective: convincing recently that how computers can be used effectively
Language Objective: asking price means at which something is offered for sale, (How much is it? It costs ___;
It’s cheap. It’s expensive. )
Time Activities & Tasks Interaction Skill Materials
5 Greeting and Review / Warm-up: T-Ss S,L PPT
-Introduce objectives and start activity. T shows pictures and asking Pictures
questions and Introducing the topic. Web
-Brainstorming about WIFI.
Warm up: (Hot Potatoes Video Quiz)
5 -talk about buying things in store and Ss-T
Brainstorm; Make a list of other stuffs and S,L Flashcards
find what kind of things
10 - Introduce Target Language in authentic way and drilling with pictures. Group of 5 Class bulletin
http://learnenglishkids.britishcouncil.org/practise-listening/how- S,L board, cards
much
-Unscramble Game; Ss put the word into categories and Games stops
when all cards are scrambled.
5 T asks Ss about Experience using Internet Search engines. class S,L Pictures
-Ss find information with Group.
http://www.nytimes.com/2010/02/12/education/12bus.html?
_r=1&hp (WIFI BUS)
10 Guessing Game; Make a sentence about Prices, buying and selling Group of 5 S,L PPT
things
Thinking about how much it is. .(Provided Power Point Guessing Game)
10 Role Play: Group of 5 Worksheet,P
1)Open a store 2)Making a shopping list R,S,W PT, web
3)Make a budget 4) Go shopping
-Homework – Buying stuffs in the store
-Reviewing and wrap up – T-Ss
-Homework: Hot potatoes quiz (Let’s _)

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 Lesson 2: Netiquette
Content Objective: Understanding proper behavior when communicating online
Language Objective : We use the verb 'do' when someone performs an action, activity or task.
Time Activities & Tasks Interaction Skill Materials
5 T shows pictures and asking questions and Introduces the topic. T-Ss S,L PPT
5 T pre-teaches vocabulary, It is a graph about the number of E- T-Ss S,L,
Ss-T R Flashcards
mail addresses worldwide. (worksheet #1)-Skimming for the main
ppt
idea Name of Activity 1: Brainstorm - steps of activity:T pre-
teaches vocabulary. Vocabulary Checking (Worksheet # 2)
10 - Name of Activity 2: T-Ss Class bulletin
Reading for the main idea Worksheet #3 R,S,L board, cards
Scanning for the main idea Instruction, CCQ, Feedback
-Instructions Remove all TL support T-Ss
10 -Introduce Target Language in authentic way and drilling with T-Ss R,S,L Pictures
pictures. Name of Activity 3: Scanning for the details. Look at
‘Reading for Details’. Worksheet #4
10 Name of Activity 4: Providing Ss guide line for using Internet Group of 5 R,S,L, PPT
http://edtech.boisestate.edu/krice/conferences/NCSC/legan/index.htm W
Now let’s try to do O X Quiz.

5 -Closing and Wrap Up -T provides assignment: Hot potatoes T-Ss R,S,L Worksheet,
Three Quizzies (How much do you know Netiquette Symbols) Ss-T W PPT, web

Lesson 3: Changing Technologies

Content Objective: Teacher let the Ss think about previous days that we didn’t have any technological devices. There
is a change for the better that supports collaboration, learning, and productivity.
Language Objective : We use 'can' with 'see' 'hear' 'feel' 'smell' 'taste' to talk about something which is happening now
and can be introduced to talk about specific functions or situations.
Time Activities & Tasks Interactio Skill Materials
n
5 -Greeting and showing Video Clip (I can do) T-Ss S,L PPT, Web,
-making groups. Group of 4 Video Clip
-T shows pictures by power point and asking questions.
10 -Match the phrases in column A w/ the appropriate information from B. Group of 4 S,L Video Clip.
-Complete the answer with your own information and compare can and PPT, Web
can’t with a partner. Pair Worksheet
10 -Students listen the conversation Dialogue and practice. Group of S,L, Class bulletin board,
-Ss try to find what changed in their Internet Circumstances. 4 Ss W PPT,
10 -Make a creative and fancy portable phone and write or draw a Groups S,L, Worksheet
description. Of 4Ss W
-Guess whose phone is best and what factor is important and can they
tell the reason?
10 -Game: Pass the Ball -Pass the ball. When the music stops – whoever Whole Class R,S,W Worksheet, PPT,
has the ball must pass the ball to the next person and SAY THE ,L web
EXPRESSION! T-Ss Ball
Can you play baseball? Ss-T
-Consolidation: Review and Assignment T-Ss
(Hot Potatoes listening test)
(John’s Terrible Day: Teacher explains Moodle site) to Ss.
-closing
Lesson 4: Copyright Issues.
Content Objective: How well Ss can acknowledge the copy right and Ss do their assignment by themselves.
Language Objective: Saying what’s right or correct, Recommending action, Uncertain prediction different forms of
plagiarism and Ss integrate plagiarism prevention techniques in the classroom.
Time Activities & Tasks Interaction Skill Materials
10 -Greeting and Review T-Ss S,L, PPT
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 -Giving Motivation by Video Clip. R Web
-Introduce objectives and start activity.
T shows pictures and asking questions and Introducing the
topic.
10 Vocabulary Quiz Group R,S,L Worksheet
Of 5 Ss PPT, Web
(Find Unscramble words by matching)
www.eflbox.com Ss-T
-Guessing Quiz about Subjects
-Let’s find vocabulary that will help you to learn the school
subject in school:
-Introducing 7 subjects by PPT.
(English, Math, science, Music, History, ART, Korean)
10 Survey Activity T-Ss S,W,R Class bulletin board,
-How should solve the Ss subject assignments? ,L Worksheets
and do an survey activity
-How Internet affects Ss homework and fill in the blank. Group of
-Ss find which items should be most useful for them. 5 Ss
10 Reading Activity T-Ss S,L,W Pictures, Web
-Read and try to make an answer in Hot Potatoes Quiz ,R
.
-When you do homework with Computer and think about
Internet Copy Right or Plagiarism.
Vocabulary Check by Hot Potatoes Quiz
-check up the answers. Pair
-Compare with partner what was most difficult quiz.

Assessment
Lesson 1: Introducing New Technology: How much it is?

Performance Indicators;

Content: How well can Ss identify new branded devices in technology and they learn how to ask the
product prices and answering to that questions. Define the price, awaring technology
promotes this classroom transformation by ensuring that digital-age students are empowered to learn,
live, and work successfully today and tomorrow

Language: Expresses a suggestion and is reported by the verb suggest in indirect speech: let's not
used alone in answer to an affirmative suggestion is often reported by some phrase that opposes the
idea. Ss use a variety of nouns as related to technology.

Assessment methodology
-Teacher evaluates whether language objectives are met by monitoring the Ss’ comprehension, group
work, paragraphs;
-Teacher identifies the instructional needs of individual students in essential basic skills and measures
their educational growth over time.

Lesson 2: Netiquette

Performance Indicators:

Content: Describe good manners common to all messages in cyberspace and give
examples of good manners specific to E-mail, chat, and instant messaging and Ss will collect the

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detailed reading questions using the target vocabulary and learning skills and present to a group how
they should act a good network netiquette in an internet environment

Language: when speaking about things in general. In other words, to describe an action without
saying exactly what the action is.

Assessment methodology
-Planning the project presentation could be evaluated by peers.
-Teacher evaluate Ss understanding of what is netiquette by monitoring S discussion; distribution of S
evaluation checklists.

Lesson 3: Changing Technology

Performance Indicators:

Content: Connecting to the Net from a device that slips into your pocket instead of using around a
bulky laptop offers a lot of convenience. You can check your social network, answer e-mail or simply
browse the Web while sunbathing on the beach or waiting in line at the market.

Language: How well can Ss use an auxiliary verb for Possibility and permission; We use 'can' to ask
for and give permission.

Assessment methodology

-T evaluates Ss Interaction with other Ss during activities.

-Teacher should identify the strengths of each student and pairing/grouping people accordingly.-

Lesson 4: Copyright Issues.

Performance Indicators:

Content: Explain how the Internet makes copying others' work easy and Identify conditions that
make copying acceptable.

Language: 'Should' expresses a personal opinion and is much weaker and more personal than 'must'
or 'have to'. It is often introduced by ' I think'.

Assessment methodology

-T evaluate student projects; T evaluate Ss’ listening, analytical, problem solving &
cooperative skills by monitoring Ss work; and assessment criteria are clear and have been
communicated to the student. T distributes Ss’ self-evaluation checklists

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 Assessment Tool

Not very Okay Well Very

How well can the student…. well well
Content
ask product prices and provide answers to those
questions?
demonstrate how they should behave online as a good
netizen?
explain how the Internet makes copying others' work
easy and identify conditions that make copying legal and
acceptable?
explain the benefits that technology provides society in
terms of living, learning and working?
Vocabulary
use a variety of nouns as: related to net working or
technology ?
use a variety of verbs such as: do or don’t /can/
should/let?
use a variety of adjectives such as: cheap/expensive/
easy/ difficult ?
use a variety of adverb such as exactly/clearly?
Grammatical Structures
use “can” to talk about the things possible in our daily
lives?
use “ do” in sentences about work, or doing particular
things?
use 'Should' to express personal opinions?
use “ should/shouldn’t” to give practical advice?
use “do” in sentences about working, or about doing
particular jobs?
Discourse Structures
use a variety of recommendations and opinions?
use of modals for degrees of certainty?

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Rubric

Focus Not very well Okay Well Very well

1 2 3 4
-Student does not -Student is -Student is at ease -Student
have grasp of uncomfortable with with content, but demonstrates full
information; student information and is fails to elaborate. knowledge (more
Content cannot answer able to answer only than required)with
questions about rudimentary -Generally well explanations and
subject. questions. organized. elaboration.
- Poor or non -Somewhat -Extremely well
existent organized. organized.
organization
-Student's -Presentation has -Presentation has no - Presentation has
presentation has three misspellings more than two no misspellings or
and/or grammatical
Vocabulary four or more errors. misspellings and/or grammatical errors.
spelling errors grammatical errors - Correct, precise
-Student incorrectly
and/or grammatical pronounces terms -Student pronunciation of
errors. pronounces most terms
words correctly.
- Selects words
inappropriate for
context; Uses
incorrect grammar

Cannot focus on the Can follow the For the most part, Presentation has no
ideas presented. presentation, but sentences are misspellings or
Because of some grammatical complete and
Grammatical difficulties with errors and use of grammatical, and grammatical errors.
Structures grammar. slang are evident. they flow together
Some sentences are easily. With a few
incomplete/ halting, exceptions, words
are chosen for their
precise meaning.
Student used a clear Student's voice is Student incorrectly Student mumbles,
voice and correct, clear. Student pronounces terms. incorrectly
precise pronounces most Audience members pronounces terms,
Discourse pronunciation of words correctly in have difficulty and speaks too
terms in interactive communicative hearing quietly for students
Structures discussion. learning. presentation. in the back of class
to hear.

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 Rationale
Content

The ‘Digital Age’ is quickly changing the meaning of literacy. Not only reading and writing
performances are they going to face multi-literacy for their learning. While traditional
literacy has focused on the ability to read and write, literacy in the Digital Age requires
English language learners to be receptive of new information all the time. Towndrow (2007)
asserts that the Internet generation (N-Gen) of children generally display the following
characteristics: fiercely independent, emotionally and intellectually open, socially inclusive,
innovative, preoccupied with maturity, investigative, concerned about immediacy, sensitive to
corporate interests, and wary of unauthenticated sources of information.

The theme of “N-Generation in Education” addresses how students think and how they are
motivated by modern technology. The lessons with the unit plan allows students to diversity
their efforts in more meaningful tasks, and thereby provides greater motivation that results in
better retention of effective speaking, listening, reading, and writing (Brown, 2001). This
lesson also allows the students to carry out an activity where initial speaking is followed by
an interactive activity to complete the task. By linking two or more language skills as is
generally done in real life and applications, authenticity is embodied in the task (Richard &
Rogers, 2001).

Student centered teaching should be accepted in language learning with proper content. Now,
How does ICT enable student centeredness? There is implementation Section.
- Introduction (write a brief introduction of the lesson and how you are going to present it to
the students)
- Specify the required activities (teachers activities, students activities (pre, during, & after)
using technology.

English teachers provide the prominent content quality of linguistic input in digital learning
materials by following reasons.
1) Speedy learning process by assisted CALL. (providing various colored tools by using
Power point or various applications)
2) Clearness of screening
3) Native speaker's exact pronunciation by web.
4) Providing Facilitating learning environment for visual and auditory learners.
5) Accessing lots of resources & materials
6) Usage possibilities of any place and any time

Four Skills

The computer, multimedia and the Internet can be used in developing not only reading and
writing skills, but also listening and speaking skills. They not only
provide learners with help in carrying out conventional tasks
and activities, but with enhanced or new forms of activities
that can help in developing the four language skills. Please see Appendix ? for how speaking,
listening, reading and writing skills are classified as either productive or receptive skills.

17
Vocabulary

Vocabulary knowledge is not something that can ever be fully mastered; it is something that
expands and deepens over the course of a lifetime. Instruction in vocabulary involves far
more than looking up words in a dictionary and using the words in a sentence. Vocabulary is
acquired incidentally through indirect exposure to words and intentionally through explicit
instruction in specific words and word-learning strategies. For this unit, I will use Web based
vocabulary teaching and flash card or Hot Potatoes Cloze quiz or Power Point to teach.
Please see Appendix ? for a list of key terms used in each lesson.

Grammar

Grammar is a meaning system and Students make use of it when they are ‘learning how to
mean’ (Halliday,1975) So, we are teaching grammar in order to help students make
meaningful language and not as an end in itself.
Cross (2002) summarizes factors that draw attention to certain features in input:
Lesson1 - asking price means at which something is offered for sale (How Much) and It is
usually expresses a suggestion and is reported by the verb suggest in indirect speech. Use
Target Language in an Interactive way. (Let’s).
Lesson2 - use the verb 'do' when someone performs an action, activity or task
Lesson3 - 'can' with 'see' 'hear' 'feel' 'smell' 'taste' to talk about something which is happening
now and can be introduced to talk about specific functions or situations.
Lesson4 - Saying what’s right or correct, Recommending action, Uncertain prediction
different forms of plagiarism and Ss integrate plagiarism prevention techniques in the
classroom. (Should)

Interactive activities & tasks

Students should not feel they have no support, but should also take responsibility for keeping
their own conversation going. The final speaking task is intended to be accomplished without
the intervention of the teacher, who is available to advise/motivate groups who have
problems. In the final activities, students are developing their ability to survive in English and
to keep a conversation going, so any intervention defeats these aims.
However, demonstration of the task in whole-class sessions by the teacher and selected
students, allows the teacher to intervene and forestall problems. Prediction and practice of
useful language can also be attempted in the preparatory activities. Practice in turn-
exchanging, checking comprehension, asking for clarification, agreeing/disagreeing,
expressing opinions can all be practiced independently of the tasks in the demonstration
stages.
In large classes, observation by the teacher and active classroom circulation is also
recommended, to further prevent students developing a limited group-code through which
they can communicate among themselves, but with no one else. Some situations may require
the teacher to interrupt the task to demonstrate or troubleshoot, but the main objective of this
set of exercises is to lead students in stages to a fully independent small-group conversation
in English.

Sequencing

18
A unit plan gives the lesson a sequence. It means showing a destination teachers want the
students to reach. And it not only helps to remind teachers what they intended to do. but it
also helps to give the students understanding. Teachers should be flexible and always satisfy
the students` needs. Students gain a deeper understanding of the lesson by exploring this
sequence. In these four lessons, students understand more lessons and take notes about the
sequence of events as they follow along. Finally, sequence can help increase their
comprehension when they learn in the classroom. Lesson 1 is “Introducing New
Technology.” Lesson 2 is “Netiquette.” Lesson 3 is “Changing Technologies.” Lesson 4 is
“Copyright Issues.” The Unit Plan Internet Generation is a series of five lessons. Teacher
has decided that he would like his students to have more opportunities to actively participate
in their learning. To engage them with the material teacher is planning on teaching it seems
that a good way to interest students will be through technology. Teacher decides to redesign a
lesson plan using collaborative learning principles and web 2.0 tools to enhance the material.
Nowadays, young students are exposed to more opportunities to learn a Technology through
Internet. Utilizing technology to teach students of any age can be engaging, effective, and
fun. Assessment and learning goals can be reached, and exceeded, by understanding and
properly utilizing the digital tools available to both teachers and students alike.

Materials

Teachers provide students with capability of freely exploring material that is considered
relevant for the solution of the tasks they set for themselves. The students typically use the
Internet as a knowledge source as search for relevant knowledge. Therefore they need to
actively ask themselves what materials might be helpful for fulfilling their task and need to
assess, which are documents, journals, books, songs, video clips. In addition, reading
materials would be provided by the teacher in a downloadable format.. For example) Internet
based classroom, white board, power point s/w, pointer, flash cards, pictures, big screen, ball
for game, worksheets, Class bulletin board,

Homework

Applications and extensions of classroom activity help students to learn beyond the class
(Brown,2001). The students are directed to possible sources such as the internet (ie, news,
web sites), teacher’s moodle site and journals. Especially Hot Potatoes Quizzes are best
application for checking students’ understanding.

Lesson 1 Make a list about Buying stuffs related to technology in the store
Hot potatoes quiz (Let’s _)
Lesson 2 Hot potatoes Quiz (How much do you know Netiquette Symbols)
Lesson 3 Hot Potatoes listening test John’s Terrible Day: Fill in the blanks
Lesson 4: Ss should try to find that you should not do on a Computer and make a list
by using “should”

Role of the teacher

Teachers may feel that they have already tried a cooperative learning approach because they
19
 have occasionally placed their students in small groups, instructing them to cooperate. Yet
cooperative learning requires more than seating youngsters around a table and telling them to
share, work together, and be nice to one another. Such loose, unstructured situations do not
contain the crucial elements and safeguards that make other structured cooperative strategies
work so well.
By Hence, teacher can provide appropriate input and use language in authentic ways. And
teacher provides context and design/use task-based activities. Encourage collaboration and
address grammar consciously and adjust feedback to the situation and Include cultural aspects
of language use. Instructional approaches should engage students in the process of learning
rather than just transmitting information. Activities must be presented that are hands-on in
tactile, auditory and visual modes of instruction. Classroom activities should provide students
the opportunity to work both individually and in small/large groups. Teacher also provides In
multimedia learning with various visual display systems, including digital projectors and
interactive whiteboards. Verbal learning has been the major focus of educational research.
Teachers should seek to explore the proposal that adding pictures to words may be a way of
helping students gain comprehension and mastery.

Role of the Students

Learning should engage students both intellectually and physically. They need to be active
learners who apply their prior knowledge and experience in new situations. Student role in
education is to be active participants rather than passive. It is also very important to read
ahead of their teacher, try to participate in class activities.

Evaluation

Evaluation serves to support learning whenever the goal of evaluation is to support the
student in acquiring knowledge and developing competencies. To fulfill this function,
evaluation must be integrated into the teaching and learning process and be used to
monitor both student learning and teaching practices.

It is defined as the procedures used by "appropriate qualified personnel to determine a

child's initial and continuing eligibility", consistent with the state definition of infants and
toddlers with disabilities' and includes determining the status of the child in each of the
developmental areas (cognitive development, physical development, including vision and
hearing, communication development, social or emotional development and adaptive
development).

Lesson Plan
Time: 45 minutes
Target level/Ss: Intermediate , 6th Elementary school students (25 Ss)
Language Pts: Reading Target language: Do and Don’t
Student learning objectives (SLOs): by the end of the lesson, SWBAT: Getting the main idea of the reading text
by “Do’s and Don’ts” Netiquette and answering a guiding question.
20
  first S learning objective : Ss will be able understand that the rules of netiquette are standards that
are based in real life.

 second S learning objective: Ss will be able to know some of the rules of good netiquette

Pre-lesson Preparation
- Vocabulary:
Subject Organize

Communicate Private

upset reply

polite netiquette

Time Procedure/Sequence Interaction Materials

5 Introduction T List of
• Greet Ss, introduce my name, smile, make eye Textbook (pages)
Multimedia
Contact.
Study boards
T-Ss Stationery
- preview main SLO for this lesson
Computer
Internet -access
• T shows pictures. Look at the board.

T: What do you see?

S: (Ss answer; graph)
T: Yes, it’s a graph.
It is a graph about the number of E-mail addresses
worldwide. (worksheet #1)
( Do you all have e-mail address? There are Pictures of
basic rules of e-mail use. Have you ever heard Worksheet #1

“Netiquette”? It means network etiquette.)

Today, we will talk about do’s and don’t
Laminated word
10 when you use internet. Lists
T-Ss
Name of Activity 1: Brainstorm
- steps of activity:

1) T pre-teaches vocabulary.
2)Vocabulary Checking
(Worksheet # 2)
Group work Worksheet #2
Now, let’s check the vocabularies. There are 6
questions we just learned. Fill in the blanks. Use
21
 following words to complete
3)The guiding question card
10 T-Ss
Name of Activity 2:
Reading for the main idea
Worksheet #3
Worksheet #3
I - I already gave you this reading as an assignment for
pre reading .
-Look at this sentence. Let’s read the question together. Now, we will
skim this article through, keep this question on your mind when you
read, and think about the answer as you read.

8 Name of Activity 3: Scanning for the details

Look at ‘Reading for Details’. Worksheet #4
Group Work
Worksheet #4
• There are 9 sentences that are all wrong. Correct
them to make true.
• For example, Look at number 1. It said ‘Keep your
e-mail short’.
• Is this write? (No) then you will correct it. Like
this, you will write ‘short’ on the text. OK? Group Work Picture cards
• I will give you 5 minutes. Work in group. T- Ss Flash cards
Worksheets #5

8 Name of Activity 4:
T-Ss
Providing Ss guide line for using Internet
http://edtech.boisestate.edu/krice/conferences/NCSC/legan/index.htm
Now let’s try to do O X Quiz.
O X Quiz Activity
Now, look at ‘Reacting to the Reading
’worksheet #5 PPT, Computer
Individual work
There are 7 sentences.
If you think the sentences are supported by information in your text,
Check it.
Evaluation/Assessment Group Work
- method of checking S understanding T-Ss

4 Closure/Wrap-up
- summarize teaching points or SLOs

Extension/Homework/Assignment
- if S finishes activity early-> Ss sing a song
About “what did you do?” Song Script
Worksheet
22
 http://www.youtube.com/watch?v=rqHbfq5Wieg&feature=related

- homework done at home or online

Individual CD Song,
- Assignments : Work Computer

 Hot Potatoes 1: Figure 3: Please try to find proper answers in the

blanks. How much do you know symbols in Internet?
 Hot Potatoes 2: Figure 4 & Figure 8: Listening Comprehension Check
up. Listen and try to fill in the blanks.(Safe online
communication and Internet Knowledge)
 If you have any questions, please send me an e-mail.
beckie@naver.com or you can post questions on my moodle
site. www.eflbox.com

Reflective Journal

My Experiences of teaching and learning English

1. Introduction
I have learned English for long time but I am still not that confident in English.
We spend much more time to learn English than Norwegian and Swede. Nevertheless, Our
English ability is not as high as theirs. Why? Is it because we are not smarter than them?
We have made many mistakes in learning English. I am going to talk about what mistakes we
had made in learning English.

2. Body

23
 1) Traditional Classrooms

Generally we study English for the exam from middle school in Korea. It is necessary to get
high English score to enter University. So Korean students know how important English
score is. Teachers also focus on the score of students in the English classes. As the result of
that, it is always teacher centered in the English classes. Teachers only explain grammar,
vocabulary, pronunciation and how to translate English into Korean for the exam.
There is only teacher’s voice in the classrooms. Students are very quiet and accept what
teacher talk very passively in the English classroom. In other words, Korean students are
trained for the English test not learning English not acquire English at all. So consequently,
even students who got perfect score of English can’t speak in even simple words of English
with foreigners.
I think these teaching style do not help students to improve their English ability. Furthermore,
teaching style of traditional classrooms often give bad influence to students. In order to
improve English skills, students should not be passive and they should be independent and
active in classes.

2) The Explainer teaching style

When I learned English in middle school, we studied only a textbook on English. There were
no conversation, no discussion and no cooperative learning in the class. There were no
various teaching techniques as well. The only thing students do in the classroom is reading.
Only teacher explained about the textbook. The English lessons too much depended on the
textbook in Korea. What was worse, the topics and contents of the textbook were not
interesting. Sometimes they were so boring and not useful at all for learners. Teachers were
only the explainer of the textbook. They didn’t do get students anything. I think that teachers
should motivate students. Once students are motivated, they try to make an effort to achieve
their goal then their English level also spontaneously will grow up. The Explainer teaching
style should be changed. Teachers should not control students by only explaining the
textbook in the classe and teachers must do get students something independently.

24
 3) The receptive skills and productive skills
There were so many students in a classroom in middle school and high school. I didn’t have
many chances to ask questions in the classes. I always listened what teacher explained and
read the textbook. Of course, Listening skills and reading skills are very important to learn
English. But the problem is I did not know how to combine all the skills namely listening
skills, reading skills(Receptive Skills), speaking skills and writing skills(Productive Skills).
As I mentioned before, we just focused on the score of the exam. So speaking skills and
writing skills – productive skills- are always excluded in the class. We didn’t realize the
enjoyable way of learning English. I think we should approach the efficient way of learning
English.
How can we improve English ability only with receptive skills-listening skills and reading
skills? We should be able to combine all these skills to learn real English.

Conclusion

It is very important to find efficient way of learning English to improve English ability.
1) Traditional classrooms have to be changed into Modern classrooms.
2) Teaching style has to be changed from explainer to enabler.
3) Receptive skills and productive skills should be combined.

In order to enhance our English ability, we should not study English for the exam.
We should recognize English as a language not the task to study.
English is a tool for communicating. So English learners should be active, autonomous and
independent and teachers should motivate and encourage their students.
Elementary School is changing quite fast since the current government had accepted Korean
English Conversation Teacher System. They are using English Only Using Policy in the
classroom. I am expecting more qualified English Teacher from now on.

Personal Documents
Resume
Hye Lyeong Kang
25
 Mok Dong Seong Won Apt ,102-1108 ,
# 926-8, Yang Cheon ku, Seoul South Korea
Telephone: 02 2068 7463 Mobile: 010 2594 2184
Email: beckie@naver.com

PROFESSIONAL PROFILE
 Maintain excellent classroom management skills and an ability to keep students on task.
 Use behavior modification techniques as a motivator for improving conduct and
encouraging participation.
 Integrate multiple teaching styles to intensify the range of learning.
 Teach guided Speaking to model questioning, clarification, and problem solving
techniques.
 Assist with the formulation of Individual Education Programs, and generate quarterly
report cards.
 Evaluate student progress and support recommendations for further student
development.

OBJECTIVE
 Passionate, dedicated educator seeking a position in Instructional Designer

CAREER SUMMARY
Seoul Yeong Jung Elementary
March 2010 Present English Teacher
School
Feb. 2010 Seoul Shin Bang Hak Middle
September 2009 English Teacher
School
March 2008 - July 2009 Seoul Doosan Elementary School English Teacher
June 2006 Feb 2008 Pusan Mac Millian English Institute English Head Teacher
English teacher
Feb 1999 - May 2006. Pusan Born Medi- care Hospital Of Doctors & Nurses,
Employees
Pusan Paradise beach Hotel English
Feb 1986 - December1993
Business Center Interpreter/translator
VIP English Interpreter
September1986- November1986 Pusan Asian Game
Translator
Certificate

26
 • SookMyeong Women University: YL TESOL Certificate.
• California State University: YL TESOL Certificate.
• King Jorge College in Canada : Adult TESOL Certificate

Further Skills
I. Good Skills using MS word, Public Speaking/Presentation of PPT, Photoshop, HTML, LMS
relating to Instructional Design, Mac , Flash, Video Turtoring
II. Dedicated and work very well in Team Environment.
III. Highly motivated, socialized, extrovert, enthusiastic, well organized for expressing my opinions.
IV. Very careful and Understandable other people’s situations mentally.
V. Basic Japanese (Quite good in speaking Japanese)

Education and qualifications.

Hang Kuk University of Foreign Studies.
March 2009 - Now Tesol Graduate School Master Degree Course
Content Development of English Education
Pusan University of Foreign Studies.
Received Master Degree of
March 1990- Oct. 1992. Educational Graduate School
English Education.
English Education
Pusan Boo Kyeong University
March 1982- Feb 1986 BA of Engineering
Environment Engineering
March 1979 Feb 1982 Pusan Isabelle Private High School

PERSONAL DETAILS
Driving License Full/Clean
Health Excellent; non-smoker

INTERESTS AND ACTIVITIES

-Include Running, Keeping Fit and Watching Movies
-Prize Received Leadership prize : Received while I was studying in Sook Meong Tesol
Certificate Course. Aug2nd.- Dec20. 2008

-Readership and Role Model as Teacher

I am now Representative English Conversation teacher in Elementary School, Seoul

Certificates

27
28
29
30
 Pictures:
with my students and my presentations.

With My Cute two year of school students

My classroom in 2008

31
Native American History Board

Classroom Policy

32
Presentation with teachers in the story telling class.
My sock was blue Puppy.

I made drawings with alphabets.

My Future Ambition
33
In modern times English is common language in the world and also it is a precondition for a
success. Due to these kinds of situations it brings social problems such as high cost private
tutoring that makes feel actually the gap between wealth and poverty. The other is that many
young students go to abroad to study English so that his or her father would be a single who
lives without family at home ("goose father") and high education cost can bring some
extreme situation. These are now days’ tendency.
"Most students cannot speak English at least one sentence although we had learned English
over 10 years". This is a common phenomenon in Korea. It shows this is Korea's actual
condition of English education. Problems here are grinding that means grammar or
comprehension.
English teachers prefer teaching grammar and reading section to speaking or some activities,
so sometimes this way can be not having interested in English to students and can be reached
as scholarship more than materials for communication to the learner some of wrong way for
teaching and some teacher's insufficient ability (inaccurate pronunciation, emphasis only
grammar and so on) can be reached to the students negatively
Before we learn English, teacher and students both of them have to recognize that why they
learn or teach English and both side (teacher and students) must set one's purpose.
Whatever we do, when we have some purpose, it's more efficient than not having that
students regard English as exam, it makes them in stressful mode, so they do not like English
after all. That is not a lack of any definite plan for studying English. My obligation is that
students should recognize English is essential material and interesting subject to use in
globalized world. I think language learning needs endless effort and then students can take
good skill in communication after all. The way of teaching should contain activity and
constructive type of class. Most of teachers’ abilities have to develop by themselves every
day. And then students can get lots of activities and materials from teachers. For fulfilling
students’ needs, teacher should have lots of teaching experiences to make instructional
design. I am so much interested in Instructional Design. And then what is instructional
design?

Many definitions exist for instructional design - all of them are an expression of underlying
philosophies and view point of what is involved in the learning process. Distinguishing the
underlying philosophy of learning (in terms of: How does learning occur? What factors
influence learning? What is the role of memory? How does transfer occur? What types of
learning are best explained by the theory? Learning Theory) can help instructors and
designers select the design model most congruent with their education philosophies.
I think one of the crucial things instructional designers can do is make sure that students have
opportunities to actively practice what they are learning. That’s why I want to be a great
Instructional Designer in the nearest future even I am teaching English Conversation in
Elementary school.

The growth and success of E-learning is closely linked to the design of quality learning,
enabled through the use of technology. Instructional designers play the pivotal role of
bringing together these disparate fields - for the benefit of students, instructors, and
organizations.

http://christytucker.wordpress.com/2007/05/26/what-does-an-instructional-designer-do/
http://www.elearnspace.org/Articles/InstructionalDesign.htm
References
34
Allwright, D. 1984. Why don’t learners learn what teachers teach? The interaction hypothesis. In:
Singleton, D. and D. Little (eds.), Language Learning in Formal and Informal Contexts. Dublin:
IRAAL. 3-18.

Andon, N. &J. Eckerth (2009, forthcoming) Task-based L2 pedagogy from the teacher’s point of
view’. International Journal of Applied Linguistics 19/3.

Blake, R.2000 Computer mediated communication: A window on L2 Spanish interlanguage,

Language. Language Learning & technology, 4(1) 120-136. Retrieved May6,2004

Brown, H.D. (2000) Principles of language learning and teaching (4th ed) New York; Longman

Brown, H.D. (2001) Teaching by principles: An interactive approach to language pedagogy (2 nd ed).
New York; Longman

Bruton, A. 2002. ‘From tasking purposes to purposing tasks’. ELT Journal 56/3: 280-288

Carless, D. 2002. ‘Implementing task-based learning with young learners’. ELT Journal, 56/4: 389-
396.

Carless, D. 2004. ‘Issues in teachers’ reinterpretation of a task-based innovation in primary schools’.

TESOL Quarterly 38/4: 639–662.

Chandler, J. (2003) The efficacy of various kinds of error feedback for improvement in the accuracy
and fluency of L2 students writing. Journal of Second Language Writing, 12, 267-296

Cotterall, S. 2000 ‘Promoting learner autonomy through the curriculum: principles for designing
language courses’. ELT Journal 54/2: 109-117

Edwards, C. &J. Willis (eds.). 2005 Teachers Exploring Tasks in English Language Teaching.
Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.

Ellis, R. 2000. ‘Task-based research and language pedagogy’ Language Teaching Research 4/3: 193-
220

Ellis, R. 2003. Task-Based Language Teaching and Learning. Oxford: Oxford University.

Foster, P. 1999. Key Concepts in ELT. Task-based learning and pedagogy’. ELT Journal 53/1.

Harmer, J. 1998. How to Teach English. Harlow, Essex: Longman

Holliday, A. 1994. Appropriate Methodology and Social Context. Cambridge: Cambridge University
Press.

35
 Hardisty D., & Windeatt, S.(1989) Call. Oxford: Oxford University Press

Klaus Brandl, 2008 “Communicative Language Teaching in Action

Lamy,M.N., & Goodfellow, R (1999). “Reflective conversation” in the virtual language classroom.
Language Learning & technology, 2(2), 43-61

Littlewood, W. 2004. ‘The task-based approach: some questions and suggestions’ in ELT Journal
58/4: 319-326.

Loschky, L. &Bley-Vroman, R. 1993. Grammar and task-based methodology’. In Crookes, G. &S.

Gass (eds.). Tasks and Language Learning: Integrating Theory and Practice. Clevedon, Avon:
Multilingual Matters. (pp 123–167)

Lynch, T. 2001. ‘Seeing what they meant: transcribing as a route to noticing’. ELT Journal 55/2: 124-
132.

Mellow, J. 2002. ‘Towards principled eclecticism in language teaching: the two-dimensional model
and the centering principle’. TESL-EJ 5/4. Accessed 17/08/2008 from http://tesl-ej.org/ej20/a1.html

Sheen, R. 1994. ‘A critical analysis of the advocacy of the task-based syllabus’. TESOL Quarterly
28/1: 127-151.

Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford University.

Swan, M. 2005. ‘Legislation by hypothesis: the case of task-based instruction’. Applied Linguistics
26/3: 376-401.

Van den Branden, K. (ed.). 2006. Task-based Language Education. Cambridge: Cambridge
University Press.

Willis, J. 1996. A Framework for Task-based Learning. Harlow, Essex: Addison Wesley Longman
Johannes Eckerth 1965-2009

http://www.meq.gouv.qc.ca/dgfj/de/pdf/frameworkpres-el.pdf p.12

http://www.nectac.org/topics/earlyid/screeneval.asp p.13

Appendix A: Screenshots of Eight Quizzes

No Lesson Theme Content

1 Lesson 1 Matching times Introducing the drills & function of “let’s”.
36
2 Lesson 1 Internet Match items on the right to the items on the left.
www, a search engine, a web page, web addresses,
Microsoft windows are
3 Lesson 2 Netiquette How much do you know symbols in Internet?
4 Lesson 2 Listening Listen and try to fill in the blanks.(Internet
Comprehension Knowledge)
5 Lesson 3 Listening Dictation Focusing on grammar about “can” and can’t and they
are talking about new technology trends nowadays.
6 Lesson 4 School Subjects (Unscramble game)Match the items to the items left
7 Lesson 4 Avoid Danger Spots in Plagiarism and Copyright education for school
Copyright students (Multiple choices)
8 Lesson 2 Online communication Watch the video and then answer the questions
below:(What is safe online communication?)

Figure 1: quiz for matching items.

Internet Knowledge (Lesson 1)
www, a search engine, a web page, web addresses, Microsoft windows are

37
Figure 2: quiz for multiple choice to the suggestions.
Match items on the right to the items on the left.(Lesson 1)

Figure 3: quiz for multiple choice on emoticons

How much do you know symbols in Internet? (Lesson 2)

38
 Figure 4: quiz for listening comprehension on Web safety
Listen and try to fill in the blanks.(Internet Knowledge) (Lesson 2)

Figure 5: quiz for listening comprehension on Web safety

Focusing on grammar about “can” and can’t and they are talking about new technology trends
nowadays. (Lesson 3)

39
 Figure 6: Unscramble game-Match the items to the items left
(Lesson 4)

Figure 7: Plagiarism and Copyright education for school students

Multiple choices: (Lesson 4)

40
 Figure 8: Safe Online communication
(Lesson 2)

Appendix B: Students Self Assessment

41
 Strategies Lesson1 Lesson2 Lesson3 Lesson4 Lesson5

Yes No Yes No Yes No Yes No Yes No

I paid attention to the teacher

I previewed today’s lesson.

I tried to participate in group

activities.

I was active to present and describe

what I know

I helped other students if he or she

had any difficulties.

I was patient to wait for my turn

during activities.

I tried to do homework by myself.

I integrated new web habit into my

digital life style..

I wrote down important words and

ideas while studying.

I organized my tasks before using

the internet.

Appendix C: Vocabulary Terms by Lesson

Lesson 2 Subject Organize

42
:Netiquette Communicate Private
upset reply
polite netiquette
Lesson 1 Digital camera Electronic dictionary
Introducing I Pad computer I-Pod Mp3 player
Technology
Smart I Phone Scanner
Camcorder Lap Top Computer
reasonable Cheap
credit card discount
Expensive Check
Lesson 3 Changing Technologies (I can’t find my I-Phone)
dad send
game listen
message right now.
Lesson 4 Copyright Issues

Appendix D: 4 Language Skills

Appendix E: Connected Supplementary Activities

Lesson 2
1 Worksheet no Title
43
1 Worksheet # 1 Number of E-mail Addresses world-wide
2 Worksheet # 2 Concept Check Up Vocabularies
3 Worksheet # 3 Netiquette : Do and Don’t
4 Worksheet # 4 Reading got main Ideas
5 Worksheet # 5 Survival Games (O X Quiz)
6 Internet Guidelines How do we communicate on line?
http://edtech.boisestate.edu/krice/conferences/NCSC/legan/index.htm
7 Yes No Card Guessing Game
8 Song Script and Snapshot What did you do?
9 Vocabulary Picture Cards Subject organize
Communicate private
Upset reply
polite

1.2.3.4.5. worksheets and 6. Internet Guidelines

44
 7. Yes No Card

8. Song Script and Snapshot http://www.youtube.com/watch?

v=ecAHyjh97xA&feature=related

9. Vocabulary Picture Cards

45
46
Appendix F: Screenshots of Moodle Site
http://www.eflbox.com

47
48