CALL Lesson Plan Three Days Trip

1
CALL Lesson Plan Three Days
Trip

• Presenter Lynette Chen
• Instructor Lyra Riabov
• EFL-523 CALL Project
• SNHU TEFL Graduate Program
• March 9, 2006

2
Class Description

• Class Size 12 to 18 Students
• Age Young Adults
• Language Proficiency
• Mid- Intermediate and above
• Language Background Mixed Language /
• Learning English as a Foreign
  Language
• Time
• 2 class hours per week (3 classes in
  total)

3
Background Knowledge

• Have basic computer skills in typing their
  assignment and printing out their assignment.
• Know how to use e-mail.
• Know how to link to the Internet to search for
  information.
• Understand computer language.
• Have some basic knowledge about Microsoft Office
  and PowerPoint.
• Know how to take pictures with a digital camera
  and have pictures read into a computer.

4
Language Objectives

• Students will be able to
• 1. expose to the target language thoroughly.
• 2. develop their own reading strategies to
• improve their reading skills and speed.
• 3. be able to use simple future, simple past and
  present perfect tenses.
• 4. be able to develop their conversation skills
  in arranging a trip, reserving a hotel and
  talking about sightseeing.
• 5. search for updated information effectively.
• 6. acquire the target language naturally with the
  authentic materials and simulating environments
  through the CALL approach.

5
Computer Literacy Objectives

• Students will be able to
• acquire the computer language automatically.
• be familiar with the necessary computer skills to
  search for resourceful published information on
  the Internet.
• manipulate the PowerPoint and the Microsoft
  Office to prepare for and give a presentation
  successfully.
• use a digital camera effectively.

6
Materials

• Facilities
• 1. A computer lab with 12 to 18 computers.
• 2. The access to the Internet.
• 3. Software Supplement
• Internet Browser, Microsoft Office.
• 4. A Screen.
• 5. An Overhead Projector.
• 6. A Whiteboard.

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Procedure

• 1. The first class session for presenting the
• project and giving instructions to initiate
  students ideas about the project.
• 2. The second class session for examining
• students works and progress .
• 3. The third class session for students
• presentation and teachers evaluation for the
  first stage.
• 4. The evaluation for the second stage will be
  made after the trip. Students will be divided
  into 3 in a group. They will have to select one
  itinerary among three of them and take a trip
  according to that itinerary.

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Pre-computer Activities

• When was the last time you went on a vacation?
• Have you ever planned on a trip?
• If you did have the experience of planning on a
  trip on your own, how did you find all the
  information relating to your trip?
• Where will you find all sorts of information for
  your trip if you are going on a two-day-trip to a
  big city like New York?

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Lesson Objective - One

• Grammar Focus
• Use future tense to describe the trip you are
  going to take.
• Use simple past tense and present perfect tense
  to describe your experience in taking the trip to
  a big city.
• Read the lessons for the future tense, simple
  past tense and present perfect tense in the
  website
• http//www.englishpage.com/verbpage/types.h
  tml
• 4. Do the exercise in the following websites
  after you finish reading the required lessons.
• http//www.englishpage.com/verbpage/verbs6.
  htm
• http//www.englishpage.com/verbpage/verbs19
  .htm
• 5. Summit a copy of the exercises to my
  e-mail lihui.chen_at_snhu.edu

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Lesson Objective - Two

• Computer Skill Demonstration
• Be able to go online to read English lessons and
  do exercise.
• Be able to communicate with others by e-mail.
• Be able to collect information from the Internet.
• Be able to operate PowerPoint to give a
  presentation.
• Be able to use computer to type information edit
  assignment.

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Lesson Presentation

• 1. Link to google search engine and type
• New York Travel then link to the website
• http//www.travel.org/newyork.html
• 2. Demonstrate an itinerary for a three-day
• trip to New York with the website
• http//www.classbrain.com/artstate/
• publish/article_682.shtml

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Practice - One

• Have students go online to find a destination for
  their trip.
• Suggest students use key words relating to the
  project to search for the information they need
  to put down in the itinerary, such as restaurant,
  transportation, hotel motel and tourist
  visiting spots.
• Have students find out the time zone and weather
  for the city they are going to visit.

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Practice - Two

• Provide an online PowerPoint Tutorial
• Lesson at the website http//www.actden.com/
  pp/
• 2. Suggest students to check for new words at
  the website
• http//www.thefreedictionary.com/
• Dictionary.htm

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Follow-up -One

• 1. Listen to the dialogue Travel Arrangements
• and complete the listening comprehension
• exercise at
• http//www.esl-lab.com/flight/flightrd1.htm
• 2. Listen to the dialogue Sightseeing Around
  Town and
• complete the listening comprehension exercise
• at
• http//www.esl-lab.com/travel/travelrd1.htm
• 3. Listen to the dialogue Hotel Reservations
  and
• complete the listening comprehension exercise
• at
• http//www.esl-lab.com/hotel1/hotel1.htm

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Follow-up -Two

• Students are required to take a trip according to
  the itinerary they have made before the next
  semester.
• 2. Students are required to use digital camera
  to take pictures of the places and restaurants
  they have visited, the people they have met, and
  the hotel or motel they have stayed while
  traveling.

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Closing

• After the trip, students are required to write a
  diary with the simple past tense and present
  perfect tense to recollect and share their
  experience from the trip with the class.
• Students are required to write a reflection paper
  about the project.
• Students are required to give an oral
  presentation in PowerPoint.

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Potential Problems

• To collect all the information from the Internet
  is time consuming.
• The language online may be too difficult for the
  students to understand.
• Students may not have enough money to go on a
  trip.
• Students may not be able to find all the
  information they want to plan for their trip.
• Students cannot cooperate with each other well to
  take a trip.

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Evaluation

• Two evaluations will be made. One is for
  individual and another one is for the group.
• Students assignment will be evaluated based on
  the organization of an itinerary, the PowerPoint
  design for oral presentation, the use of the
  target language and the assigned exercises
  (including grammar focus and listening
  comprehension exercises.)
• Peer evaluation on students diary and reflection
  on the project.

19

• Lynette Chen
• Southern New Hampshire University
• Good Luck!
• Thank you!
• The End!
• March 9, 2006