Computer Asisted Language

INTRODUCTION

Teaching and learning are unpredictable experiences, learners can be dynamic and engaged with one lesson and then they can get demotivated, tired, or even absent.

Learners need to be immersed into the world of technology, the internet offers new collaborative tools which both, students and teachers use to communicate and learn into a virtual learning environment. Learners need a clear sense of where and how they are going to get there, as well as what they are learning. They also need to know how to apply this new knowledge and data outside the classroom.

Training children and teenagers is a challenging task since they are very critic and sometimes not easy to please. While working with teenagers, teachers should be ready to solve problems like low motivation, irresponsibility and show different resources for learning a second language. Teenagers are searching for their identity, who they are and where they fit in the world. They are seeking more independence and responsibility, looking for new experiences, and are definitely more influenced by digital and technological sources.

The aim of this assignment is to elaborate a sequence of activities using technology and suggest interesting, and encouraging supplies in teaching English as a foreign language.

TEACHING CONTEXT

Group age:

Since childhood and adolescence are going through periods of significant changes in their lives, there are some important aspects that we have to keep in mind while working with them. They are seeking more independence and responsibility, looking for new experiences, they communicate in different ways, through the internet, mobile phones and social media which influences communication with peers and their learning about the world. Moreover, children show strong feelings, and see things different from other people.

The activities are going to be designed for a group of students between the ages of 10 to 12 years, at this age the children begin to develop unique social needs and desires, and reveal distinctive hopes, dreams, and expectations for the future. Most notably in this age group, physical changes brought on by the onset of puberty are accompanied by emotional changes. Tweens begin to develop their own sense of self and seek out information from parents, the media, and peers that will help them further define themselves. They are beginning to identify their own interests and express themselves through their activities and the first adult interests start to emerge, such as playing sports, playing musical instruments, cooking, sewing and using computers.

Learners’ Level

The level of language proficiency of our group of students according to the TESOL Pre-K–12 English Language Proficiency Standards Framework document is a Level 2-Emerging. The framework describes this level as follows:

“At L2, students can understand phrases and short sentences. They can communicate limited information in simple every day and routine situations by using memorized phrases, groups of words, and formulae. They can use selected simple structures correctly but still systematically produce basic errors. Students begin to use general academic vocabulary and familiar everyday expressions. Errors in writing are present that often hinder communication.”

On the other hand the COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT identifies this level as level A1 and It gives the following description:

“Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.”

For the purpose of this assignment we will say the level of language proficiency of our students is beginning, so all the materials are suitable for that level. Therefore all the instructions are simple, short and addressed to the beginning learner, and the vocabulary used in the activities has been chosen to fit the students’ level.

Learners’ profile

The group of students we have designed this kit for is a group of 30 people, who are between 9 to 12 years old and live in a South American country. These learners have an elementary English level A1 according to the CEF framework.

Learners’ cognitive needs

In this classroom, students have different learning styles. Most of them are visual and enjoy learning vocabulary by making drawings of the new words, while others learn by constructing meaningful sentences and the prefer that their teacher explain the grammar rules using Spanish. They really enjoy word games, songs and working together with their peers and doing collaborative work especially in computer, tablets and digital boards. Therefore this group of learners is really motivated when the teacher uses different materials to help them improve their cognitive knowledge.

LESSON PLAN

The plan includes a guide for a 5-day class: tasks, sections (vocabulary, reading, writing, listening) and, assessment. An overview begins the lesson to provide an identification of the lesson objectives, target vocabulary, recycled vocabulary, expansion vocabulary, target language, pronunciation and, materials.

OBJECTIVES

 Students will learn vocabulary relating to animals and know how to describe.

 Correctly use specific ICT resources to collaborate with peers and teamwork.

 To talk about wild animals.

SPECIFIC SKILLS

Then the specific competences worked are presented throughout the various planned activities:

 To Recognize general vocabulary of terms related to animals and pronounce it correctly.

 To Show interest in increasing vocabulary and have a correct pronunciation.

 To use information technology and communication to read, write, collect and transmit information properly.

 To create a storyboard with text and images.

ACTIVITIES

Let´s know wild animal’s vocabulary

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