Until last week, we convered Call materials & tools....
but from this week, we will learn how to implement call in actual settings...
1. What can be the considerations/guidelines for designing Call class ?
Given the range of Call’s materials & tools, it is not surprising that language teachers are overwhelmed by the choices available to them. As Penfield rightfully notes, “Too often [media] are neglected because teachers are not always certain how to adapt these rich and complex learning materials to students’ needs and language competencies.” Clearly, guidelines for use are in order.
In fact, guidelines for the selection, adaptation, development, and implementation of Call materials do not differ radically from the kinds of guidelines we find mentioned more universally regarding lesson planning and textbook evaluation. Thus, such issues as the appropriateness of the materials for the target audience, their technical and pedagogical quality, their teaching objectives, and the pre-/post- procedures to be used all play as important a role in the selection and use of audiovisual media in the classroom as they do in those of conventional print media. Further, and this point cannot be stressed enough, Call materials should not be viewed simply as extraneous to the lesson, or as contingency plans. Rather, they should be planned as carefully as the lesson itself and should form a central component of the lesson – one that is interwoven with the other lesson components, such as the reading text, the writing assignment, or the speaking task.
Teacher’s dimensions
- Knowing how to implement Call materials & tools properly in class
- Knowing what computers can do and can’t do.
- Providing appropriate feedback to learners
- Instructions should be minimal ; Good planning should obviate the need for elaborate and complex instructions.
- Require special hardware or software only if you’re certain your students will have easy access to it.
Student’s dimensions
- Try to be interested in using tech for their study.
Appearance
- Colors should be chosen carefully.
- Fonts should be simple.
- The viewable screen should not extend to the right of the viewing space on an average computer monitor.
Navigation
- Navigating through an activity should be easy.
- Instead of using ‘Click here’ for linking, use content words for text links
Interactivity and feedback
- Feedback should anticipate the learner’s possible wrong responses and give full explanations.
- The activity should be take advantage of interactivity.
2. Select 2 items from the list of Call materials & tools that you are likely to use in the language classroom. Draw up a list of the advantages and disadvantages of each. Can you think of specific teaching applications for these forms of Call materials or tools?
① http://www.5minuteenglish.com :
Time : 45 mins
Class : Secondary 3 English (Mixed-ability level)
Subject : Lesson1. English all around the world (Lets read part) from 천재교육
Language Focus : Reading
Topic : Many types of English in the world
Objectives : Students should be able to talk about various types of English to friends.
Needed Materials : 1. Reading materials - article from Internet "English Around the World " on (http://www.5minuteenglish.com/mar24.htm )
2. TV & Projector\
3. Whiteboard.
1. Greetings & Roll calls
2. Ask Ss what types of English they know and let them share their idears within a group (5 people a group)
- Pre - reading :
1. T make Ss read the article "English Around the world"
(http://www.5minuteenglish.com/mar24.htm )
2. T and Ss check unfamiliar words from the text together.
3. Share their idea after reading the text in a group.
- While - reading : Read the main text (Lesson 1. English All Around the World 천재교육)
- Post - reading : Make a situation(a dialogue) that is caused because of the different words meaning ,such as "Subway" are different meanings in the UK and the US.
1. T gives Ss Hmk for the next class.
-Ss have to find more examples of the differences between BE and AE or other forms of English around the world
2. Wrap up the class
② www.bbclearningenglish.com
3. Is there a feasibility factor involved in the use of Call materials & tools? In other words, are there certain teachers or teaching situations limited to the types of Call materials & tools they can select? Why or why not?
Teachers
- Something related to teacher’s ability like knowing how to implement Call materials & tools properly in class
Teaching situations
- Policy makers and others are concerned about the “digital divide ” – the economic differences that give greater access to technology to those institutions and people with more money. Do you think there is a digital divide?
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