TASK 3 (FIRDAUS)

FORM: 4 LEVEL: BEGINNER

SUBJECT: ENGLISH DAY: TUESDAY

THEME: HEALTH TIME: 08.00am - 09.10am

TOPIC: HEALTHY FOOD NO OF STUDENTS: 24

SUMMARY OF LESSON

The objective of this lesson is to provide the students the opportunity to read more articles or reading material in English. Students will be asked to surf the internet and search for the website given by the teacher. Then students are asked to read and draw a pyramid according to the information given in the website.

LEARNING OUTCOMES

LEVEL

2.0 LANGUAGE FOR INFORMATIONAL USE 2.1 Obtain information for different purposes by c. Reading materials in print such as reports and articles and using other electronic media such as internet 2.2 Process information by: b. Extracting main ideas and details 2.3 Present information to different audiences by: d. Presenting information in non linear forms including tables, graphs, diagrams, charts, and vice versa;

Level 1, 2, & 3 (iii) Reading silently and aloud with understanding a variety of texts Level 2 (ii) Identifying main ideas and jotting down key words and phrases Level 3 (iii) Converting information into tables, graphs, diagrams, etc.

BEHAVIOURAL OBJECTIVES

By the end of the lesson, students should be able to:

i) Practice reading and scanning for specific details or information

ii) Convert information and present the information by drawing a pyramid

PREVIOUS KNOWLEDGE

Students’ knowledge about healthy food

LANGUAGE SKILL (S)

Reading skill: Practice reading to identify specific details and information

Speaking skill: Speaking using English language.

LANGUAGE CONTENT (S)

1. Nouns

i. Concrete nouns

a. Common nouns – e.g. vegetables

SOUND SYSTEM

7.0 Homonyms

7.1 Homophones – e.g. bread, bred

VOCABULARY

Dietician

TEACHING AID (S)

Mahjong paper, situation cards, colour pencils, computer with internet connection

Website:

http://kidshealth.org/teen/food_fitness/nutrition/pyramid.html

MORAL VALUE

Team work, creative

THINKING SKILL (S)

Analyzing, Classifying/categorizing, generating ideas

PROCEDURE	THINKING SKILL/MORAL VALUE	REMARKS
Set Induction i) Teacher asks students what kind of food they like to eat. ii) Teacher selects some students to give examples of healthy food. iii) Teacher then shows the students a poster of healthy foods and asks students to name the foods in the picture iv) Teacher introduces the topic. Activity 1 i) Teacher asks the students to sit in pair ii) Teacher asks each pair to open the website http://kidshealth.org/teen/food_fitness/nutrition/pyramid.html iii) Teacher asks the students to open the interactive food guide pyramid iv) Teacher selects some pairs to click on the pyramid’s colour and read the information that the colour represents. v)Teacher asks the students to click the “take the quiz” button and asks the pairs to answer the questions vi) Teacher and students will check their answer together Activity 2 i) Teacher asks the students to form four groups ii) Teacher distributes to each group one situation card iii) Teacher asks each group to draw a pyramid and colour it according to the information given in the cards. Each group also needs to provide example of foods that is suitable for the information in the cards. iv) Teacher monitor students progress and facilitate if necessary v) Teacher asks each group to present their answer. Closure Teacher recaps the lesson by asking students the moral value of the lesson. Teacher also reminds the students to read more English material to enhance their knowledge and eat healthy food.	Thinking skill - generating ideas- Thinking skill -analyzing Moral value -team work- Thinking skill -analyzing, classifying/categorizing- Moral value -team work-	(5 minutes) (30 minutes) (30 minutes) (5 minutes)

APPENDIX

Situation A

Ali wants to eat foods that are rich with nutrients and also naturally low in fat and calories. He also wants to use oil with unsaturated fats.

Situation B

Fatimah wants to eat food that can build her muscles and increase her immune system. She also wants to eat food that rich in nutrients and contains fiber.

Situation C

Rizal needs foods that are suitable to build strong bones and foods that are rich with vitamin C and potassium.

Situation D

Azhar’s father wants to eat food that will give his body energy and food that contains calcium. He also wants to eat a dessert that is naturally low in fat and calories.

Article Review: Task 2

Article: Nadzrah Abu Bakar, (2007) English Language Activities In Computer-Based Learning Environment: A Case Study In ESL Malaysian Classroom. GEMA Online Journal of Language Studies, 7 (1). pp. 33-49.

Nadzrah Abu Bakar the author of this article holds a PhD from University of Adelaide Australia and M.A from University of Iowa, Iowa USA. She is a senior lecturer in the School of Language Studies and Linguistics, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia. Her research interests include CALL, language learning environment, and learner autonomy. She has published articles in journals and chapters in books in those research fields.

Article Summary

This study is conducted with the purpose to investigate and to understand how computers were integrated in the ESL classroom and the focus will be on the types of activity carried out by teachers and students. Nadzrah (2007) stated that it is essential to investigate how the teachers integrate the computer use into class especially when the teaching is confined to the syllabus. She also stated that the teacher's role in constructing the language activities and how the English language is used in the classroom by the students will facilitate her to understand the computer-based language learning environment. The data for this study was gathered using two different methods which are classroom observations and interviews. This study was done in one of the Malaysian secondary Smart School. The sample for this study is consisted of Form 2 students in the English language class. The students participated were 14 years old girls with sufficient skills to utilize the computer. Meanwhile, the teachers that involved in this study were two Form 2 teachers of English. These teachers had gone through a few computer trainings.

After analyzing all the data, Nadzrah (2007) concluded that the students have wide opportunities to utilize computer in order to learn English as second language better. Furthermore, she also concluded that the use of L2 can be increase if authentic computer-based activities are integrated in the lesson.

 

Critical Reflections

This research is intended to discover the advantages of integrating the computer-based activities in the learning of second language. From my personal point of view, the idea to conduct this research is actually brilliant and beneficial especially to find another alternative to improve student's proficiency in the English language. This study for me is really interesting and useful for me as a future teacher. Students nowadays are exposed a lot to the use of technology and have the easy access to utilize the computer. Therefore in my opinion, the use of computer-based activities will be able to facilitate the students in learning English language. Woodrow (1987) as cited in Junhong (2009) stated that integrating technology into the educational curriculum has the potential to change the education drastically. Educators such as (Jonassen, 1996; Salaberry, 1999; Rost, 2002) as cited in Cheng and William Allan (2006) indicate that the current computer technology has many advantages for second language learning.

In this study Nadzrah utilized two different methods to collect the data which are interviews and classroom observations. In my opinion, she managed to conduct this research properly and professionally. I believed this is due to her experience as a researcher since she has done many research before. Eventhough she only use tow method to gathered the data, she actually managed to maximize the use of these method in order to obtain sufficient information and accurate data. According to Louis Cohen, Lawrence Manion and Keith Morrison (2007), observation provides researcher the direct information about behaviours of individuals and groups. In this research, Nadzrah also video recorded the observation to increase the validity and reliability of the data. Furthermore, the main purpose of her using the interview is to clarify the data that she had gathered from the observations.

Based on the findings of this study, the computer-based activities are useful and promote the student-centered approach in which useful to enhance student's proficiency in second language. According to Nadzrah, the activities managed to change the environment from a teacher-centered class environment to a student-centered class environment. Roger (1996) as cited in Cheng and William Allan (2006) explained that the use of computer in second language instruction enable the students to study independently, leaving the teacher to focus only on difficult parts of second language learning such as speaking and writing skills. Furthermore, the integration of technology in second language learning offers many advantages especially for the learners. Lee (2000) as cited in Cheng and William Allan (2006) stated that the use of computer in second language leaning can (a) prove practices for students through experiential learning, (b) offer students more the learning motivation, (c) enhance student's achievement, (d) increase authentic materials for study, (e) encourage greater interaction between teachers and students and students and peers, (f) emphasize the individuals needs, (g) regard independence from a single source of information, (h) enlarge global understanding.

Nevertheless, in Malaysian context, this approach of learning second language is unable to be used widely since we are restricted and govern by the syllabus that is provided by the Ministry of Education. Nadzrah (2007) stated in her research that the restriction of the syllabus and the requirements of the examinations affected teacher's and student's attitudes towards the use of computers in classroom. In fact, the computers were used very few times in the classroom and basically for the purpose of searching reading materials and as a presentation tool in which she believed can be done without the use of computers. As the result, the learning process unable to expand more student's knowledge and hinder their creativity due to the restriction of the syllabus.

Furthermore, one of the major challenges to apply this approach is the limitation of access. It is undeniable that not all schools in Malaysia are equipped with sufficient facilities especially computer labs. This is proven based on my experience during my teaching practice. The computer lab cannot be use because only four computers are functioning. The school can be considered as an urban school since it is located not far from the capital city. However, the school is still lack of facilities. Nevertheless, this research creates awareness on the objective of having computers in school and the advantages of using it in language learning. According to Nadzrah (2007), good computers facilities will not guarantee a good use of computer if the objective of having computers in school are not studied and implemented.

In conclusion, this research demands changes in the process of teaching and learning the second language. The use of computer-based activities in second language learning is proven to be effective and useful for both teachers and students. Nevertheless, in order to fulfill the syllabus requirements, teachers in ESL classroom need to be creative in order to incorporate the use of computer-based activities in their lesson.

References

1. Cheng. C. L. & William Allan (2006). The advantages and disadvantages of computer technology in Second Language Acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, Vol. 3, (1).

2. Junhong. L. (2009). A survey of EFL learner's attitude toward information and communication strategies. English Language Teaching, Vol. 2, (4).

 

Article Review Task 2

Mohammad firdaus