Assignment - CALL

SUBJECT ASSIGNMENT:
COMPUTER ASSISTED LANGUAGE LEARNING
Option A

Name and surname(s):

Mónica Rodriguez
Alexandra Cardozo Mendoza

Login:
________________
COFPMTFL1256491

Group:
Fp_tefl_2013-02.

Date:
31/01/2014

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SUBJECT ASSIGNMENT:
COMPUTER ASSISTED LANGUAGE LEARNING

GENERAL INFORMATION:

This assignment must be done in pairs and has to fulfil the following conditions:

- Length: between 6 and 8 pages (without including cover, index or appendices –if there are
any–).
- Type of font: Arial or Times New Roman.
- Size: 11.
- Line height: 1.5.
- Alignment: Justified.

If for some reason you cannot do the assignment in groups, you will have to do it individually
(notice that individual assignments will be penalized. The maximum score a student can get is 8/
10). The individual assignment must have a length between 5 and 6 pages approximately
(without including cover, index or appendix –if there is any).

The assignment has to be done in this Word document and has to fulfil the rules of presentation
and edition, as for quotes and bibliographical references which are detailed in the Course Guide
(see section 2.4.3.). You will find it under the icon “Course Guide”.

Also, the assignment has to be submitted following the procedure specified in the Course Guide.
Sending it to the tutor’s e-mail is not permitted. Both members of the group have to send the
assignment.

In addition to this, it is very important to read the assessment criteria, which can be found in the
Course Guide.

The assignment mark is 70% of the final mark.

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Assignment:

You have to choose one of the following options:

OPTION A

Elaborate a sequence of three activities using technology. To do this, do not forget to include:

 teaching context (location, educational level, number of students, nationality, age, English
level, etc.);
 type of activity (pre-reading, etc.);

 objectives of the activities;

 content (functions, grammar, vocabulary, culture, etc.) that students should master;

 skills that will be worked on in each activity;

 timing for each activity;

 how students will be evaluated.

OPTION B

Think about one of the theoretical aspects dealt with in the subject: Web 2.0, connectivism,
electronic portfolios, personal learning environment or assessment in digital environments,
always regarding teaching and learning second languages. Explain a possible practical
application of that theoretical aspect.

 Include bibliographic references.

 You can also include a personal opinion about this theoretical aspect or approach.

Important: you have to write your personal details and the subject name on the cover (see
the next page). The assignment that does not fulfil these conditions will not be corrected.
You have to include the assignment index below the cover.

SELECTED OPTION ____A___

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Content: Simple Past (regular and irregular verbs) http://prezi.com/qwlmggwbssep/call-

assigment/#
Subject: English Language
Level: Elementary / A2
Lesson Length: 65 minutes
Culture: recognizing verbs in the past in a love song, practicing English outside the classroom.

Context:
The level of the students is A2. They are in eighth grade, 15 students per course, in elementary
school, in Chile. This lesson will be taught to students to pronounce and understand the correct
usage of regular and irregular verbs in past tense. They will explore and understand their
functions in the context of language through of different types of text, such as songs or stories.
Writing to learn is one of the best ways to keep students focused and for them to remember
language; therefore, this lesson will engage students in the process of writing and reading of
sentences.

Lesson objectives: Students will be able to:

 Know the two different types of verbs (regulars and irregulars)
 Know the form of the regular and irregular past
 Pronounce correctly the ED ending sounds Language structure: The past tense /t/, /d/, /Id/
 Practice the pronunciation of the simple past of irregular verbs
 Use the irregular and regular verbs in short sentences.
 Ask and respond to questions in simple past tense.
 Express their ability to work cooperatively and collaboratively.

Learning aims: By the end of the lesson the Ss will be able to:
1. To develop writing and reading skills
2. To develop speaking and listening skills
3. To develop skills of group and individually work
4. To develop the correct pronunciation of the regular and irregular verbs in past tense

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Culture: recognizing verbs in the past in a love song, practicing English outside the classroom.
Function: Talking about past events

Materials/ Technology Resources needed: whiteboard, markers, videos of Youtube pasted on

the prezi presentation, internet connection, flashcards, worksheets, Prezi presentation, paper,
pen/pencil, computer and video beam, projector.

Topic Lexis Linguistic structures

The simple New lexis: Review lexis: cook, New linguistic structures:
past of Catch, fight, see, sleep, give, What did you do yesterday?
regular and throw, hide, smell, fly, drink, eat, read, He watched TV yesterday.
irregular wait, climb, went, take, drive, swim, She did her homework
verbs made, ate, wrote, run, draw, use, yesterday.
rode, ride, drew, study, play, wash, He ate dessert yesterday.
gave, stood, held, talk, want
lift, believe, touch,
lose, wondered,
record

ACTIVITY NUMBER ONE

WARM-UP: Teacher opens the web page http://www.manythings.org/hmf/hm-verb.html and

invites to his/her students to play a hangman game. The students have to guess the verb saying
an alphabet letter (only two games). Then, the teacher shows a slide with a crossword and with
some pictures that show actions. He/she explains the game and gives them a worksheet so they
resolve the crossword with the verbs in past tense.

Before the students fill in the crossword, the teacher does an example, reads the verbs and
makes small groups. (10 minutes). This is a pre listening activity.

ACTIVITY NUMBER TWO

2. Listening exercise: Ss will watch and listen to two videos which explain the pronunciation of
the regular and irregular verbs in past tense.
Procedure: 1. Ss see and listen to the videos. They see and listen once. As they listen, they
relate the actions with the pictures. 2. Ss see and listen a second time. When they do this,
students listen and repeat the verbs in present and in past tense. Time: 10 minutes

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3. Speaking exercise: (post- listening activity) Teacher forms pairs and writes on the board the
interrogative sentence that appears in the video: What did you do yesterday?
Procedure: Each S asks the question to his/her partner and his/her classmate answers the
question. Then, they change the role. T reinforces correct pronunciation. Time: 5 minutes.

4. Grammar Lesson: T presents the simple past using the regular and irregular verbs. First,
He/She shows and explains with an easy chart the grammar for this tense, then He/she checks
understanding, using concept questions, for instance: ‘how do you say play in past tense?’
Procedure of the explanation: T read the sentences and Ss repeat it. Then, T explains the rules
of regular and irregular verbs in simple past and writes affirmative sentences with these verbs.
Time: 10 minutes

Charts:

Positive statements (Regular Verbs)

I watched TV yesterday.
You played video games.
Diego cleaned his house.
Emily listened to music.
We studied Math.
They used their computers

Procedure of the activity: (post listening activity) Ss will have to identify when the sound of verb
is /d/, /t/, /Id/ in regular verbs. When they have identified each sound, Ss will write sentences
based on the example give; “He watched TV yesterday” in order to practice the new grammar
structure learnt. Then, T does the same activity, but with irregular verbs. Time: 10 minutes

ACTIVITY NUMBER THREE

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5. Listening, Reading and Writing activity: (Individual work)

5.1 song Activity: (pre- reading activity) T opens the slide where there is a song titled
"Because you loved me" and sends the letter of the song to the school platform. T repeats the
video of you tube so students fill in the worksheet with the verbs in past tense. After that, T opens
the web page http://rong-chang.com/nse/se/nse124.htm where there is a reading, Ss listen to it,
and then they read it and can do different activities about the reading in this page, as crossword,
vocabulary, sentences or dictation.

5.2 Procedure of the activities: Each Ss has to work alone

5.3 :. T sends them two files, the song lyrics and the worksheet to fill it in to the school
platform. They open this file and read the song, then, they look for the verbs in past. Ss have to
read the song and infer meaning from context and improving basic reading comprehension skills.
Then, they have to listen to the song. After that, they have to fill in the blanks of the worksheet
with the verb in past. On the other hand, when Ss have finished this exercise T opens the web
page http://rong-chang.com/nse/se/nse124.htm which there is a text, Ss listen the pronunciation
of this reading, practice the pronunciation of the verbs and finally, T does a dictation of this
reading. Time: 20 minutes.

Evaluation
Students will have a using the metacognitive strategy proposed by Oxford (1990) of self
evaluation to encourage the students awareness of their own learning and to also promote their
autonomy.
The students will answer the following chart.
Write a ticket to asses yourself.
1. Now, I can talk about past events
2. I can write about past events
3. I can recognize present from past when I listen to actions
4. I can ask questions in the past
5. I can use knew actions
For a future oral test, the following rubric will be employed to assess the students’ oral
performance.

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Grade COMMUNICABILITY (40%)

7 Gives logical-extended responses and uses grammar correctly.
6 Gives logical responses and makes minor grammar mistakes not affecting
communication.
5 Gives logical responses and makes grammar mistakes seldom affecting
communication.
4 Gives acceptable short responses and makes grammar mistakes sometimes
affecting communication.
3 Gives limited responses and often makes mistakes affecting communication.
2-1 Is unable to communicate in English and makes a very poor use of grammar.
Grade VOCABULARY (30%)
7 Uses a significant amount of the target vocabulary appropriately.
6 Uses the target vocabulary and makes minor mistakes not affecting
communication.
5 Uses a fair amount of the target vocabulary and makes mistakes seldom affecting
communication.
4 Uses a limited amount of the target vocabulary and sometimes makes
mistakes affecting communication.
3 Uses a very poor amount of the target vocabulary and makes mistakes affecting
communication.
2-1 Is unable to use the target vocabulary failing to communicate.
Grade PRONUNCIATION (30%)
7 Has good pronunciation.
6 Has comprehensible pronunciation and makes minor mistakes not affecting
communication.
5 Has comprehensible pronunciation and makes mistakes seldom affecting
communication.
4 Has fairly comprehensible pronunciation and makes mistakes sometimes
affecting communication.
3 Has almost incomprehensible pronunciation and intonation and

References

Lennon, A. & Ball, P. (2012) Materials and Resources in EFL. FUNIBER

McDonough, J. & Shaw, C. (1993), Materials and Methods in ELT. Blackwell. Oxford

Nunan, D.(1989) Designing Tasks for the Communicative Classroom. Oxford University Press.
Oxford.

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Oxford, R. (1990). Language Learning Strategies: What every teacher should know. Newbury
House. New York.

Material Webography

Final project activity.

Web link: https://voicethread.com/?#q.b5396368.i27443689
Read: January, 24 2014.
Web link: http://prezi.com/qwlmggwbssep/?
utm_campaign=share&utm_medium=copy&rc=ex0share
Read: January, 24 2014.
Web link: http://www.manythings.org/hmf/hm-verb.html
Read: January, 24 2014.
Web link: http://rong-chang.com/nse/se/nse124.htm
Read: January, 24 2014.

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