Objectives+and+steps

Target: F.2 EMI This target group of students has the basic knowledge on doing listening and has a certain level of language base to speak fluent sentences. Lesson objectives: (a) Listen to dialogue and to answer what they have listened (b) Learn how to brainstorm during planning stage (c) Learn how to describe a place (d) Learn how to discuss on an issue (e) Learn how to analyze discussion results The objectives above will be achieved by using various kinds of technologies and pedagogical methods. Students’ prior knowledge: (a) Vocabulary of entertainment, facilities, public transport and names of district (b) How to make oral suggestions, agreement and invitation (c) Basic knowledge on Voicethread (d) The topic of “Going Out” (e) Experience in doing presentation The prior knowledge of students can help the lesson flow more fluently and make the task of students easier because they have already master the use of the technology. 1. Listen to the Voicethread sample and answer the question in the quiz made by Pro Prof(Ss)

media type="custom" key="5479047" media type="custom" key="5479051" This listening task can assess the listening skills of students and the assessment is based on what they have listened with a little bit of paraphrasing of the answers. The dialogue presentation of sample can make the listening more interesting. 2. Make their own Voicethread (Ss) This is a speaking task that students can apply what they have learned and can have a product (a Voicethread) to give them a sense of achievement. (a) 4 in a group A collaborative task can share their workload and learn how to work with each other. According to a little experiment that have done during the Psychology of teaching and learning lesson (2010), a 4-people group is an optimal size which can facilitate a better flow of ideas and easier to be managed in terms of division of labour and the amount of workload. (b) T will assign a place in Hong Kong to each group (all the places are different) and Ss are required to introduce their place in 4 aspects: entertainment, recreation, transport and special events. For example, if their assigned place is Mong Kok, Ss can describe the cinemas, shopping mall etc in the entertainment aspect; for recreation, they can introduce the playgrounds; for transport, they can introduce mtr east line, kwun tong line and tseun wan line; for special events, they can describe the live drama production in the pedestrian area in Sai Yeung Choi South Street during weekends. The criteria of assigning the places will be based on their place of living. No one will be assigned to a place where they live to maintain the fairness as everyone has to travel. The places are all in Hong Kong to make the task more authentic since almost all of the Ss have been lived in Hong Kong for years; if not, for example, the student comes from mainland China recently, their group mates can help them out. The 4 aspects are based on the topic and setting the aspects can narrow them down to a more specific area. (c) Ss are required to make a plan before they start working and they will be taught brainstorming and bubbl.us willl be introduced to assist their work. The teaching of brainstorming is a writing skill that help the students learn to flow the ideas and organize their information before they write. (d) Take pictures by themselves to use as the picture for each slide This step aims at making the task more authentic and students can have a more remarkable memory of the place they are going to introduce. The way to ensure this is requiring each student to have their faces on their pictures. However, this step is limited to time constraint and the step will be amended to finding pictures online and read relevant materials about the place. (e) Ss need to record their description in Voicethread (not necessary dialogue). The most ideal case will be 1 student describing 1 aspect. This part is to learn how to describe a place. The students can choose the best form they think to introduce the place. 3. Submit online (Ss) This can provide evidence on the time of submission. 4. Post the link to the class website (Ss) The can be accessed by students and teacher which will be useful for the following task. 5. T posts a discussion question on each Voicethread based on what they have described by using the 'comment' feature in Voicethread. (T) This makes the speaking discussion task more authentic by relating what the students had done. Also, students can think deeper when doing the discussion. The seperation between step 2 and this step can keep their original ideas and at the same time, showing their learning process. 6. Each student in the group should discuss on their Voicethread (Ss) The students can apply the discussion skills which will be taught during class. 7. Ss should draw a conclusion based on the discussion and make an oral presentation. (Ss) This is a final speaking task that students can apply the analytical skill which will be taught and presentation skills that they already have.