Google How Do I Do Math Homework On A Computer A Lesson Plan Practically Incorporating Instructional Technology for Reading Skills

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A Lesson Plan Practically Incorporating Instructional Technology for Reading Skills

If we teach today as we taught yesterday, we will rob our children of tomorrow.

-John Dewey

The lesson plan is believed to be an outline that sets limits to the extent of teaching at a particular time and place with different formats at the discretion of any educational institution. This lesson plan presented is not intended to change any other lesson plan format, but basically tries to introduce how a lesson can be integrated with simple forms of technologies while students engage in activities to efficiently renew their macro skills and linguistic awareness for effective interaction. Learning modern languages ​​not only involves macro-competences and language skills, but it is imperative to achieve the essential aspects of how technologies are used in the classroom among students in an ever-expanding digital learning environment. This semi-detailed procedural lesson plan that adheres to the fundamental and essential components of a learning plan aims to encourage teachers’ creativity to incorporate instructional technologies in any method possible.

Lesson plan for reading skill level B1

I. Behavioral objectives

At the end of the reading classes, B1 students will be able to:

1. scan and predict the content of the fragment

2. get the main ideas of the passage

3. collect details found in the passage

4. create inferences from the text

5. use the basics of Microsoft word processing

6. immerse and use learning tools related to technology

7. Assess the use of technology in language learning

II. Subject matter

Reference:

Reading 1: Customs around the world

Topic 2: Customs and Tradition

From pages 36 and 37

Unlock 3 reading and writing textbooks for level B1

By Carolyn Westbrook

Cambridge Press, Fourth Printing 2016

Target student level: B1 of the Common European Framework of Reference (CEFR)

Time: 60 minutes

III. Materials:

Scheduled copies of activities for on-screen viewing and downloads

Hard copies and hard copies of activity sheets

Projector for walk-through displays

Internet to browse images and to drive the whiteboard

Student Blackboard account to download files

Teacher’s Blackboard account to upload files

Desktop computer for class activities

IV. Procedure

a. preparation

Establish all materials as tools in the teaching and learning process. Create the classroom as an environment conducive to learning. It is suggested that behavioral goals or intended outcomes can be emphasized for students’ prior awareness.

b. motivation

• The teacher uses this part as a springboard that binds the students’ attention to be engaged with the lesson.

• The teacher presents the image of a globe from the Internet in the absence of a globe. The teacher can also replace it with a Google map.

• The teacher shows pictures of people from around the world with different common gestures on the screen in a PowerPoint presentation

• The teacher gets answers from the students about what these gestures mean. The teacher collects all the possible answers indiscriminately and will be able to encourage the students to write the accepted answers using a spider gram and match their accepted answers with the main word of the graphic organizer.

• The spider gram should have a soft copy enlarged with a projector for students to complete on the spot. All answers should be transparent for student queries.

• Students are asked to fill in the blanks using the classroom computer.

• The teacher can also ask for some common gestures that they know and, in addition, can relate the images to the one on the globe presented in class.

c. Presentation of the lesson

• Overview of some basic aspects of reading through a PowerPoint presentation

• Provide basic knowledge about understanding fragments

• Delivery of some techniques to answer comprehension questions. These ideas are displayed on the screen.

d. Lesson itself

Discussions are followed by on-screen activities. The answers to each activity will be highlighted, circled, underlined, italicized and painted, respectively, by the students. One student’s mistakes may be others’ mistakes, so it is beneficial to show the answers made by individual students. This involves teacher roles and student roles. The teacher strives to adhere to the principles of facilitation rather than teaching based on student performance displayed in the process.

• The teacher explains scanning and prediction.

Students will answer activities 1 and 2

• The teacher introduces the meaning of the main ideas

Students will do reading activity number 1.

• The teacher explains what the details are with specific examples.

The students will deal with activity number 4.

• The teacher elucidates the inference as part of the reading

The teacher elaborates on what it means to “read between the lines” by providing specific examples and guiding the students in the related task.

Students will do activity number 5.

V. Evaluation

The teacher frames or adapts an example passage if no authentic passage is available as a springboard to test students’ skills in scanning and predicting content, getting main ideas, gathering and creating inferences from of the custom text.

Answers are deliberated by the teacher for common understanding

VI. generalization

The teacher emphasizes the importance of reading and the effectiveness of reading comprehension through students’ abilities to scan, predict, determine main ideas, assemble, and create inferences.

VII. Homework

Read the excerpt from A British Wedding on page 40. After reading, open your Blackboard account and download two (2) files related to this text.

• The first file contains activity sheets that ask you to fill in the gaps in the passage.

• The second file involves completing the tree diagram for understanding the text.

• You should bring these sheets for further discussion on reading number 2, tomorrow.

The incorporation of educational technology in language teaching does not have to be complex or sophisticated. Through basic technology materials, lessons become interesting and worth exploring. Excerpts from movie clips, movie soundtracks, movie opening and closing credits, dialogue excerpts, digital script, movie posters, music videos, songs, movie bio, movie trailers, cyberspace book reviews, Internet graphics, music or sounds, reading passages from the Internet, popular speeches, images, tables, blogs, Facebook posts and comments, YouTube clips, various live advertisements or printed, recorded recitals, informative among others, are materials that trigger practical instructions related to technology. As noted, these authentic materials are media forms and productions that require the use of multimedia and technological tools. These phenomena further emphasize that the integration of technology in instruction is always interconnected with the interaction of print and audiovisual media and are absolutely operated by multimedia, highlighting the fact that the multiple and prolific growth of multimedia is driven by technology. growing to produce multimedia forms that are Now championed by innovative educators in an authentic learning environment in curriculum design and instruction. Access to these materials results in student technology engagement guided by well-designed lesson plans characterized as Specific, Measurable, Aligned, Realistic, or Relevant and Time-bound (SMART) in the same way as their learning objectives. behavior are carefully observed as students. ‘performance indicators. In addition, the success of the integration of technology in classes is measured by the manipulation of technical tools by both teachers and students to achieve a two-way pedagogical process.

Finally, the educational world of learners in contemporary times is digital. It is crucial that students are introduced to an authentic learning environment for the creation of a real world to be explored by productive learners. “Social tools leave a digital audit trail, documenting our learning journey – often an unfolding story – and leaving a path for others to follow,” as Marcia Conner articulates. All educators accept the fact that learners and educators in contemporary times are called a digital age maneuvers for a more global digital world through the academy as the axis of a continuous instructional progression.

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