Call Syllabus - Ivonne Londoño

8/12/2019 Call Syllabus - Ivonne Londoo

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CURRICULUM PROJECT

DESIGNING A COMPUTER ASSISTED LANGUAGE LEARNING COURSE FOR THE

EIGHTH GRADE STUDENTS IN SANTA ANA DE LOS CABALLEROS

IVONNE ALEXANDRA LONDOO LEUDO

PROFESSOR: ALVARO MUOZ ECHEVERRY

CURRICULUM DESIGN AND DEVELOPMENT

MAESTRIA EN DIDCTICA DEL INGLES

FACULTAD DE ARTES Y HUMANIDADES

UNIVERSIDAD DE CALDAS

JUNE 2013


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1. TITLE: COMPUTER ASSISTED LANGUAGE LEARNING SYLLABUSDESIGN FOR EIGHTH GRADE STUDENTS IN SANTA ANA DE

LOS CABALLEROS.

1. CONTEXT:People:

2.1.1. Class size: 34 students

2.1.2. Average age:13 - 17

2.1.3. Gender: 18 Females and 16 males

2.1.4. Culture: Students have different cultural identities, because of the

displacement in Colombia; but the majority of them have indigenous (Ember

Cham), paisa, and Valle del Cauca origins. Moreover, in Ansermanuevo the

most common socioeconomic status is the lower or proletarian classes, where the

center of its economical production is the sugar cane crops and other illicit

activities such as drug trafficking.

2.1.5. Language: The mother language is Spanish and the target language is

English, in a minor amount they speak Embera dialect.

2.1.6. Education: The students learn regular English classes with a mandatory

attendance of two hours (intensity per week), each class have 55 minutes on

Fridays in the 1stand 2ndhour in the morning. At the end of each term they take

ICFES mock tests about all subjects at school. In the English class the tardiness is

not accepted because in the first moment of the class the teacher takes the roll.


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Physical setting:

2.1.1. Location: Santa Ana de los Caballeros School in Ansermanuevo, Valle del

Cauca. It is located in the urban part of the town. The English classroom has regular

size with three big tables (round table shape), rimax chairs, two lamps and

presents some noise problems because has some nearby main streets and the

firefighter station. The Institution works by departments, which means that the

students have to move when each class finishes looking for the next classroom.

Teaching resources:

1.1.1. Materials available: There is one video beam and a video game.1.1.2. Required texts: No, because of the students lower socioeconomic status.1.1.3. Develop own materials: No, the English teacher select material from internet and

design content units per each level and term.

1.1.4. Equipment: We count with photocopies (Didactic unit), the video game and theComputers science laboratory.

2.1. Nature of the course:The technology enhanced EFL course is a regular English class for Eighth Grade

students with the particular change of being supported by the Computer Science

teacher, increasing the intensity of hours (4). Also, this Computer Assisted Language

Learning CALL course is based on the encouragement of communicative tasks in

the classroom and the development of linguistic skills using as meaningful resource

the video game Trace Effectsand other web resources.

There is not a prescribed curriculum at school. So, the teachers have freedom to

negotiate content and methodology with students.


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2.2. Problematizing the context.In the existing syllabus of English as a second language, students do not have in a

serious manner the effective use of technology for improving their oral skills. At the

same time, they have been taught to grammar-based methodology without any oral

production or emphasis in other linguistic skills. The students condition facing the

National Standards demands (A2B1) in Eighth grade is poor and complicated, and

some concerns underlie this syllabus design:

1. How an educational video game does influences Eighth grade students oralproduction?

2. What is the impact of this interdisciplinary project (Computer Science + English)in students acquisition of a second language?

3. To what extent do the students of eighth grade will acquire a second languageusing the technology effectively?

4. How good are the students using internet sources and computer applications forlearning?

2.3. Plan of action:

To analyze the Needs Analysis questionnaire about content, learninghabits, competence in different linguistic skills and students interests.

To analyze the way the video game and other computers applicationscontents were organized in order to use them in the classroom as a

motivating factor.

To include the technology into the curricula.


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To structure the Technology enhanced EFL syllabus in severalcomponents: Competences, goals, specific objectives, content, resources

and the interdisciplinary part (CALL).

3. BELIEFS INFLUENCING THE EXISTING SYLLABUS

Language is meaning based, where the most important is to interpret the surrounding

reality, process, associate, and conceptualize them in order to get the expected production related

to culture, communication and conveying ideas. The existing relation is representation connectsmeaning and language to culture.

Language is social constructed, where each person could enhance the communication in a

first or second language, being the interaction the significant component. Each person can

contribute to the development of language proficiency through interactions in real contexts. Part

of this context, the sociolinguistic and sociocultural aspects are strictly related of knowing the

culture where the language will be used; for instance: Traditions, history, customs, courtesy

expressions, etc.

Furthermore, learning is the acquisition of competencies with the complete immersion in

a sociocultural context. The community plays a preponderant role in the development of abilities

and cognition for the reason that each individual will demonstrate new perspectives of concepts

enriching and mastery knowledge. Equally, having the metacognitive skills and critical thinking

for facing life challenges will provide you an active participation in society. Learners have

potential skills, but with the cultural environment, technology advancements, education, society

demands, interaction and problems, they will construct world representations.


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The teaching profession provides essential representations of the target language but also

having under consideration the teacher mission encompassing teaching values, critical thinking,

problem solving and contribute always with something beyond of their practices.

4. CONCEPTUALIZING CONTENT (Appendix 1)

5. GOALS AND OBJECTIVES5.1. GOALS: At the end of the course, students will be able to:

Understand polite expressions in a second language. Transfer its knowledge to other contexts. Use variety of strategies to build vocabulary.


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UNIT 1: Following instructions to complete a task in the Farmers marketTime: 6 hoursResources: Video game Trace Effects Chapter 2Additional material: Didactic Unit about the Food themes in Chapter 2.

TOPICS FUNCTIONS SKILLS GRAMMAR/VOCABULARY PEDAGOGICAL TASKS

1. Finding EmmaField in theFarmers market.

2. Purchasing theingredients for theChef Mark soups.

1. Asking forinformation.

2. Giving advice.3. Offering help.4. Following

instructions.5. Selling and

buying.6. Showing

preferences.

1. Exchanging information.2. Express emotions and

reactions to others.3. Understanding the main

idea of shortconversations and oralpresentations.

4. Understanding andsaying numbers in simplesituations.

GRAMMAR

- Simple present tense- Yes/No questions- Modals: Need, want, have- Present Progressive tense.- Expressing disinterest.VOCABULARY

- Food (Vegetables)- Diet and nutrition- Expressions to convince- School campaigns

Lets make a superb meal.

1. Students are asked to createsome flashcards with theingredients for the superb mealfor 8A, they have to pass aroundthe flashcards in order torecognize and study them but atthe same time, they will use theflashcards to plan an incrediblemeal for other students in agroup work.

2. Students are asked to write

their own recipe at school, usingthe connectors of sequences aswell as creating an oralpresentation for the class withthe real ingredients and theproduct. The most important paris to create a healthy meal.


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UNIT TWO: Making different kinds of foodTIME: 6 hoursResources: Video game Trace Effects Chapter 2Additional material: Didactic Unit about the Food themes in Chapter 2.

TOPICS FUNCTIONS SKILLS GRAMMAR/VOCABULARY PEDAGOGICAL TASKS1. Helping Chef

Mark make thesoup.

1. Asking forinformation.2. Offering help.

3. Followinginstructions.

4. Showingpreferences.

1. Exchanging information.2. Express emotions andreactions to others.3. Understanding the main

idea of shortconversations and oralpresentations.

4. Understanding and sayingnumbers in simplesituations.

5. Following multi-stepinstructions on how tocomplete a task.

GRAMMAR

- Simple present tense- Yes/No questions- Modals: Need, want, have- Present Progressive tense.VOCABULARY

- Food- Junk Food- Diet and nutrition

Miming the words.

1. Students are asked to reviewthe cooking verbs into a gamebased on mimicry, in groups offour they have the opportunity toguess what other students aretrying to show in their gestures.

2. Students are asked to searchon the internet about sometraditional recipes in theircountry (Colombia), and circlethe vocabulary they alreadyknown and also learn about foodidioms.


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7. ASSESSING NEEDSA needs analysis questionnaire was designed and applied to eighth grade students in Santa

Ana de los Caballeros School.

1. Age range1013 21316 201619 120+ 0

2.

Sex

Female 11Male 12

3. Level of English (Students awareness)Beginner 21Intermediate 2Advanced 0

4. Reasons for learning EnglishI love english and I am interested in learning it. 10I need to communicate with others in the daily life. 0I want to improve my comprehension ability. 5I pretend to be more competitive in the professional field. 6I dont have a specific purpose, I have to learn english at school. 1I need to have a grade to finish the school year. 1I have to fulfil the expectations of my family. 0

I want to gain the respect of my teacher and classmates. 0Other: 0


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5. Level of importance of English skills for students (1=less important and 6= the mostimportant).

Understand the language 6Speak the language 5-6Read the language 2-3-4Translate the language 1Write the language 2Listen the language 1-3-4

6. LISTENING: The activities needed to improve the listening in english and understand thelanguage.

ACTIVITY Each word The majority of thewords but not all

Generalidea

TV programs 9 4 6Oral presentations 8 6 7Music 16 3 4Videos 13 6 3Foreigners 13 5 2Other: 0

7. READING: When students read in English understand.Each word 1The majority of the words but not all 12General idea 10

8. WRITING: Context to use this ability in English.ACTIVITY Academic Professional Informal communication with family

and friends.Take notes 17 5 1

Writing stories 14 3 5Writing mails andpersonal letters

8 2 15

Writing sentences 17 1 4Dictations 19 2 0Make reports 14 8 0Answer questions 18 2 4Other: 0


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9. SPEAKING: Situations for practicing the skill in real life. (1= Need to know, 2= VeryEffective, 3= Interesting, 4= Less interesting, 5= It is not my interest).

10. LEARNING HABITS: The way students learn better a second language, (1= Completelyimportant, 2= Very important, 3= Important, 4= Less important, 5= Not important at all).

LEARNING HABITS 1 2 3 4 5Working alone 1 2 6 4 5Working with another classmate 8 8 4 1 2Working in small groups 8 6 5 3 1Working alone in class 1 1 3 9 9Developing a task or solve a problema 5 4 8 4 3Acting role play situations 5 5 4 3 6Taking decisions and make activities of personal development 5 5 10 1 1Teaching lessons addressed by a teacher 6 9 6 2 0Completing activities with imagination and creativity (Projects) 9 5 8 1 0Giving and accepting advices 9 4 7 2 0Attending online courses with a face to face teacher. 4 2 7 5 5Using Technology (Software, Internet, games, multimedia) 13 6 3 2 0

Other: 0

TOPICS 1 2 3 4 5

Jobs and Professions 5 3 14 1 0Health, Fitness and Sports 5 9 4 1 4Go shopping and Fashion 4 2 8 7 2Your country, other contries, culture and traditions 7 2 11 2 1Ordering and buying food and drinks 4 7 6 5 1Music and genres. 8 8 4 3 0In the airport 4 4 12 2 0Describing families and life styles 6 5 5 5 2Making plans and social events 4 7 5 3 2Reading Magazines and Newspapers 4 4 6 5 4

Describing famous people 6 6 7 5 0Other: 0


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11.PERSONAL OBJECTIVES: At the end of the English course students want to:Understand the language 9Speak the language 14Understand foreigners 2

Translate the language 1Get a better job in the future 2Pronunciation 2

12.PERSONAL INTERESTS: Students hobbies and leisure activities:Riding bike 9Listening to music 14Playing video games 2Practicing sports 1

Watching TV 2Studying English 2Chatting 1Go Shopping 1Watching movies and videos 2Playing marbles 1Sleeping 7Riding Motorcycle 1Using the tablet 1Going out with friends 4Laziness 2

Eating 1Using the Internet 3Delivering Arepas 1

13.Students use of the computer:Never 0Occasionally 5Daily 18


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14.Preferred materials for the English class:DVDs for learning english 2Communication with people in other countries (Skype -Penpals).

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Exercises to practice english using internet 16Role games and Simulations (Video juegos). 16Enciclopedias and dictionaries 2Video recorder - Cameras for classroom activities 11E-mail. 10Websites for learning english 13Social Networks (Facebook, Twitter, Edmodo, etc). 16Mobile Applications for learning english. 14Laptops (Not available in the Institution) 22

15.Students knowledge about technological tools:ICT TOOLS Applications

3Excellent

2Good

1Regular

0I dont know

Word processorsMS Word 3 7 9 4Google Docs 0 1 1 15

Software of spreadsheet.MS Excel 0 4 10 9GoogleSpreadsheet

0 1 0 22

Software to organize and createconceptual maps.

Tools for Mindmaps like:

Inspiration

0 0 2 21

Online tools like:Bubbl.us,Webspiration

1 1 1 20

MultimediaMS PowerPoint 2 13 7 1MS Movie Maker 0 5 0 18Adobe Photoshop 4 2 9 8

Tools for collecting dataDatalogger 0 1 0 22Digital Camera 16 6 2 2Video recorder 10 7 3 1

Web resources

Browsers 15 5 2 1

Programming 0 0 2 21Web PagesDesign

1 1 3 19

Communication software

Blogs 0 1 1 22Emails 11 5 5 2Wikis 0 1 0 22Podcasts 1 0 1 21Facebook 20 1 1 1


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Social networks Twitter 8 2 7 6Badoo 0 0 3 20

Developing a learner centered curriculum is a complex task due to the variety of learners

needs and the amount of people who play a role in decision-making process; for this reason, the

needs analysis is a perfect starting tool to conduct the design of an ESL syllabus. In this particular

case, a questionnaire (Appendix 4) was conducted having the following important topics: Level

of English, importance of the language, Skills, Learning styles, Personal interests, favorite

materials and knowledge about ICT (Information and Communication Tools). The questionnaire

was piloted before it was distributed and the participants were 23 students from Eighth grade.The products of this needs assessment were that the students find as the most important

skills of English speaking and understanding the language. Apart from this, in listening they

really want to practice activities such as: Music, videos, foreign guests in the classroom and TV

programs; but in reading, when they apply this ability, they have an understanding of general

ideas and the majority of the words but not all. Talking about writing contexts, students know a

lot about academic uses but they did not distinguish other fields as professional and informal use

of written English. In terms of speaking, they would like to practice more situations related to the

following topics: Music, other countries, families and life styles, Health, Sports and in the airport;

but a less important situation for them is the one talking about fashion and go shopping.

Moreover, learning styles are outstanding in an ESL syllabus design, which means

students of eighth grade learn effectively a second language using technology, through

collaborative work, applying projects, practicing activities involving professional development.

Instead, the activity of working alone in class is the one they do not like at all.

After that, the personal objectives for the English course; in other words, what they want

to get at the end of the school year (Competences) are the improvement of their communicative


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skills and the understanding of the language. Though, their particular hobbies and interests are

focused on listening to music, riding bike and sleeping.

At the end of the questionnaire, the answers about the computers use and material

preferences were diverse. The majority of them use the computer every day. However, the

favorite materials to use in the classroom were: Communication with foreigners, exercises using

the internet, video games, social networks and laptops (This last one is not provided by the

institution); In contrast, they did not prefer encyclopedias or dvds for learning English.

Apart from this, the knowledge about ICTs has been focused on several tools for

instance: Facebook, Digital Cameras, Browsers, E-mails, Power point, word and video recorders.

In fact, students do not have information or experience with the following tools: Google docs,

google spreadsheet, excel, mind maps, movie maker, data logger, programming, web pages

design, blogs, wikis, podcasts and badoo chats.

In conclusion, the needs analysis products reflect a crucial relationship among students

interests, language situations, teaching instruction and ICT tools for effective second language

learning, where it can be noticed that is completely necessary in this syllabus the communicative

approach, more training in technology for educational purposes, development of collaborative

tasks, and the focused content on students likes, interests in order to promote the acquisition of a

second language.


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8. DISCIPLINE PLAN

Students must:

1. Be on time (3 minutes after every class change)2. Be prepared for the English class.3. Bring the materials needed for class (Notebook, Dictionary and Didactic Unit).4. Be respectful with the teacher and other classmates.5. Respect others property.6. Listen to what others are saying especially in the participation time.7. Never eat in class and do not chew gum.8. Follow the given instructions.9. Never use offensive language or nicknames.10. Participate fully.11. Always do your best.12. Never use communication devices (Exception: Sth Urgent) in class.

Negative Consequences (Due process)

When you choose not to follow these rules the following will happen:

1. A warning (verbal, non-verbal, or written (Observador del estudiante)).2. Sent to the coordinators office.3. Phone call home4. Guardian/parents conference with coordinator to establish academic and disciplinary

commitments.

5. Assigned Pedagogical work in extra time at school (Workshops, Campaigns, etc)


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6. Conflict resolution committee conference to establish the second academic anddisciplinary commitment.

7. Consejo Directivo conference with guardians/parents, teachers, parentsrepresentatives and productive sector in order to find the last solution to the academic

and disciplinary situation.

8. Out of School.

Positive Consequences

The following will happen when the above guidelines are achieved:

1. More time for going beyond concepts.

2. More activities can be covered.

3. Have a nice environment to learn through unique and fun experiences.

9. TECHNOLOGY PLAN

In this section of the syllabus, the technology integration into the EFL courses will be

explored talking about the following pedagogical instruments CALL, Web tools, Office tools,

social networking, blogging, wikis, video games etc.

Computer Assisted Language Learning CALL as a young branch of Applied Linguistics

is the integration of computer sciences and languages changing traditional notions about second

language instruction. One of the relevant characteristics of this approach is the mediated

communication (Warschauer, 1995) where the internet, e-mails and technological devices

becomes effective tools for teaching English plus boosting the collaborative work in the

classroom. At the same time, the learners autonomyplays and greater role in acquiring the


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ability to speak in English because of the responsibility of controlling their own learning

(Benson, 2001).

In terms of motivation (Drnyei, Z. and Czizr, K), the strategies with the support of

technology are crucial factors in learning becoming the core of teaching efficiency. One of the

cutting-edge CALL applications is Video games which have innovated school foreign language

practices for engaging students in acquiring knowledge through playing and having fun.

The computer mediation, interaction and cultural background of the second language

using the technology are the best ally in learning. The text based interaction is defined as the

exchange between the reader and the feedback putting aside the one side response (Friedman,

1995). In the same manner, Lopez (2006) points out that E-learning focus on individual needs

and interactive content; furthermore, recent studies outlined by Rice (2007), Lee (2012), Liu

(2009) and Wright (2006) suggest that video games promote high order thinking, social

interaction, building of concepts, speaking ability improvement, challenge in thought, better

classroom management, intrinsic motivation plus carrying over the traditional classes. That is

why; there is a revolution in second language teaching environments with the meaningful use of

21stcentury devices for 21stcentury students.

Learning has been changing throughout years as well as technological innovations;

currently not only they are indispensable part of daily life and entertainment, but also they come

to be fascinating tools for teaching. Prensky (2001), Ruphina & Liu (2011) and McCarthy (1956)

claimed that there are several learners needs in the 21stcentury correspondingly video games

have great potential to provoke and awaken curiosity in students. Conversely, Kahne, Middaugh

& Evans (2009) and Gee (2008) reported in their studies positive and negative outcomes of video

games such as: social influences, strategy and reflection based practices, make learning


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something further than school; besides, childrens aggression, political issues and stereotypical

situations.

9.1. Strategies

1. Creation of interdisciplinary project (Computers science and English).2. Starting a pilot with eighth grade including a video game as meaningful element for the

EFL teaching practices.

3. Increasing the intensity of hours for the English class with the video game interaction inthe Computers laboratory.

4. Teachers Collaborative planning of classes.5. Needs analysis plus Negotiated Methodology.6. Communicative Language teaching methodology, with a lot of exposure to target

language through teachers input and authentic material.

7. The communicative products are mini-projects related to the video game situations ineach chapter.

8. Also, the use of e-mails and forums is encouraged.

9.2.Tools and materials:

1. Video game Trace Effects2. Video beam3. Computers lab4. Internet5. Didactic Units per term6. Laptop and speakers


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10. MATERIALS AND COURSEBOOK

10.1. Video gameThe video game Trace Effects was designed for teaching English by the United States

Embassy; the purpose of including this innovative tool into the curriculum was enhancing the

motivating factor in students. The video game is divided by Chapters which play an important

role in the video game following a sequence of story events from the same person and other

characters. On the one hand, during the two hours of English class, students will reinforce

concepts about vocabulary, common expressions, functional language and oral tasks considering

the video game situations. On the other hand, students will have the interaction with the video

game in the two hours of Computer science, because the teacher in charge of this subject supports

this interdisciplinary project (Appendix 2).

10.2. Didactic UnitIn class, students need a tool to exploit the minimum time given for learning English, the

use of a didactic unit maximize the time for practicing a language and help the teacher to include

more authentic material in their own practices, the ideal when learning a foreign language. The

didactic unit is divided into modules with different kinds of content located inside the video

game, each module has five activities with the purpose of using the four skills as well as Mini

Communicative Projects where the student have the opportunity to enhance their communicative

abilities in English (Appendix 3).


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10.3. Web toolsNowadays, learners are in daily contact with technology and the internet; that is why,

digital natives has an advantage on the teachers, they know everything about social networks,

blogs, chats, mobile applications, etc. For this reason, teachers must comprehend that education

need to be in the technological fashion for engaging students to learn; the effective use of web

resources is a responsibility of the teacher.

There are tons of educational web tools to take advantage of, the idea is working with these

resources in a meaningful way. For instance: Send e-mails to the teacher, create facebook groups,

create edmodo groups, use forums, etc.

In particular, this syllabus will promote the netiquette and the ethic use of internet for academic

purposes.

11. ASSESSMENT PLAN

Considering learners needs and with the determination of tracking students individual

achievements and performance in the English class a formative assessment is necessary in the

Santa Ana de los Caballeros syllabus of foreign languages. That is, designing appropriate,

motivational and meaningful activities offering all opportunities for improvement to the students,

providing feedback and accentuating the learning outcomes when every knowledge construction.

As a matter of fact, the CALL syllabus will have several assessments (Greenstein, 2010)

according to the skills that will be encouraged using the video game.


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FORMATIVE ASSESSMENT TOOLS

a. Graphic Organizers: Students will organize their knowledge writing concepts andkeywords related to the topic learned in class.

b. Nutshelling: Students will reflect on their own learning, writing a brief summary with thecore of what they acquire.

c. Think-pair-share: Students work together to solve a problem or answer a question aboutreadings assigned in class. Think individually about the solution, share ideas with their

classmates and finally discuss to make the best decision.

d. Work alongs: Peers collaborative work.e. Rubrics: They are the layouts with an specific criteria used for teachers to evaluate

students performance in the classroom.

f. Cooperative reviews: Writing reviews of each class through collaborative work.g. Jeopardy Games: Powerpoint games designed to have fun and at the same time review

what was learned.

h. K-W-L: Its a chart very useful for collecting information about what students know, wantto know and learn about one topic.

GENRES IN ORAL LANGUAGE CURRICULA (Derewianka, 1992)

a. Recount: Telling what happened in a situation.b. Description: Telling characteristics of a person or a place.c. Interview: Finding out specific information about someone.d. Casual conversation: Keeping relationships with others.e. Planning: Thinking about what to do.


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TASKS FOR AUDITORY AND ORAL SKILLS

a. News telling: Applying a game about reporting the todays newsb. Story telling: Telling stories by reading aloud.c. Picture description: Having a picture for telling every single detail in English.d. Classifying and categorizing: Providing a group of items (Vocabulary), analyzing it in

groups and finally finding the categories to organize them.

e. Oral presentations: Prepare a presentation about specific topics in order to enhance oralskills and retention.

f. Mini dialogues: Short conversations for promoting the interaction.g. Use of the oral genres: Using in the class the recounting, debates, anecdote, procedure,

description, interview, casual conversation, etc.

h. Record of students interactions: Recording students oral tasks with the purpose ofanalyzing and give feedback.

i. Improvisation: Its planning ESL activities without previous preparation such as roleplays, drama representations, etc.

j. Dictation: the dictations help to enhance the listening and writing skills starting gradually.First words, sentences and finally short texts.

k. Role plays: Give students the opportunity to practice vocabulary, grammar pointsexplained in class by means of using functional situations.

l. Partnersdiscussions: These activities are designed with the objective of answering andasking questions about controversial topics.


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TASKS FOR READING AND WRITING

a. Comprehension questions: They are used to develop reading skills where the student havean overall understanding by giving correct answer to specific questions from the text.

b. Reading strategies: Strategies for having better reading comprehension. For instance,students can apply in a text: Skimming, Scanning, Critical Reading, Intensive and

Extensive reading.

c. Students create dictionaries: They will have the possibility of creating a picture dictionaryin the classroom where they will write the new words that appear in the video game.

d. Think alouds: It is the internal dialogue to the text, increasing reading comprehension andretention. Students have to develop metacognitive and self-monitoring strategies.

e. Summaries (Paragraph): Students will write short paragraphs reporting what they havelearned about particular themes.

f. Learning logs: Students provide a track of their own learning in each class with areflective aim and supports the organization or learning.

g. E-portfolios: Students publish their writings of the internet, full of reflection and analysisalso helps to improve writing skills.

ASSESSMENT FOR PERFORMANCE AND PROGRESS (McKay, 2006)

a. Observation checklists: They are lists of criteria for the students achievements in class inwhich the teacher need to observe carefully for making notes about different aspects:

social relationships, values, learning, interactions, class environment and others.

b. Criteria sheets: Benefit the understanding of students performance in class throughselected standards to evaluate or assess learning.

c. Holistic rating scales: Assess overall quality of performance.


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d. Common European Framework Scales: They comprehend an important framework aboutthe language benchmark of students in several ESL levels.

12. METHODOLOGY

In this CALL course, students will perform several activities based on the eclectic

approach (Rivers, 1981) which came out giving the opportunity for the English teachers to select

the best model or technique to take advantage of the appropriate pedagogical moment. This

syllabus will be based on the eclecticism principle providing the English class of complete tools

for enhancing the practices in teaching a target language; from complex to simple (Bruner, 1960)

applying the following concepts and approaches:

- TPR (Total Physical Response - Asher): Teaching vocabulary in beginners levels.- The direct method (18901930): Understanding in terms of curriculum the stages of

acquisition and learning in order to plan effective classes.

- The natural method (1900): Giving my students gradually the target language exposure.- Communicative Language teaching: Enhancing the communicative competence into

meaningful and functional activities.

- Project Based Learning approach (Buck Institute of Education): Promoting the cross-curricular activities plus language learning.

- Affective Filter (Krashen): Motivating my students in everything they will learn related toa second language.

- The spiral curriculum (Bruner): Where the student will learn more than once a topic fromsimple to complex related to its developmental stage.


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- Developing cognitive factors: The verbal intelligence, the long term memory and thephonological abilities by means of recycling activities, associations and metacognition.

- CALL: Computer Assisted language learning: One of the relevant characteristics of thisapproach is the mediated communication (Warschauer, 1995) where the internet, e-mails

and technological devices becomes effective tools for teaching English plus boosting the

collaborative work in the classroom.

- A comprehensible input (Krashen) and the output hypothesis (Swain): The class planningwill be crucial to provide a better experience with the language and thus get improved

results in communication.


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REFERENCES

Askari, E. (2006).A Comparative Study on Objective vs.Subjective Scoring for Testing Oral

Language Proficiency of University EFL Students. Unpublished thesis, TEFL, Ahvaz:

Olum Tahghighat University

Benson, P. (2001) Teaching and Researching Autonomy in Language Learning. Harlow, UK:

Longman.

Buck Institute for Education (2009).PBL Starter Kit: To-the-Point Advice, Tools and Tips for

Your First Project.Retrieved fromhttp://www.bie.org/tools/toolkit/starter.

Bruner, J. (1960). The Process of Education, Cambridge, MA: Harvard University Press.

Bureau of Educational and Cultural Affairs (ECA), Office of English Language Programs, for

young English language learners. Video game Trace Effects.Retrieved from:

http://americanenglish.state.gov/trace-effects.

Chin Lin, G. (2001). Computer Games Functioning as Motivation Stimulants. Conference Paper:

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Appendix 1 (Mind Map)


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Appendix 2Video game presentation

Trace Effects

A video game for learning American English and culture

This innovative language learning video game will complement students classroom English

language instruction through interactive 3-D multimedia learning adventures. Trace Effects isgeared for players aged 12-16.

Gamers interact and solve puzzles in a virtual world filled with diverse English-speakingcharacters. In the game, students take a dynamic journey through the United States, traveling tocultural locations like Kansas, New Orleans, the Grand Canyon, New York City, San Francisco,and Washington, D.C.

Who is Trace?Trace, the main character, is a university student from the year 2045 who has accidentallytraveled back in time to the present. In order to get home, he must complete a challengingmission to change the future for the better by helping six different young people accomplishgreat things and have a positive impact on the future.

Game ThemesGeared toward young people, Trace Effects exposes users to Americansociety and explores themes related to entrepreneurship, community

activism, empowering women, science and innovation, environmentalconservation, and conflict resolution.

Game Features

7 chapters of game play 28 practice activities 4 multi-player practice activities Comprehensive teacher and student manuals 7 graphic novels for extension activities Point-based scoring system American English dictionary integration Offline play option through a DVD Mobile app for feature phones Social media connectivity


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Appendix 3Didactic Unit

MODULE 1PLACES IN A CITY

1. Review activity in your NOTEBOOK.2. Read and match the Vocabulary related to PUBLIC PLACES in PAGE 2.3. Identify the places in the TRACE EFFECTS MAPS in PAGE 3 and 4 and write the definitions in your

NOTEBOOK.

4. Select 5 places in the city from PAGE 2 and write its definition in your NOTEBOOK.5. Draw a map in your NOTEBOOK with your ideal places in a city.

SUBJECT: English

TEACHER: Ivonne Alexandra Londoo

LEARNING

OBJECTIVE:

Identify new vocabulary about places, house parts, clothes and food. Also, using the

prepositions of place, there is-there are, simple present through the Trace Effects

language exposure.

EVALUATION

AND

ASSESSMENT:

1. Punctuality and Participation2. Project Development3. Videogame meaningful development4. Behavior and Responsibility5. Final Product (Communicative) and Interactive

STUDENTS

NAME

FINALGRADE:


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MODULE 2DIRECTIONS

1. Read, practice and learn about Giving directions and Prepositions in PAGE 5.2. Complete the maps and answers about directions in PAGE 6.3. Find the differences in the two pictures and write them using THERE IS/ARE in PAGE 7.4. Write the directions in the MAPS in PAGE 8, also practice the conversations.5. Read and learn the vocabulary about TRACE EFFECTS in PAGE 9, and also describe the QUAD in

your NOTEBOOK using 10 sentences in your NOTEBOOK.

MINI PROJECT: My ideal city

In groups, create a poster with a map with your ideal city.

Role play: Ask and give directions, using the vocabulary and the expressions you have

learnt.

Present it in front the class.

GRADES:

MODULE 3PARTS OF THE HOUSE

1. Complete the parts of the house and also the objects in the house in PAGE 10.2. Describe the ROOM in PAGE 11 and answer the questions.3. Practice with THERE IS/ARE about your bedroom in PAGE 12.4. Describe the School Santa Ana de los Caballeros using THERE IS/ARE in Positive, Negative and

Questions in your NOTEBOOK.

5. Complete the SCAVENGER HUNT given by the teacher for describing some places in the TRACEEFFECTS videogame.

MODULE 3CLOTHES

1. In PAGE 13, match the clothes with its name and color them.2. Complete the crossword about CLOTHES in PAGE 14.3. Order, write and color the clothes in PAGE 15.4. Describe the characters of TRACE EFFECTS video game in PAGES 16 and 17.5. Describe yourself in the activity THIS IS ME in PAGE 18.

MINI PROJECT: Fashion Day

Dress your favorite clothes.

In a fashion show, describe your clothes and of your classmates.

Prepare the presentation.

GRADES:

FINALGRADE:

FINALGRADE:

FINALGRADE:


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MODULE 3FOOD AND DRINKS

1. Complete the activities in PAGE 19 and also answer the wordsearch.2. Discover the codes in PAGE 20 related to FOOD.3. Label the pictures in PAGE 21 and answer the activities in PAGE 22.4. In PAGE 23, Write the activity HOW TO MAKE A SANDWICH and make your own RECIPE.5. QUIZ: TRACE EFFECTS CHAPTER 1.

MINI PROJECT: Role Play with Chef Mark

Plan a recipe of your favorite Sandwich. Choose the characters of your presentation

in groups.

Present the recipe through a Role play about making a sandwich and also delivering.

Prepare the presentation.

GRADES:

FINALGRADE:


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Appendix 4Needs Assessment Questionnaire

CUESTIONARIO PARA ESTUDIANTESFecha: ____________________________ Institucin:Santa Ana de los Caballeros

Apreciado estudiante:

Tu opinin es muy valiosa para el mejoramiento de la calidad de enseanza del ingls y usoefectivo de las tecnologas de informacin y comunicacin. Para lo cual, te solicito quediligencies este cuestionario de la manera ms sincera posible, marcando con una X la(s)opcion(es) que mejor se relacionen con tu situacin personal.No es obligatorio escribir tu nombre y te recuerdo que la informacin ser confidencial.Si tu respuesta no est en el cuadro de opciones, sintete libre de responder en el espacio enblanco debajo de cada lista de opciones. Muchas gracias.

Teacher Ivonne Londoo1. Tu edad est entre los siguientes rangos:

1013 _______ 1316 ______ 1619 ______ 20+ _______

2. Cul es tu gnero?Femenino _______ Masculino _______

3. Cul piensas es tu nivel de ingls?Bsico ________ Medio _________ Avanzado _________

4. Tu principal razn para aprender ingls es porque:Amo el idioma ingls y estoy muy interesad@ en aprenderlo.Necesito comunicarme con otros en ingls en la vida diaria.Quiero mejorar mi habilidad de comprensin.Pretendo ser ms competitivo en el futuro laboral y profesional.No tengo un propsito especfico, tengo que aprender ingls en elcolegio.

Debo obtener una nota para poder aprobar el ao lectivo.Debo cumplir las expectativas de mi familia.Quiero ganarme el respeto y aprecio de mi profesor y compaeros.Otro:


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5. Cul de las siguientes habilidades tiene ms importancia para ti? (1=Menor importanciay 6= Mayor importancia)

_____ Entender el ingls_____ Hablar en ingls

_____ Leer en ingls

_____ Traducir_____ Escribir en ingls

_____ Escuchar en ingls6. ESCUCHA (Listening) - Cul de estas actividades necesitas para escuchar y entender el

idioma ingls? (Escribe X en una sola columna por actividad que necesitas):

ACTIVIDAD CADAPALABRA

LA MAYORIA DELAS PALABRASPERO NO TODAS

LA IDEAGENERAL

Programas de televisin eninglsExposiciones en ingls

Msica en inglsVideos en inglsPersonas extranjeras hablando eninglsOtros:

7. LECTURA (Reading)Cuando lees en ingls entiendes:CADA PALABRA LA MAYORIA DE LAS PALABRAS PERO

NO TODASLA IDEA GENERAL

8. ESCRITURA (Writing) - Cul de estas actividades necesitas para escribir en ingls?(Escribe X en una sola columna por actividad que necesitas):

ACTIVIDAD NivelAcadmico

Nivelprofesional

Comunicacininformal con familia y

amigosTomar notas en ingls.Escribir historias.

Escribir correos y cartaspersonales.Escribir frases.Escribir lo que me dictan eningls.Hacer informes en ingls.Responder preguntas.Otros:


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9. HABLAR (Speaking) - Cul de las siguientes situaciones te interesan o cuan efectivassern estas situaciones para ti?. Escribe una X en una de las columnas de acuerdo al temaen ingls que describe tu respuesta.

1=Necesito saber 2 =Muy efectivo 3= Interesante 4= Poco

interesante

5= No me

interesaTEMAS 1 2 3 4 5

Profesiones y trabajosSalud, estado fsico y deportesIr de compras y modaTu pas, otros pases, costumbres y culturaOrdenar y comprar comida y bebidasMsica y sus estilosEn el aeropuertoDescribir familias y estilos de vida

Hacer planes y eventos socialesLeer revistas y peridicosDescribir a gente famosaOtros:__________________________________________________________________________________________________________________________

10.HBITOS DE APRENDIZAJE: Hay diversas maneras de aprender un idioma extranjero.Piensa en tu propio aprendizaje de un segundo idioma. Qu tipo de actividadesencuentras ms interesante de realizar?

Escribe una X en la columna que mejor describe tu respuesta:

1=Completamenteinteresante eimportante

2 = Muyagradable eimportante

3= Agradable eimportante

4= Pocoagradable eimportante

5= No esagradable niimportante

HBITOS DE APRENDIZAJE 1 2 3 4 5Trabajar solo.Trabajar con otro compaero de clases.Trabajar en pequeos grupos.

Trabajar solo en clase.Desarrollar una tarea o resolver un problema.Actuar una situacin como juegos de rol. Ejemplo: Ser una estrella de tv.Tomar decisiones y hacer actividades de desarrollo personal.Lecciones dirigidas por un profesor con explicaciones.Completar actividades que requieran de creatividad e imaginacin(Proyectos)Dar y aceptar consejos.


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Realizar cursos online sin orientacin de un profesor.Utilizar la tecnologa (Software, Internet, juegos, multimedia)Otros:__________________________________________________________________________________________________________________________

11.OBJETIVOS PERSONALES: Al final del curso de ingls yo deseo obtener:

12.INTERESES PERSONALES: Cules son tus hobbies o lo que te gusta hacer en tutiempo libre?:

13.Cada cunto usas un computador?Nunca ________ Ocasionalmente ________ Diariamente ________

14.Cul de los siguientes materiales te gustara fueran incluidos en tu clase de ingls?DVDs para aprender ingls.Comunicaciones con personas de otros pases (Skype -

Penpals).Ejercicios de prctica en internet.Juegos de rol o simulaciones (Video juegos).Enciclopedias y diccionarios multimedia.Video cmara - Cmaras para actividades en clase.Correo electrnico.Sitios Web para la enseanza del ingls.Redes sociales (Facebook, Twitter, Edmodo, etc).Aplicaciones para celular relacionados con idiomasextranjeros.Computadores porttiles.


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15.Por favor seala con una X tu nivel de conocimiento frente a las siguientes herramientastecnolgicas:

Categoras de herramientas TIC Aplicaciones3

Excelent

e

2Buen

o

1Regula

r

0No s

Aplicaciones de procesadores depalabras

MS WordGoogle Docs

Software de hojas de clculo.MS ExcelHoja de Clculode Google

Software para organizar y para crearmapas conceptuales

Herramientas deMapasconceptualescomo: InspirationHerramientas en

lnea como:Bubbl.us,Webspiration

MultimediaMS PowerPointMS Movie MakerAdobe Photoshop

Herramientas de recoleccin de datosDataloggerCmara digitalCmara de video

Recursos Web

Buscadores deinternet

ProgramacinPginas Web dediseo

Software de Comunicacin

BlogsEmailsWikisPodcasts

Redes socialesFacebookTwitterBadoo

Gracias por completar este cuestionar io.

Call Syllabus - Ivonne Londoño

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