Saturday, February 20, 2016

Teaching Grammar Using Newspaper (Communicative Grammar Teaching)

Newspaper Activity
TOPIC:  Newspaper  making
LEVEL:  secondary
Time: One month
Target language (grammar and vocabulary):
Understanding the Grammar Beyond the News Headlines
Skill in focus:
Writing_ News Report
Secondary skill focus:
Speaking- Presentation
Lesson objectives :
1.     By the end of the project students understand Grammar rules focused in New Headlines and are able to write the news headlines.
2.     By the end of the project students comprehend the layout and design of newspapers and able to make a newspaper of their own.

Teaching Grammar Communivatively





Preliminary considerations:                                                          
What vocabulary/grammar/information/skills do your students already know in relation to today’s lesson? 
•        Ss will already have studied and be familiar with the following:
·       Design and layout of news reports
·       Poster or advertisement making skill

•        Ss will have recently reviewed how the news paper and its items are organized and presented to readers.

S.No
Rule to be Observed
Examples
Identifies similar news heading
1
Use present simple tense for past events
1.Parliament confirms new stray dog policy
2.Lion escapes zoo

2
Leave out auxiliary verbs
1. Temperatures rising as climate changes (temperatures are rising)

3
Use infinitives for future events
1 Parliament to decide new policy tomorrow
2. President to visit France for further talks.

4
Leave out articles (a, an, the)
1.Prime Minister hikes Alps for charity (The Prime Minister hiked the Alps)
2.Man releases rabid dog in park (A man released a rabid dog in a park)


5
Leave out “to say”
Mr. Jones: “They’re not taking my house!”

6
Replace conjunctions with punctuation
1.Police arrest serial killer – close case on abductions
2.Fire in bakery: hundreds dead

7
Use figures for numbers

1.9 dead in glue catastrophe
2.7 days to Christmas – shoppers go mad

I have given an old news papers to every group and ask them to prepare news of their own based on activities in their village or school.
I selected this activity because it provides an opportunity for the students to explore the following:
Ø Identifies how the news is organized in a newspaper.
Ø Checks the lay-out of newspaper.
Ø How news in reported i.e. news reporting.
Ø Checks the advertisements
Ø Observes the different news heading.
Ø Content relevant images
Ø Observers the cartoons.
Ø  Observes the  T.V guides
Ø Entertainment pages
Ø  Reads the stories
Ø Solves the puzzles.
Ø Observes the lay-out of each page.
And many more………….

Pre Task: Conducted a brainstorming activity to observe the newspaper and its components, lay-out and design.
Language focus: Look out the news headlines they are incomplete sentences full of action words without helping verbs
Ask the students to select each one a page and observe the components of the page so that the task can be completed collaboratively.
Complete the following Table (Grammar beyond News headings) observing the news paper given to you: Presentation (Grammar focus)
During Task:
Practice :( Grammar focus)
Ask the students to make full length sentences of news headlines with in group.
Production: (Grammar focus-Table supports to finish this activity)
They exchange their news headings with other group (full length sentences) and prepare news heading
Every student in the group should complete one activity all together they have to complete one page; their page must include the following items:
Ø Lay-out (student-1)
Ø Design ( student-2)
Ø 3 or 4 news items ( each student in  group completes one news item)
Ø One advertisement (student-3)
Peer Assessment:
They assess their peers work based on the following rubrics:
Rubrics for News paper Preparation:

Contents of Newspaper
A
B
C
Color and Patterns
Enhance readability
Support the readability
Detract from readability
Lay-out
Creativity enhances the information
Balanced and adequate white spaces
Not balanced and inadequate  white spaces
Graphics and Photos
All graphics are engaging and enhancing the text
Graphics enhance the text
Graphics don’t enhance the text
Titles and sub titles
All text is clear and readable
All text is clear and readable change in size and color enhances the understanding
Frequent change in size and color distracts the understanding
Writing
Well written organized, clear and easy to follow
Adequately organized and easy to follow
Poorly  written, not clear and hard to understand
Quality of Information
Description is clear and concise
Description is mostly clear and could be little more concise.
Description in unclear, incomplete and not concise
Grammar (News headlines)
Check  the following
 if it is 100%
Put trick mark
If it 50%
If it is 25%
Use present simple tense for past events



Leave out auxiliary verbs



Use infinitives for future events



Leave out articles (a, an, the)



Leave out “to say”



Replace conjunctions with punctuation



Use figures for numbers





Language focus:
Collect the entire news heading and write them on small slips
  • Pass out one of the headlines to each student. Give them a few minutes to think about the meaning of each headline.
  • Ask students to read their headlines aloud and give an explanation of what they think the article in question concerns.
  • As a class, brainstorm on possible structural meanings behind the "strange" grammar found in headlines

Post Task: After completing the task they have to go for presentation as it should be presented like news reporting in T.V channel.
They should begin like, this is vinay from BBC today’s headlines are……………..

It works well because students are aware of the grammar behind the news headlines with the help of table supplied and they are able to use them in their own news heading and found the real use of language in social context, got an experience of writing newspaper reports, putting proper headings, organization of information, designing of paper and its lay-out etc.


Saturday, December 5, 2015

Moodle MOOC-7 Reflections and E-Portfolio

MOODLE MOOC-7  Reflections and E-Portfolio


WEEK-I

Opening Ceremony:

Learnt the following things:


  • How to navigate through the Moodle site.
  • How to login to the Moodle site.
  • What are the different role that we are going play during the course.
  • Understanding the Block on left and right.
  • Information about Badges that we are going to get during the course.
  • Got the information about weekly tasks
  • Giveaways information.
  • Use of check boxes.
  • Discussion forums.
  • How to use the support form to get information.
  • Updating our profile.
  • Use of Podle tool to introduce ourselves.





In 1st week we learnt what is Moodle by discussing in a forum, really it's a fun to chat with the people all around the world and understanding each other by sharing knowledge.


WEEK-II

In 2nd week we learnt how to add resources using Moodle and Teaching Practice Area(TPA)
 and presented using screencasting tools like Jing, Movenote etc. I used Jing to prepare my presentation. Here is the link to my presentation using Jing .

Tools I used here is Jing and Screencast-o-matic .





Webinar:Moodle Activities and Plugins by Dr. Nellie Deutsch.



WEEK-III







Adding Activities in Moodle:









Story Board Webinar:






Adding Blocks and Plugins in Moodle:






WEEK-IV

Online Assessment webinar by Mignon Smith




1.    Did you connect with the other attendees and/or the speaker? If so, how?



No I watched its recorded version





2.    What questions came up during the event? List them.



Online Assessment Webinar:



1. Are your practicing Continuous assessment?


3.    How has done a course on online assessment?
4.    Anybody say what’s happening here?
5.    Did you beg? Nille’s questions


6.    How did the content relate to you as a teacher and/or learner or individual?

 The content of the webinar is so useful for me to create online test using Moodle, Particularly Multiple choice questions.


7.    What were some of the thoughts that went through your mind during the event?


I like the statement “I didn’t want to test them actually I want to help them during online assessment webinar.

I like the student’s response that I don’t need to write on paper.


8.    How did you feel during the event? If you felt good, what made you feel good? If you felt discomfort, what made you feel discomfort?

I feel good throughout the session because it helped me a lot, I have made a course with the help of Moodle but not able to teach, this session is going to act as a inspiration for do the same as a project in my school.



9.    What challenges might you encounter in implementing some of the ideas?

·         Use of Technology
·         Lack of resources
·         Internet
·         Motivating the school management etc

10. What steps can you take to resolve challenges?


·         Convince the management
·         Try to find out the sponsors to sort out the technology problems.



11. What would you like to do in the future as a result of what you heard, read, saw in the event?

Try the similar project in future.

12. Write a question or 2 that you would like to research (look into) as a result of the event.

How the moodle would helps to make the learning more effective?
Is there any influence of technology in language learning?


Closing Ceremony:


This webinar focused on use of MOODLE, the following issues are described here;

What do Moodle allow the users:


  1. It allows to user to use as a course creating tool.
  2. It allows the user to use as Learning Management system.
  3. It allows the personalised learning.
  4. It allows to use Audio and Video files.
  5. It allows to use documents to upload
  6. It allows the user to use no of plugins as add ons...
  7. It allows the learners/ teachers to use no of tools to conduct webinars.
  8. It allows the learners to use help each other.
  9. It allows the learners to ask questions.
  10. It allows the learners to avoid the classrooms.
  11. It allows the teachers/learners could be anywhere.....
  12. You don't have use pencil and pen.
  13. It allows the students to work in groups
  14. It allows the learner to work alone......
  15. It allows the learner to get information using internet.
  16. It allows the learners to collaborate projects
  17. It allows the learners to work from anywhere and all the time




I am not able to watch all the webinars, but I am sure that I will watch them soon, I learnt a lot about Moodle and its use in class room, I like engaging features of Moodle particularly activities like online quizzes, external tools and plugins....... what not!!!  everything. 
Course completion certificate for Moodle Mooc-07