Portfolio:

The Internet Generation

by

Kang Hye Lyeong

Department of English Language Teaching Content Development
Hankuk University of Foreign Language Studies
Fall, 2010

Submitted to the graduate faculty of

The Graduate School of TESOL in partial fulfillment
of the requirements for the degree of
MA TESOL

1
 Table of Contents
Page

Title page i

Background Information 1

Unit Goals 2

Overview of Lessons 3-4

Assessment 5-6

Assessment Tool 7

Rubric 8

Rationale 10

Appendix A: Screenshots of Eight Quizzes 14-18

References 19-20

Scaffolding & Sequencing 22-23

Appendix B :Vocabulary Terms by Lesson 24

Appendix C: 4 Language Skills 25

2
Unit Theme: The Internet Generation Designed by: Kang Hye
Lyeong
Grade/English level: Grade 6/ Interm Unit Length: 45 min/twice
a week

Background Information

Goals
As foundational technology skills penetrate throughout our society,
students will be expected to apply the basics in authentic, integrated
ways to solve problems, complete projects, and creatively extend their
abilities. By this hence,
Students will use Internet for valuable research, problem-solving, and
decision-making skills for the purpose of learning English.

Objectives

• Students will be able to incorporate digital tools and resources to

promote student’s English learning and creativity.
• Students will be able to use technology effectively and productively
for learning English.
• Students will be able to communicate, collaborate and conduct
research and use information.
• Students will be able to think critically, solve problems, and make
decision

1
 Unit Goals
The goals within this unit on The Internet Generation are to provide opportunities
for students to:

Content:

(i) use digital media and environments to communicate and work collaboratively,
including at
a distance, to support individual learning and contribute to the learning of
English.
(ii) check new brands and prices of technologies which they enjoy in online
stores.
(iii) explain how new ways of digitally communicating necessitates consideration
of how
people may react to online communication.
(iv) advocate and practice safe, legal, and responsible use of information and
technology.
(v) define plagiarism and describe its consequences.
(vi) understand how new WiFi technology shows potential for improving
education in school.

Language:

(i) use a variety of vocabulary terms such as:

Nouns: digital camera, e-dictionary, MacBook, iPod, mp3 player, smartphone,
scanner,
camcorder, notebook computer, subject, instruction, netiquette
Verbs: organize, communicate, miscommunicate, check, reply, read, create
Adjectives: private, upset, polite,
Possessive pronouns: mine, yours, theirs, ours, it’s, his, hers
Modals: can, should, have to, let, how much, do, don’t

(ii) use a variety of grammatical structures such as:

Demonstrate their ability to ask and answer questions using: How much is the
camera
Describe an action without saying exactly: I'm going to do something you won't
believe!
Possibility and permission: You can leave your car in that parking space.
Giving advice: You should speak to him about it.
Suggestion and verb suggest in indirect speech: Let's wait a few minutes and
then try again

(iii) use of a variety of discourse structures such as:

Conjunctions: and, but, so that, then Enumeratives: then, after, finally, lastly
Additives: also, in addition Choice: I think... I believe.. In my opinion..

- demonstrate their ability to ask and answer questions using the expression
“How much is___?” These specify and describe prices and buying things in
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digital technology store.
- get the main idea of the reading text by “Do’s and Don’ts” Netiquette and
answering a guiding question. - Possibility and Permission (Can) - Give an opinion
or recommendation (Should) - Express a suggestion and is reported by the verb
suggest in indirect speech.
.

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 Overview of Lessons
Lesson 1: Introducing New Technology
Content Objective: convincing recently that how computers can be used effectively
Language Objective: asking price means at which something is offered for sale, (How much is it? It costs ___;
It’s cheap. It’s expensive. )
Time Activities & Tasks Interaction Skill Materials
5 Greeting and Review / Warm-up: T-Ss S,L PPT
-Introduce objectives and start activity. T shows pictures and asking Pictures
questions and Introducing the topic. Web
-Brainstorming about WIFI.
Warm up: (Hot Potatoes Video Quiz)
5 -talk about buying things in store and Ss-T
Brainstorm; Make a list of other stuffs and S,L Flashcards
find what kind of things
10 - Introduce Target Language in authentic way and drilling with pictures. Group of 5 Class bulletin
http://learnenglishkids.britishcouncil.org/practise-listening/how- S,L board, cards
much
-Unscramble Game; Ss put the word into categories and Games stops
when all cards are scrambled.
5 T asks Ss about Experience using Internet Search engines. class S,L Pictures
-Ss find information with Group.
http://www.nytimes.com/2010/02/12/education/12bus.html?
_r=1&hp (WIFI BUS)
10 Guessing Game; Make a sentence about Prices, buying and selling Group of 5 S,L PPT
things
Thinking about how much it is. .(Provided Power Point Guessing Game)
10 Role Play: Group of 5 Worksheet,P
1)Open a store 2)Making a shopping list R,S,W PT, web
3)Make a budget 4) Go shopping
-Homework – Buying stuffs in the store
-Reviewing and wrap up – T-Ss
-Homework: Hot potatoes quiz (Let’s _)
Lesson 2: Netiquette
Content Objective: Understanding proper behavior when communicating online
Language Objective : We use the verb 'do' when someone performs an action, activity or task.
Time Activities & Tasks Interaction Skill Materials
5 T shows pictures and asking questions and Introduces the topic. T-Ss S,L PPT
5 T pre-teaches vocabulary, Presentation, CCQ; Concept check all of T-Ss
Ss-T S,L Flashcards
vocabularies by checking definitions again after teaching all of them)
ppt
-Skimming for the main idea
10 -Scanning for the main idea Instruction, CCQ, Feedback T-Ss Class bulletin
S,L board, cards
-Instructions Remove all TL support
-Listening Practice
T-Ss
(Hot Potatoes Quiz)-Kids beware on Internet
10 -Introduce Target Language in authentic way and drilling with T-Ss S,L Pictures
pictures.
10 ★ Plan a Project with Your Assigned Partner! Group of 5 S,L,W PPT
-Use power point and complete it and make 4 slides.
_Providing Ss guide line for using Internet
http://edtech.boisestate.edu/krice/conferences/NCSC/legan/index.h
tm
5 -Closing and Wrap Up T-Ss R,S,W Worksheet,
-T provides assignment: Hot potatoes Quiz Ss-T PPT, web
(How much do you know Netiquette Symbols)

4
 Lesson 3: Changing Technologies
Content Objective: Teacher let the Ss think about previous days that we didn’t have any technological devices. There
is a change for the better that supports collaboration, learning, and productivity.
Language Objective : We use 'can' with 'see' 'hear' 'feel' 'smell' 'taste' to talk about something which is happening now
and can be introduced to talk about specific functions or situations.
Time Activities & Tasks Interactio Skill Materials
n
5 -Greeting and showing Video Clip (I can do) T-Ss S,L PPT, Web,
-making groups. Group of 4 Video Clip
-T shows pictures by power point and asking questions.
10 -Match the phrases in column A w/ the appropriate information from B. Group of 4 S,L Video Clip.
-Complete the answer with your own information and compare can and PPT, Web
can’t with a partner. Pair Worksheet
10 -Students listen the conversation Dialogue and practice. Group of S,L, Class bulletin board,
-Ss try to find what changed in their Internet Circumstances. 4 Ss W PPT,
10 -Make a creative and fancy portable phone and write or draw a Groups S,L, Worksheet
description. Of 4Ss W
-Guess whose phone is best and what factor is important and can they
tell the reason?
10 -Game: Pass the Ball -Pass the ball. When the music stops – whoever Whole Class R,S,W Worksheet, PPT,
has the ball must pass the ball to the next person and SAY THE ,L web
EXPRESSION! T-Ss Ball
Can you play baseball? Ss-T
-Consolidation: Review and Assignment T-Ss
(Hot Potatoes listening test)
(John’s Terrible Day: Teacher explains Moodle site) to Ss.
-closing
Lesson 4: Copyright Issues.
Content Objective: How well Ss can acknowledge the copy right and Ss do their assignment by themselves.
Language Objective: Saying what’s right or correct, Recommanding action, Uncertain prediction different forms of
plagiarism and Ss integrate plagiarism prevention techniques in the classroom.
Time Activities & Tasks Interaction Skill Materials
10 -Greeting and Review T-Ss S,L, PPT
-Giving Motivation by Video Clip. R Web
-Introduce objectives and start activity.
T shows pictures and asking questions and Introducing the
topic.
10 Vocabulary Quiz Group R,S,L Worksheet
Of 5 Ss PPT, Web
(Find Unscramble words by matching)
www.eflbox.com Ss-T
-Guessing Quiz about Subjects
-Let’s find vocabulary that will help you to learn the school
subject in school:
-Introducing 7 subjects by PPT.
(English, Math, science, Music, History, ART, Korean)
10 Survey Activity T-Ss S,W,R Class bulletin board,
-How should solve the Ss subject assignments? ,L Worksheets
and do an survey activity
-How Internet affects Ss homework and fill in the blank. Group of
-Ss find which items should be most useful for them. 5 Ss
10 Reading Activity T-Ss S,L,W Pictures, Web
-Read and try to make an answer in Hot Potatoes Quiz ,R
.
-When you do homework with Computer and think about
Internet Copy Right or Plagiarism.
Vocabulary Check by Hot Potatoes Quiz
-check up the answers. Pair
-Compare with partner what was most difficult quiz.

5
Assessment
Lesson 1: Introducing New Technology: How much it is?

Performance Indicators;

Content: How well can Ss identify new branded devices in technology and they learn how to ask the
product prices and answering to that questions. Define the price, awaring technology
promotes this classroom transformation by ensuring that digital-age students are empowered to learn,
live, and work successfully today and tomorrow

Language: Expresses a suggestion and is reported by the verb suggest in indirect speech: let's not
used alone in answer to an affirmative suggestion is often reported by some phrase that opposes the
idea. Ss use a variety of nouns as related to technology.

Assessment methodology
-Teacher evaluates whether language objectives are met by monitoring the Ss’ comprehension, group
work, paragraphs;
-Teacher identifies the instructional needs of individual students in essential basic skills and measures
their educational growth over time.

Lesson 2: Netiquette

Performance Indicators:

Content: Describe good manners common to all messages in cyberspace and give
examples of good manners specific to E-mail, chat, and instant messaging and Ss will collect the
detailed reading questions using the target vocabulary and learning skills and present to a group how
they should act a good network netiquette in an internet environment

Language: when speaking about things in general. In other words, to describe an action without
saying exactly what the action is.

Assessment methodology
-Planning the project presentation could be evaluated by peers.
-Teacher evaluate Ss understanding of what is netiquette by monitoring S discussion; distribution of S
evaluation checklists.

Lesson 3: Changing Technology

Performance Indicators:

Content: Connecting to the Net from a device that slips into your pocket instead of using around a
bulky laptop offers a lot of convenience. You can check your social network, answer e-mail or simply
browse the Web while sunbathing on the beach or waiting in line at the market.

Language: How well can Ss use an auxiliary verb for Possibility and permission; We use 'can' to ask
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for and give permission.

Assessment methodology

-T evaluates Ss Interaction with other Ss during activities.

-Teacher should identify the strengths of each student and pairing/grouping people accordingly.-

Lesson 4: Copyright Issues.

Performance Indicators:

Content: Explain how the Internet makes copying others' work easy and Identify conditions that
make copying acceptable.

Language: 'Should' expresses a personal opinion and is much weaker and more personal than 'must'
or 'have to'. It is often introduced by ' I think'.

Assessment methodology

-T evaluate student projects; T evaluate Ss’ listening, analytical, problem solving &
cooperative skills by monitoring Ss work; and assessment criteria are clear and have been
communicated to the student. T distributes Ss’ self-evaluation checklists

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 Assessment Tool

Not very Okay Well Very

How well can the student…. well well
Content
ask product prices and provide answers to those
questions?
demonstrate how they should behave online as a good
netizen?
explain how the Internet makes copying others' work
easy and identify conditions that make copying legal and
acceptable?
explain the benefits that technology provides society in
terms of living, learning and working?
Vocabulary
use a variety of nouns as: related to net working or
technology ?
use a variety of verbs such as: do or don’t /can/
should/let?
use a variety of adjectives such as: cheap/expensive/
easy/ difficult ?
use a variety of adverb such as exactly/clearly?
Grammatical Structures
use “can” to talk about the things possible in our daily
lives?
use “ do” in sentences about work, or doing particular
things?
use 'Should' to express personal opinions?
use “ should/shouldn’t” to give practical advice?
use “do” in sentences about working, or about doing
particular jobs?
Discourse Structures
use a variety of recommendations and opinions?
use of modals for degrees of certainty?

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Rubric

Focus Not very well Okay Well Very well

1 2 3 4
-Student does not -Student is -Student is at ease -Student
have grasp of uncomfortable with with content, but demonstrates full
information; student information and is fails to elaborate. knowledge (more
Content cannot answer able to answer only than required)with
questions about rudimentary -Generally well explanations and
subject. questions. organized. elaboration.
- Poor or non -Somewhat -Extremely well
existent organized. organized.
organization
-Student's -Presentation has -Presentation has no - Presentation has
presentation has three misspellings more than two no misspellings or
and/or grammatical
Vocabulary four or more errors. misspellings and/or grammatical errors.
spelling errors grammatical errors - Correct, precise
-Student incorrectly
and/or grammatical pronounces terms -Student pronunciation of
errors. pronounces most terms
words correctly.
- Selects words
inappropriate for
context; Uses
incorrect grammar

Cannot focus on the Can follow the For the most part, Presentation has no
ideas presented. presentation, but sentences are misspellings or
Because of some grammatical complete and
Grammatical difficulties with errors and use of grammatical, and grammatical errors.
Structures grammar. slang are evident. they flow together
Some sentences are easily. With a few
incomplete/ halting, exceptions, words
are chosen for their
precise meaning.
Student used a clear Student's voice is Student incorrectly Student mumbles,
voice and correct, clear. Student pronounces terms. incorrectly
precise pronounces most Audience members pronounces terms,
Discourse pronunciation of words correctly in have difficulty and speaks too
terms in interactive communicative hearing quietly for students
Structures discussion. learning. presentation. in the back of class
to hear.

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Assessment Tool

Strategies Lesson1 Lesson2 Lesson3 Lesson4 Lesson5

Yes No Yes No Yes No Yes No Yes No

I paid attention to the teacher

I previewed today’s lesson.

I tried to participate in group

activities.

I was active to present and describe

what I know

I helped other students if he or she

had any difficulties.

I was patient to wait for my turn

during activities.

I tried to do homework by myself.

I integrated new web habit into my

digital life style..

I wrote down important words and

ideas while studying.

I organized my tasks before using

the internet.

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 Rationale
Content

The ‘Digital Age’ is quickly changing the meaning of literacy. Not only reading and writing
performances are they going to face multi-literacy for their learning. While traditional
literacy has focused on the ability to read and write, literacy in the Digital Age requires
English language learners to be receptive of new information all the time. Towndrow (2007)
asserts that the Internet generation (N-Gen) of children generally display the following
characteristics: fiercely independent, emotionally and intellectually open, socially inclusive,
innovative, preoccupied with maturity, investigative, concerned about immediacy, sensitive to
corporate interests, and wary of unauthenticated sources of information.

The theme of “N-Generation in Education” addresses how students think and how they are
motivated by modern technology. The lessons with the unit plan allows students to diversity
their efforts in more meaningful tasks, and thereby provides greater motivation that results in
better retention of effective speaking, listening, reading, and writing (Brown, 2001). This
lesson also allows the students to carry out an activity where initial speaking is followed by
an interactive activity to complete the task. By linking two or more language skills as is
generally done in real life and applications, authenticity is embodied in the task (Richard &
Rogers, 2001).

Student centered teaching should be accepted in language learning with proper content. Now,
How does ICT enable student centeredness? There is implementation Section.
- Introduction (write a brief introduction of the lesson and how you are going to present it to
the students)
- Specify the required activities (teachers activities, students activities (pre, during, & after)
using technology.

English teachers provide the prominent content quality of linguistic input in digital learning
materials by following reasons.
1) Speedy learning process by assisted CALL. (providing various colored tools by using
Power point or various applications)
2) Clearness of screening
3) Native speaker's exact pronunciation by web.
4) Providing Facilitating learning environment for visual and auditory learners.
5) Accessing lots of resources & materials
6) Usage possibilities of any place and any time

Four Skills

The computer, multimedia and the Internet can be used in developing not only reading and
writing skills, but also listening and speaking skills. They not only
provide learners with help in carrying out conventional tasks
and activities, but with enhanced or new forms of activities
that can help in developing the four language skills. Please see Appendix ? for how speaking,
listening, reading and writing skills are classified as either productive or receptive skills.

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Vocabulary

Vocabulary knowledge is not something that can ever be fully mastered; it is something that
expands and deepens over the course of a lifetime. Instruction in vocabulary involves far
more than looking up words in a dictionary and using the words in a sentence. Vocabulary is
acquired incidentally through indirect exposure to words and intentionally through explicit
instruction in specific words and word-learning strategies. For this unit, I will use Web based
vocabulary teaching and flash card or Hot Potatoes Cloze quiz or Power Point to teach.
Please see Appendix ? for a list of key terms used in each lesson.

Grammar

Grammar is a meaning system and Students make use of it when they are ‘learning how to
mean’ (Halliday,1975) So, we are teaching grammar in order to help students make
meaningful language and not as an end in itself.
Cross (2002) summarizes factors that draw attention to certain features in input:
Lesson1 - asking price means at which something is offered for sale (How Much) and It is
usually expresses a suggestion and is reported by the verb suggest in indirect speech. Use
Target Language in an Interactive way. (Let’s).
Lesson2 - use the verb 'do' when someone performs an action, activity or task
Lesson3 - 'can' with 'see' 'hear' 'feel' 'smell' 'taste' to talk about something which is happening
now and can be introduced to talk about specific functions or situations.
Lesson4 - Saying what’s right or correct, Recommending action, Uncertain prediction
different forms of plagiarism and Ss integrate plagiarism prevention techniques in the
classroom. (Should)

Interactive activities & tasks

Students should not feel they have no support, but should also take responsibility for keeping
their own conversation going. The final speaking task is intended to be accomplished without
the intervention of the teacher, who is available to advise/motivate groups who have
problems. In the final activities, students are developing their ability to survive in English and
to keep a conversation going, so any intervention defeats these aims.
However, demonstration of the task in whole-class sessions by the teacher and selected
students, allows the teacher to intervene and forestall problems. Prediction and practice of
useful language can also be attempted in the preparatory activities. Practice in turn-
exchanging, checking comprehension, asking for clarification, agreeing/disagreeing,
expressing opinions can all be practiced independently of the tasks in the demonstration
stages.
In large classes, observation by the teacher and active classroom circulation is also
recommended, to further prevent students developing a limited group-code through which
they can communicate among themselves, but with no one else. Some situations may require
the teacher to interrupt the task to demonstrate or troubleshoot, but the main objective of this
set of exercises is to lead students in stages to a fully independent small-group conversation
in English.

Sequencing

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A unit plan gives the lesson a sequence. It means showing a destination teachers want the
students to reach. And it not only helps to remind teachers what they intended to do. but it
also helps to give the students understanding. Teachers should be flexible and always satisfy
the students` needs. Students gain a deeper understanding of the lesson by exploring this
sequence. In these four lessons, students understand more lessons and take notes about the
sequence of events as they follow along. Finally, sequence can help increase their
comprehension when they learn in the classroom. Lesson 1 is “Introducing New
Technology.” Lesson 2 is “Netiquette.” Lesson 3 is “Changing Technologies.” Lesson 4 is
“Copyright Issues.”

Materials

Teachers provide students with capability of freely exploring material that is considered
relevant for the solution of the tasks they set for themselves. The students typically use the
Internet as a knowledge source as search for relevant knowledge. Therefore they need to
actively ask themselves what materials might be helpful for fulfilling their task and need to
assess, which are documents, journals, books, songs, video clips. In addition, reading
materials would be provided by the teacher in a downloadable format.. For example) Internet
based classroom, white board, power point s/w, pointer, flash cards, pictures, big screen, ball
for game, worksheets, Class bulletin board,

Homework

Applications and extensions of classroom activity help students to learn beyond the class
(Brown,2001). The students are directed to possible sources such as the internet (ie, news,
web sites), teacher’s moodle site and journals. Especially Hot Potatoes Quizzes are best
application for checking students’ understanding.
Lesson 1 EIF : Make a list about Buying stuffs related to technology in the store
Hot potatoes quiz (Let’s _)
Lesson2 PDP : Hot potatoes Quiz (How much do you know Netiquette Symbols)
Lesson 3 EIF : Hot Potatoes listening test John’s Terrible Day: Fill in the blanks
Lesson 4 PDP : Ss should try to find that you should not do on a Computer and make a list
by using “should”

Role of the teacher

Teachers may feel that they have already tried a cooperative learning approach because they
have occasionally placed their students in small groups, instructing them to cooperate. Yet
cooperative learning requires more than seating youngsters around a table and telling them to
share, work together, and be nice to one another. Such loose, unstructured situations do not
contain the crucial elements and safeguards that make other structured cooperative strategies
work so well.
By Hence, teacher can provide appropriate input and use language in authentic ways. And
teacher provides context and design/use task-based activities. Encourage collaboration and
address grammar consciously and adjust feedback to the situation and Include cultural aspects
of language use. Instructional approaches should engage students in the process of learning
rather than just transmitting information. Activities must be presented that are hands-on in
13
tactile, auditory and visual modes of instruction. Classroom activities should provide students
the opportunity to work both individually and in small/large groups. Teacher also provides In
multimedia learning with various visual display systems, including digital projectors and
interactive whiteboards. Verbal learning has been the major focus of educational research.
Teachers should seek to explore the proposal that adding pictures to words may be a way of
helping students gain comprehension and mastery.

Role of the Students

Learning should engage students both intellectually and physically. They need to be active
learners who apply their prior knowledge and experience in new situations. Student role in
education is to be active participants rather than passive. It is also very important to read
ahead of their teacher, try to participate in class activities.

Evaluation

Evaluation serves to support learning whenever the goal of evaluation is to support the
student in acquiring knowledge and developing competencies. To fulfill this function,
evaluation must be integrated into the teaching and learning process and be used to
monitor both student learning and teaching practices.

It is defined as the procedures used by "appropriate qualified personnel to determine a

child's initial and continuing eligibility", consistent with the state definition of infants and
toddlers with disabilities' and includes determining the status of the child in each of the
developmental areas (cognitive development, physical development, including vision and
hearing, communication development, social or emotional development and adaptive
development).

14
 Appendix A: Screenshots of Eight Quizzes

No Lesson Theme Content

1 Lesson 1 Matching times Introducing the drills & function of “let’s”.
2 Lesson 1 Internet Match items on the right to the items on the left.
www, a search engine, a web page, web addresses,
Microsoft windows are
3 Lesson 1 Netiquette How much do you know symbols in Internet?
4 Lesson 2 Listening Listen and try to fill in the blanks.(Internet
Comprehension Knowledge)
5 Lesson 3 Listening Dictation Focusing on grammar about “can” and can’t and they
are talking about new technology trends nowadays.
6 Lesson 3 John’s Terrible Day Changing technologies make people be in trouble on
and off without any notice.
7 Lesson 4 School Subjects (Unscramble game)Match the items to the items left
8 Lesson 4 Avoid Danger Spots in Plagiarism and Copyright education for school
Copyright students (Multiple choices)

15
Figure 1: quiz for matching times to suggestions

Figure 2: quiz for multiple choice on Internet info

16
 Figure 3: quiz for multiple choice on emoticons

Figure 4: quiz for listening comprehension on Web safety

17
Figure 5: quiz for listening comprehension on Web safety

Figure 6: quiz for listening comprehension on Web safety

18
Figure 7: quiz for listening comprehension on Web safety

Figure 8: quiz for listening comprehension on Web safety

19
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http://www.meq.gouv.qc.ca/dgfj/de/pdf/frameworkpres-el.pdf p.12

http://www.nectac.org/topics/earlyid/screeneval.asp p.13

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 Scaffolding & Sequencing

The Unit Plan Internet Generation is a series of five lessons. Teacher has decided
that he would like his students to have more opportunities to actively participate in
their learning. To engage them with the material teacher is planning on teaching it
seems that a good way to interest students will be through technology. Teacher
decides to redesign a lesson plan using collaborative learning principles and web 2.0
tools to enhance the material.
Nowadays, young students are exposed to more opportunities to learn a Technology
through Internet. Utilizing technology to teach students of any age can be engaging,
effective, and fun. Assessment and learning goals can be reached, and exceeded, by
understanding and properly utilizing the digital tools available to both teachers and
students alike.

For Instance, with regards to content, the theme of “N-Generation in Education”

shows that how they think and how they are motivated by modern technological
school society. This lesson provides that this approach allows students to diversity
their efforts in more meaningful tasks. Technology based lesson for a School English
class on how to accurately and efficiently research information on the internet.
Students conduct Web searches on open-ended questions, and draw on their
experiences to develop guides to searching effectively and finding reliable information
online. Ss use computers as part of learning to give students hands-on opportunities
with technology. Search the internet for relevant sites, use computers to write
publication, design and make spreadsheets, or anything a computer can do to assist in
outcome.

Plagiarism is frequently a problem with students. They do not always understand that
the teacher is not interested in learning facts about their research topic but they are
interested in seeing what the students themselves have learned. Sometimes students
put off writing a report and think no one will catch them turning in a page from an
encyclopedia if they change a few phrases. Sometimes the problem is simply that they
do not know how to put information into their own words.

For Instance, with regards to Language, Students write and speak using
conventional grammar, usage, sentence, structure, punctuation, capitalization, and
spelling. Students learn vocabulary as well as grammatical and discourse structures
that are helpful producing oral and written expressions. Students read information on
materials related to the theme. Ss speak and write statements, steps, summaries,
outlines, scientific, procedures, etc for theme. Outcomes can include reports,
presentations, posters, computer-generated logo or publications. There are endless
possibilities for theme-based reading, writing and speaking.

For Instance, with regards to thinking skills, Students apply thinking skills to their
reading, writing, speaking, listening, and viewing. Critical thinking is required
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Throughout the lesson. Students use data collection and analysis, statistics, and
probability in problem-solving situations and communicate the reasoning used in
solving these problems.
Students use a variety of tools and techniques to measure, apply the results in
problem-solving situations, and communicate the reasoning used in solving these
problems. Students understand the processes of investigation and design, conduct,
communicate about, and evaluate such investigations and how living things interact
with technology. Students know and understand interrelationships among technology,
and human activity and how they affect the world.

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 Appendix B: Vocabulary Terms by Lesson

Lesson 1 Subject Organize

EIF :Introducing New Communicate Private
Technology upset reply
polite netiquette
Lesson 2 Digital camera Electronic dictionary
PDP: Netiquette I Pad computer I-Pod Mp3 player
Smart I Phone Scanner
Camcorder Lap Top Computer
reasonable Cheap
credit card discount
Expensive check
Lesson 3 EIF Changing Technologies (I can’t find my I-Phone)
dad send
game listen
message right now.
Lesson 4 PDP Copyright Issues

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Appendix C: 4 Language Skills

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