Activating Prior Knowledge in Reading with Multimedia Monica Lau

Transcription

1 1 Activating Prior Knowledge in Reading with Multimedia Monica Lau Introduction Reading skill is a very important skill to develop when a student learns a second language. However, students often find it difficult to understand what they are reading though they spend a lot of time looking up vocabulary from the dictionary. One of the reasons could be the lack of prior knowledge of the subject matter. In this chapter, I will explore how online resources and computer software can improve the teaching and learning of second language reading. My goal is to provide students access to online information and computer software that can be used to activate their prior knowledge, to increase students interest reading English and their participation in class, and to encourage problem-solving skills working both individually and in groups. I also want to show students how they can improve their English proficiency through technology. In addition, I want to find out the effectiveness of technology in teaching reading by comparing the lesson plan I prepared for my practice teaching with minimal technology for teaching and learning and the new lesson plan with added technology for both teaching and learning. The reading text I use for this lesson is the same as I used for my practice teaching (see references). Overview of technology The major technology we need for this unit is Windows Media Player. Media Players A media player is an application for playing multimedia files. Media files, especially video files, which are found on the Internet are encoded in a variety of proprietary formats, and we need the media player that matches the format of the file we want to play. Most media players, however, will play non-proprietary formats, such as MP3 and generic MPEG-4. Some popular media players: Windows Media Player by Microsoft: Plays Windows Media Video (WMV), Windows Media Audio (WMA), Advanced Streaming Format (ASF), and nonproprietary formats. Real Player by RealNetworks: Plays Real Audio (RA), Real Video(RM), and non-proprietary formats. Quicktime by Apple: Plays Quicktime (MOV), and non-proprietary formats. Windows Media Player is easy to use and can be downloaded it for free. Once it is downloaded, the software will automatically run every time when we click on the icon of Window Media Player appears on a site which requires Window Media Player to play a song or a movie.

2 In order to download the software, first, go to the Microsoft homepage (see below). 2

3 3 Second, click on downloads under Product resources. Third, click on Windows Media under Browse for Downloads (below).

4 Fourth, click on Windows Media Player 10 (below). 4

5 5 Fifth, click the download button (below). After the software is downloaded, it will work automatically or we will be asked to click on the Window Media Player icon which may appear on some websites. One of the internet sites required Window Media Player is Teaching Unit Aim: In order to help students comprehend the content of the unit, some forms of technology are incorporated in the lesson. Most students do not have enough prior knowledge to help them understand the unit. Therefore, the use of technology will focus on activate students prior knowledge before they are going to read the assigned unit. Furthermore, group discussion is done throughout the lessons because it encourages peer learning. Level: Upper intermediate Rationale: Students are often discouraged to read in their L2 because there are too many vocabulary they do not understand. Also, they may have a mental block in reading L2 due to unpleasant experiences in the past, or have a lack of prior knowledge in the subject matter. The incorporation of

6 6 technology is used to present learning materials to students through different channels of medium. Instead of learning or reading straightly from a book, students learn through the widely used internet or computer software. Therefore, the use of technology is to enhance the teaching and learning of second language reading. Day 1 Activity 1: Ultimate Guide: Mummies Aim: To arouse students interest on a topic related to the chapter students are going to read. Language: A short description of the process of making mummies. Material: Computer, projector, and the video clip Ultimate Guide: Mummies from the website Preparation: First, teacher makes sure Window Media Player is installed on the computer. Then, download the video clip from the website before class. Procedure: Play the video clip. Follow-up: Students will get into groups to discuss mysteries that they know. Variation: Teacher can mix video clips of different kinds of mysteries and show them to students. Activity 2: Group discussion Aim: To have students start thinking of different kinds of mysteries of the universe. To prepare students for the scavenger hunt activity. To brainstorm students what they have already known about mysteries of the universe. To activate students prior knowledge before students have to search information on the websites. Language: Names of different mysteries of the universe. Material: N/A Preparation: N/A Procedure: First, teacher will follow up on the video clip which students finish watching by asking students what the video clip is about. Then, the teacher will divide students into groups of threes to discuss what they know about mysteries of the universe. Follow-up: A scavenger hunt on mysteries of the universe will be the follow-up of the group discussion. Variation: Students can find pictures on the internet to show the class some of the mysteries of the universe. Activity 3: Scavenger hunt Aim: To encourage students read extensively in their L2. To create an opportunity for students to work in groups. To show students the Internet is a power tool to look for information. To give students the opportunity to read more information that are related to the topic of the chapter. To show students the importance of scanning when they have limited time to search information. Language: Vocabulary related to all the websites where students will look up information for the scavenger hunt activity.

7 7 Material: Questions and websites prepared for students on a word document (Appendix A), and students addresses. Preparation: First, teacher needs to have all the websites reviewed and see if they are appropriate for students level. Second, teacher needs to pick the websites and create questions from the websites. After that, websites and questions are written on a word document. Finally, teacher needs to collect students addresses before class. Procedure: After students discuss different kinds of mysteries in groups, teacher will have students share what they know. Then, students will be divided in pairs, and they will use one computer at the same time. Teacher will then instruct students what they need to do for the scavenger hunt activity. First, students will open their s and they will have the websites and questions being sent to them before class. Second, teacher will give students 30 minutes to complete their tasks. After they finish the scavenger hunt, they will have the group member names written on the word document with the answers they find from the websites. Finally, each pair will one word document with their answers and names to the teacher, with their names as the subject of the . Follow up: Teacher sends s back to each group with an answer key, and teacher will choose a group that has the most number of correct answers. The group who wins will be asked to share their experience or strategies they use when reading L2 in a limited time. Also, this group will be given a prize. Variation: Students can come up with extra questions from the websites they read and challenge other groups, and this will be carried out in an online-chat. Another variation is having students do this scavenger hunt outside class if time and equipment availability do not allow students to do it in class. Day 2 Activity 1: What don t I know? Aim: To check students understanding of the reading. To encourage students ask questions. To refresh students knowledge on the language they need to ask questions. To create a harmonious learning environment where everyone is learning with each other and it is not shameful to ask questions. Language: Vocabulary related to the reading, and question words. Material: Computer, and projector. Preparation: To have Microsoft Word installed on the computer before class. Procedure: Teacher gives students time to write down at least 3 things students do not understand about the unit. Then, students have to make questions out of the 3 things they do not understand. After that, teacher asks students to speak out their questions, at least 2 questions from each student. Then, teacher writes down students questions on the computer and students can see all the questions on the board from the projector. Follow-up: Students will work in groups to help each other answer the questions that are written down. Variation: Instead of the teacher writes down the questions, teacher can allow students to do it themselves.

8 8 Activity 2: Group discussion Aim: To encourage group work, and peer-to-peer learning. Language: Vocabulary related to the reading. Material: Computer, and projector Preparation: Have the computer and projector ready to be used before class. Procedure: First, students are divided into groups of four. Second, students will negotiate their answers with each other. When students have the answers, they can go up to the computer and write down the answers on the computer. Any students who do not agree with the answers can put down a second answer for that particular question. Students will be given 20 minutes only. When time is up for this activity, teacher will check the answers, and provides the correct answers only when no student can come up with the correct one. Activity 3: Geography Aim: To show the location of Easter Island from online resources. To show pictures of the statues of Easter Island from online resources. Language: Vocabulary related to names of oceans and countries or islands. Material: Computer, projector, and access to the internet. Preparation: To have the websites information saved on the computer in case the Internet does not run quick enough during class. Procedure: First, teacher shows the location of Easter Island from a website. Then, teacher shows the pictures of the statues of Easter Island. Follow up: Students need to explain to each other how people moved the statues based on the reading in the textbook. Students need to have props to show the process of moving the statues according to the reading. Homework 1. Teacher asks students to finish exercises that follow the unit. 2. Teacher asks students to pay attention to the part of the reading where it explains how the statues were moved, and students need to explain it to the class the following day. 3. Teacher asks students to come up with their theories on how the statues were moved. Day 3 Activity 1: Group discussion and demonstration Aim: To have students help each other understand the mystery of the statues in Easter Island, and how these statues were moved. To encourage negotiation of meaning by giving students chances to work in groups. Language: Vocabulary related to the part of the reading which explains the mystery of Easter Island. Material: Props (stones, poles, paper statues, ropes) Preparation: Teacher will find stones, poles, paper statues, and ropes before class.

9 9 Procedure: Teacher divides students into groups of fours. First, each group will discuss how the statues were moved. After that, 1 or 2 members from each group will stand in front of the class to show the class how the statues were moved by using the props. Activity 2: What do you think? Prove it! Aim: To encourage students creativity and critical judgment. To give students the chance to put their theories into practice by having them move the statues in a game format. Language: N/A Material: Computer, projector, and access to the internet. Preparation: To check the website and make sure the link is still in use before class. Procedure: First, students will share their theories about the mystery in Easter Island. Then, students will try it on the computer for fun. Teacher will give the website to students if they want to try it at home. Activity 3: Group work Aim: To encourage peer-to-peer learning and self correction. Language: Vocabulary related to the reading. Material: Overhead projector, blank transparencies, and pens for transparencies. Preparation: Make sure the OHP works and enough blank transparencies and pens for students. Procedure: First, students are divided into groups of fours. Each group will be responsible for one of the exercises from the chapter. After that, students in each group will write down the answers for the exercises on the blank transparencies. Students have minutes to finish the task. Then, the answers will be placed on the transparencies for others to see. References Cao, T. (2006). Media players [Handout]. Honolulu: Hawaii Pacific University. Pouesi, D. (1996). The mystery statues of Easter Island. In K. Blanchard & C. Root (Eds.), For your information: Intermediate reading skills (pp ). White Plains, NY: Longman.

10 10 Appendix A Scavenger Hunt 1. What is the percentage of the stone statues of Easter Island that came from the same quarry? What is the name of the quarry? 2. What is Jo Tilburg s theory on how the statues were moved? 3. According to Varga, is it easier to move the statues if we have modern machines to help us? 1. What are our lives linked to? 2. When did the black hole theory begin? By who? 3. How is black hole formed? 1. When and where did the hikers discover the Iceman? 2. What is the Iceman s name? 3. Why did the scientists examine the ice in which he had been found?

11 Play the game and write down steps one needs to take to make a mummy What did the word Pharaoh originally mean? 2. What do Pyramids mean for Egyptians today? 3. What do the pictures on the walls of tombs tell us about?