|Teaching - Stereotypes |
Time: 1 hour
Learners level: intermediate - advanced
IBLI tools utilized:
This lesson is meant to be part of a continuing CALL/IBLI
project blended into a language-learning curriculum. This proposed lesson plan
would work best with intermediate to advanced English language learners. This
lesson plan assumes learners are already accustomed to and have been using
several CALL tools, including blogging, chat rooms, etc. This lesson obviously
follows a previous lesson(s) in which the students created accounts and were
trained in using the websites used in this lesson that support those tools,
notably tappedin.org and blogger.com. In this course, students will be asked to
keep an online weblog journal through, or a blog, which they must update
frequently while leaving postings on other member's blogs.
|This project interweaves several remarkable
facets of Internet based language-instruction, including: synchronous
computer-mediated-communication via blogging and hypermedia streaming through
the youtube video. Learners also get to utilize other useful web-based
language-learning tools such as online dictionaries.
online campus of tappedin.org supports SCMC between teacher and
improve their writing skills by keeping a blog that is updated periodically
throughout the course. Updates are made on given topics by the instructor, as
well as by the students. Students engage in negotiation of meaning by posting
comments on classmate's blogs. Students also meet once/several times a week
online to discuss certain topics synchronously. Today's topic: Stereotypes
between men and women.
|Above: This is the video to be used in step
Warm-up: Students go to computers and log on to tappedin.org in their
usernames. Students meet in teacher's (virtual) office where teacher/students
greet each other and call role. Allow general chatting (as long as it's in
English) to take place for about 5 minutes. (10 mins.)
SCMC/web-search: Teacher elicits from students their knowledge of stereotypes
by asking, "what are stereotypes?" Students are allowed to use online
dictionaries or web-searches if needed. Students discuss the meaning of the
word, the concept of stereotypes and just what kinds of stereotypes exist. (10
3. SCMC: Teacher then elicits from students stereotypical
differences between men and women. Be sure to allow every student a chance to
have his or her say. Ask students which stereotypes brought up they agree with
or which they don't agree with.
4. Video: Students then watch animated
Youtube video posted above, "Men VS Women - The Differences" @
http://www.youtube.com/watch?v=3yDbwqa-76Y - running time 5:38 mins.
Alternatively, the video can be downloaded and accessed from a shared drive. Or
it can be embedded onto a website (such as a teachers blog) and linked using
the following embed code:
|| <object width="425"
type="application/x-shockwave-flash" allowfullscreen="true" width="425"
Students and teacher then discuss the video
and whether or not any of the stereotypes, obviously exaggerated in the video,
hold any legitimacy. (10-15 mins.)
5. Writing exercise: students log
onto their blogs and submit a posting titled, Stereotypes: the differences
between men & women. Students are to write an introduction, brief review
of the video and then give their own opinion about the video. Students can
write a draft using a word-editing document; however, they must submit their
final draft onto their blogs. (30 mins.)
6. Feedback: Students are to
then visit classmate's blogs and leave feedback comments on at least 3
classmate's postings. (10-15 mins.)
7. Wrap-up: After posting comments
on at least three classmate's blogs, students then regroup in teacher's office
(@ tappedin.org) where they synchronously discuss classmate's postings,
pointing out what good points other students may have had. Teacher wraps up and
dismisses class. Tappedin.org will automatically send a transcript to each
student via email of SCMC.