Running Head: DIGITALLY-MEDIATED LEARNING ACTIVITY 1

Digitally Mediated Learning Activity

Elisabeth Clapp
Post University











(Project is available at: http://esl-global.org/coursework/edu520/)
DIGITALLY-MEDIATED LEARNING ACTIVITY 2
Introduction
Beginning in September 2012, students enrolling in universities in the United Arab Emirates
are required to purchase iPads. Instructors are encouraged to integrate iPad-based activities into
language learning to the greatest degree possible (Cavanaugh, Hargis, Munns, & Kamali, 2013).
Prior to enrolling in a university, students in the UAE are required to demonstrate adequate
English proficiency by obtaining a score of Band 5-6 on the International English Language
Testing System (IELTS) exam. Many students fail to achieve the required score, and face
criticism for lacking motivation and appropriate study skills. Of all Emirati students entering
universities, ninety-four percent must take remedial English language courses before beginning
their university coursework (Lewis & Bardsley, 2010).
An English language activity in a blended environment will allow students to adequately
prepare for and demonstrate competency in three learning based outcomes: Reading, writing and
oral communication. To assist in language acquisition, Vygotskys theory of social
constructivism and Gardner, Day and MacIntyres theory of integrative motivation, incorporate
into all aspects of the course, with consideration to the Emirate culture.
Theoretical Framework
Vygotskys theory of social constructivism is evident through social networking. Second
language learners tend to learn from each other effectively when sharing ideas and experiences.
Often, Emirati English language students are left feeling isolated and criticized because of their
need for remedial English language instruction. Isolation opposes the social situation identified
by Vygotsky (Cole & Scribner, 1978) as the ideal learning environment for increased cognitive
development. According to Vygotsky, optimal cognitive development occurs in a social
DIGITALLY-MEDIATED LEARNING ACTIVITY 3
situation because humans are social creatures (Mishra, 2013). If a person lives in social
isolation, no effective learning will occur. Learning a second language promotes social
interaction with peers and other members of society. Vygotsky believes teachers should guide or
facilitate, rather than merely dictate or dispense information (Cole et al., 1978) and assess
students to determine the Zone of Proximal Development or the point between a students level
of independent performance and the students level of assisted performance (Mishra, 2013).
Teachers identify the students ZPD and focus education at that point in an effort to optimize
development and learning. The ZPD works in conjunction with the use of scaffolding (Mishra,
2013). Scaffolding is an approach to support the learning and development of students within
their ZPD, with the gradual removal of the scaffolding to build independent learners.
Gardner, Day and MacIntyre, propose a theory that motivation has two orientations:
Integrative and instrumental (1992). Integrative orientation is the desire by learners to identify
with a specific language community, develop an interest in the people and the culture, and adopt
their patterns of speech. Integrative is a stronger motivation than instrumental orientation, which
originates in the desire to attain high grades or to benefit professionally or economically by using
the language (Gardner et al., 1992). According to the theory, formal education of grammar;
reading and writing, is not the preferred learning strategy for second language learners (Gardner
et al., 1992). Students prefer to practice the language informally than to learn in a formal setting,
by focusing on the memorization of vocabulary and grammar.
Wlodkowski elaborates on Gardner, Day and MacIntyres theory by recognizing that
culture influences motivation. Wlodkowski describes motivation as intangible and only
detectable through observation (1999). Emirati students are primarily instrumentally motivated.
DIGITALLY-MEDIATED LEARNING ACTIVITY 4
Their own local culture creates a deep sense of comfort and identity for them. According to
Wlodkowski, a teachers behavior can either enhance or detract from motivation. Without
sensitivity to culture, we teachers may unknowingly contribute to the decline of motivation
among our students (Wlodkowski, 1999 p. 9).
Vygotskys social constructivism theory necessitates socializing. The English language
learning activity incorporates many opportunities for students to socialize with one another in
both the classroom and during the field trip. According to Gardner et al., (1992) informal
education provides a learning environment more receptive to student engagement and
motivation. Opportunities are available for self-directed learning in a blended classroom
environment. Bates and Watson refer to the blended classroom as guided discovery which unlike
direct instruction in a face-to-face classroom, guided discovery is more appropriate for online
learning (2008, p. 40) and aligns with Vygotskys theories. The responsibility of learning then
falls on the student, while the teacher assumes the role of facilitator, guiding instruction and
gradually releasing the student. Wlodkowski stresses that the focal point of education must
center on the Emirate student's culture in order to motivate and engage them to their full abilities.
The design and implementation of the activity anticipate student-based motivation. The
Emirati culture and the national pride of the students in having the tallest building on earth are
primary motivating factors. The design of the activity is to tap into the preexisting patriotism
that is very strong among the Emirati. Coupling patriotism with two cultural strengths, a passion
and affinity for technology and a very social culture, make this activity highly engaging.
Learning activity
Emirati students (ages 15 18), scoring below the required Band 5-6 on the IELTS test are the
DIGITALLY-MEDIATED LEARNING ACTIVITY 5
participants for the English language learning activity. ECART, presented at the start of the
2011-2012 school year is an online/hybrid program that incorporates an English language
curriculum into a blended learning environment and develops students into sustainable
independent learners. Students complete writing assignments in a face-to-face classroom as well
as through blended and online, both formal and informal learning environments, by means of the
iPad, applications and the internet. A student evidence folder is maintained online to validate
student learning is occurring (ADEC, 2011). The specific learning activities, which are
incorporated into ECART, are from The Worlds Tallest Building Opens in Dubai (Banville,
2010).
Location
The design of the physical location for the activity is in the classroom, with the accompanying
field trip to the Burj Khalifa. The virtual location is as the students would determine. Some
students may utilize the iPad on the bus, in a coffee shop or any location a Wi-Fi signal is
accessible. The flexibility of the teacher and the students is the key component to the location.
A traditional teacher would attempt to have students complete most tasks apart from the field trip
in a classroom setting while using the iPads. For the purposes of this activity, components of the
activity can be completed both in the classroom, during the field trip and be self-directed by the
student at a location of their choosing.
Technology
In 2012, The UAE National Higher Education system introduced Apple iPads into the
classroom. The implementation of this initiative was mandated by the start of the 2012-2013
school year, in an effort to transform the higher education learning experience. One goal for the
DIGITALLY-MEDIATED LEARNING ACTIVITY 6
iPad is Increased student participation and motivation (Cavanaugh et al., 2012, p. 1). The use
of iPads will help the high percentage of students who enter programs without being proficient in
English to enroll in courses taught in English. The initiative iPadagogy, is an effort to create
a paperless educational environment and eliminate the use of paper and pens on campuses and
will see all coursework and literature online and administered in a digital format (McGintly,
2012, para. 8).
As completely portable, iPads are perfect for the learning activity. The internet capability
of the iPad allows students to complete all of the sections of the learning activity (Appendix A)
using their iPad, whether in the classroom or attending the field trip.
Field Notes is a note-taking app that the students can utilize during the field trip. It can
locate a students position using GPS and view a satellite map of the location. Students can take
notes for the Writing (Appendix A) portion of their activity and collect photographs in geo-
referenced format then transmit this information by e-mail to other students or the teacher, while
still attending the field trip. Dragon Dictation is another useful app for field trips. Students can
dictate to the iPad, and it will type what the student is saying. Dictation is most helpful if a
student wants to record an aspect of the field trip and later check their English language usage.
Assemblee app is for writing notes that are either private or shared with the group. It would be
interesting to have the students all using this app while viewing the Burj Khalifa and
instantaneously be able to read everyones comments and have them recorded.
Learning Outcomes
The learning outcomes are present as English language skills increase and integration of these
skills are apparent during the social exploration sections of the activity. These outcomes are in
DIGITALLY-MEDIATED LEARNING ACTIVITY 7
the ECART project plan AIMS section as well (ADEC, 2011, p. 3). The outcomes will be an
increase in English language vocabulary, expressive language usage, understanding specific
types of speech in the English language, synonyms, as well as listening, speaking, and writing
skills. Students will also be meeting the mandated technology requirement by the utilization and
adaptation of the iPad, which teachers both expect and encourage students to use. Students
engage in both data gathering as well as communication activities with the teacher and peers.
The social expression is unique to this activity. Students are required to hold discussions with
peers and the teacher, in English. These discussions will present different challenges for the
students that are designed to determine Vygotskys Zone of Proximal Development (Mishra,
2013). The discussions in English require students to use critical thinking skills in making
judgments and applications of the information they are gaining during these activities.
Formative assessments are incorporated into the classroom practice (Garrison & Ehringhaus,
n.d., p. 1) during the multiple choice and fill-in-the-blank exercises (Appendix A), which will
determine if a student lacks the skills and knowledge needed to progress in the ECART
requirements (Appendix B). The student will then be required to determine if they are able to
successfully complete the section of the activity or need the teacher to make adjustments and
modifications for them. Again, the structure of the activity allows for peer-to-peer collaboration
allowing some students to assume the role of facilitator for the more challenged students. The
ultimate goal is English language acquisition and proper usage through cooperative learning.
The summative products of students both written and verbal will be based on their own acquired
skills with the English language. For a student to present work to the teacher, not their own
would be difficult when written and nearly impossible in a verbal form (ADEC, 2011, p. 15).
DIGITALLY-MEDIATED LEARNING ACTIVITY 8
Content
The content for the learning activity is, as previously mentioned, based on the ECART format
(ADEC, 2011, pp. 20-24). The sections of activities (Appendix A) provide a variety and very
practical applications of learning for English language learners. The entire learning activity
intends to engage students for several days, while the learning takes place in a variety of settings.
In applying Vygotskys theory, the first session titled The Article (Appendix A) intends to
attract and pique the interest of the students, (Mishra, 2013). The reading is available in both
written and audio format, whichever manner is most appropriate for the group or individual
student to follow. Comprehension of the reading is paramount to the success of completing the
tasks that follow and in meeting the requirements of ECART. As such, the initial reading may be
done individually, in pairs, small groups, even round robin is appropriate. It is the teachers
responsibility to ensure the students understanding of the reading through questioning stratagem
and informal interaction with the students prior to proceeding to the appropriate next steps in the
learning activity. The Warm-Up parts of the activity; six in total (Appendix A), may comprise
the remainder of the first session of the activity or may carry into the start of the subsequent
session. The nature and progression of the student oral communications and interactions, as well
as the results of formative assessments, are the determinant factor indicating the number of
sessions. The activity and field trip are intended to be completed within one weeks time,
allowing flexibility as the teacher deems necessary.
Next in the order of the activity are three Before Reading / Listening (Appendix A) tasks
and two While Reading / Listening sections (Appendix A). For the nature of the English
language learner, it is best practice to have large amounts of communication and conversation.
DIGITALLY-MEDIATED LEARNING ACTIVITY 9
The tasks provide that in the forms of oral and written content. The design of these elements of
the activity is such that the teacher and even peer to peer informal assessment is taking place.
Coupled with this is the potential for formal assessment using the two While Reading /
Listening activities (Appendix A). The next part of the activity is the After Reading /
Listening exercise (Appendix A), which consists of five elements. Again, variety and peer
interaction is a key element of the activity. Students will need to speak English with each other,
find answers and bring meaning in English to the tasks, as well as write in English. Peer
cooperation and communication is essential to the continued learning throughout this activity.
The formative and summative portions of the students work are present in all sections as the
teacher adjudges the need relative to the ECART format (Appendix B). The remaining four parts
of the activity; Student Survey, Discussion, Language Work and Writing (Appendix A),
can be placed into any order the teacher deems most appropriate for the students and their given
setting. As with all ECART derived activities, it is most appropriate that students complete
several and a variety of tasks over a period of several days (ADEC, 2011). The concluding
activities are extensions of the lessons (Appendix A) or can be used for homework. It is the
teachers determination via assessment and observation that will determine the application of
these extensions, but not all are to be completed prior to attending the field trip. Ideally, the
students will visit the Burj Khalifa prior to completing the activity sections titled Writing,
Homework and Breaking News English online quiz (Appendix A). The teacher will
formatively assess the students progress, based on completion of the previous sections of the
learning activity. The teacher may choose to repeat previous sections while traveling to Dubai or
while at the mall, depending on the students needs.
DIGITALLY-MEDIATED LEARNING ACTIVITY 10
Assessment and Evaluation
A study conducted by Aksu Ata concluded a need for alternative methods of assessing
English language learners stating it will be pedagogically useful to attach more importance to
authentic assessment in curriculum and educational programs of language teaching (2012, p.,
16). Authentic assessment is throughout much of the activity and the various aspects of learning.
Primarily this takes place among the students and between the students and the teacher when
conversing. Assessment is authentic due to the activity requiring students to perform a variety of
practical tasks in speaking and writing the English language (Mueller, 2014). Authentic
assessment takes place prior to traditional methods of assessment, for the activity. Beginning
with The Article reading (Appendix A) and continued throughout the entire activity students
are authentically assessed while demonstrating English language usage, both formally in the
classroom and informally during the field trip.
The formative part of the evaluation are part of the instructional process. When
incorporated into classroom practice, it provides the information needed to adjust teaching and
learning while they are happening (Garrison et al., n.d., p. 1). The nature of formative
assessment provides a rapid feedback timeframe which is crucial for English Language Learners
especially when speaking the language. Feedback, corrections or praise, needs to come as soon
as possible so changes or corrections and reinforcement for the learner can become manifest in
future use and result in growth of the knowledge base for future conversations or writings to
occur. It is when teachers use sound instructional practice for the purpose of gathering
information on student learning, they are applying this information in a formative
way (Garrison et al., n.d., p. 2). Many of the written formative portions of the activity are easily
DIGITALLY-MEDIATED LEARNING ACTIVITY 11
scored and thereby recorded in order to monitor student progress. One summative assessment is
to be used for this activity. However, as this activity is to be used with ECART the teacher must
understand The key is to think of summative assessment as a means to gauge, at a particular
point in time, student learning relative to content standards (Garrison et al., n.d., p. 1). As a
gauge, one portion of the lesson is summative as it is scored and recorded for the teacher
(restart will not be available), as the student completes it: Breaking News Online
Quiz (Banville, 2010). The key element for any teacher using this activity is to realize
summative assessments occur after the learning has happened. Authentic and formative
assessments provide information for the learner and allow the teacher to make instructional
adjustments and interventions during the learning process (Garrison et al., n.d., p. 1).
Conclusion
Vygotskys theory proves to be indispensable for both English language students and their
teachers. The application of Vygotsky's theory to the learning activity will be engaging for
students and allow the teacher to properly assess their needs. The learning activity is designed to
increase English language usage skills for students at the intermediate level. These students
may be several years away from obtaining a band 5-6 on the IELTS exam and subsequent
transition to the University level. However, after completion of the activity students will
have expanded their English vocabulary, practiced conversational English for an assigned
topic and gained functionality with English language usage both spoken and written. The
tasks within the activity are designed to allow the teacher to monitor the development of each
students strengths and weaknesses. Students will have taken the IELTS evaluation prior to the
learning activity and perform formative assessments, orally, written and electronically as they
DIGITALLY-MEDIATED LEARNING ACTIVITY 12
progress through the activity, to evaluate how well learning outcomes were met and to see the
growth of English usage and understanding. Additionally, it should be found in subsequent
work by students; they will possess greater skills in written English and higher fluency levels
with verbal English. As a result of this and other ECART formatted activities, subsequent
IELTS scores should show growth and improvement, thereby bringing the student closer to the
ultimate goal of entry into the University setting without the need for remedial English language
instruction.















DIGITALLY-MEDIATED LEARNING ACTIVITY 13
References
ADEC. (2011). English continuous assessment: 2011-2012 ecart inquiry process product
integrated strand tasks. [Report]. Retrieved from http://djamel.wikispaces.com/file/view/
CA+2011+2012+Amendment+28SEP11.pdf

Aksu Ata, B. (2012). Foreign language teachers attitude toward authentic assessment in
language teaching. The Journal of Language and Linguistic Studies, 8 (2), 7-19. http://
www.jlls.org/vol8no2/7-19.pdf
Banville, S. (2010) ESL/EFL lesson plan on the Burj Khalifa. Breaking News English. [Web
site]. Retrieved from http://www.breakingnewsenglish.com/1001/100105-
worlds_tallest_building.html

Bates, C. & Watson, M. (2008). Re-learning teaching techniques to be effective in hybrid and
online courses. [Article]. Journal of American Academy of Business, Cambridge, 13(1),
38-44. Retrieved from https://post.blackboard.com/bbcswebdav/pid-1870578-dt-
contentrid19160678_1/courses/EDU520.901238026230/Documents/Relearning
%20Teaching%20Techniques%20to%20be%20Effective%20in%20Hybrid%20and
%20Online%20Courses.pdf

Cavanaugh, C., Hargis, J., Munns, S. & Kamali, T. (2013). icelebrate teaching and learning:
sharing the ipad experience. Journal of Teaching and Learning with Technology 1(2),1-7.
Retrieved from http://jotlt.indiana.edu/article/view/2163
DIGITALLY-MEDIATED LEARNING ACTIVITY 14

Cole, M. & Scribner, S. (1978). Vygotsky, L.S., Mind and Society. Cambridge, MA: Harvard
University Press. Retrieved from http://www.cles.mlc.edu.tw/~cerntcu/099-curriculum/
Edu_Psy/EP_03_New.pdf

Garrison, C. & Ehringhaus, M. (2013, August). Formative and summative assessments in the
classroom. Association for Middle Level Education. Retrieved from http://www.amle.org/
BrowsebyTopic/Assessment/AsDet/TabId/180/ArtMID/780/ArticleID/286/Formative-and-
Summative-Assessments-in-the-Classroom.asp

Gardner, R., Day, J. & Maclntyre, P. (1992). Integrative motivation, induced anxiety, and
language learning in a controlled environment. Studies in Second Language Acquisition,
14, 197-214. http://dx.doi.org/10.1017/S0272263100010822

Lewis, K., & Bardsley, D. (2010, February 23). University remedial English to end. The
National. [Web site]. Retrieved from http://www.thenational.ae/apps/pbcs.dll/article?AID=/
20100223/NATIONAL/702229804&SearchID=73393762668150

McGinley, S. (2012, September 6). UAE colleges switch to ipad-only classrooms. ITP.net. [Web
site]. Retrieved from http://www.itp.net/590333-uae-colleges-switch-to-ipad-only-
classrooms#.UzcyDvldWa9

DIGITALLY-MEDIATED LEARNING ACTIVITY 15
Mishra, R. K. (2013). Vygotskian perspective of teaching-learning. International Journal of
Applied Research, 1(1), 21-28. [Article]. Retrieved from http://
ijar.publicationsupport.com/docs/paper/22.pdf

Mueller, J., (2014) Authentic Assessment Toolbox. [Website]. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

Wlodkowski, R. J. (1999). Motivation and diversity: A framework for teaching.
New Directions For Teaching & Learning, (78), 7-16. Retrieved from https://
post.blackboard.com/bbcswebdav/courses/EDU520.901238026230/Documents/Moiivation
%20and%20Diversity_A%20Framework%20for%20Teaching.pdf
DIGITALLY-MEDIATED LEARNING ACTIVITY 16
Appendix A

www.Breaking News English.com
Ready-to-use ESL/EFL Lessons by Sean Banville
Worlds tallest building opens in Dubai
http://www.breakingnewsenglish.com/1001/100105-worlds_tallest_building.html

Contents
1,000 IDEAS & ACTIVITIES FOR LANGUAGE TEACHERS
The Breaking News English.com Resource Book
http://www.breakingnewsenglish.com/book.html

The Article page 2
Warm
-
ups page 3
Before Reading / Listening page 4
While Reading / Listening page 5
Listening Gap Fill page 6
After Reading / Listening page 7
Student Survey page 8
Discussion page 9
Language Work page 10
Writing page 11
Homework/link to online quiz page 12
Answers page 13














DIGITALLY-MEDIATED LEARNING ACTIVITY 17
THE ARTICLE
From http://www.BreakingNewsEnglish.com/1001/100105-worlds_tallest_building.html

The worlds tallest building officially opened in Dubai on January the 4
th
. The
height of the 828-metre Burj Khalifa was kept a secret until the opening
ceremony. It is twice the height of New Yorks Empire State Building.
Another big surprise at the opening was the renaming of the tower. The
building had always been called Burj Dubai. However, Dubais ruler
announced it would now be called Burj Khalifa after the ruler of Abu Dhabi,
Dubais _eighbor. The oil-rich emirate of Abu Dhabi helped save Dubai from
possible financial collapse. The chairman of the company that built the Burj,
Mohamed Alabbar, said the building gives hope and optimism. He added:
The world has gone through difficult times this is the beginning of a
gradual move forward.
It is likely the Burj will remain as the worlds tallest building for a while to
come. Since the 2008 global financial crisis, there seems to be little appetite
for ambitious construction projects from property developers. The Burjs
owners, however, are confident the building will be a success. More than 90
per cent of the space has been sold. It cost $22 billion to build and has
broken many records. The opening celebrations included the worlds highest
fireworks, which lit up the sky above the worlds tallest fountain. The
building houses the worlds highest mosque and swimming pool, located on
floors 158 and 76. Burj Khalifa has 1,044 luxury apartments, 49 floors of
offices and the 160-room Armani hotel. Around 12,000 people will live and
work in the tower.
















Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 2
DIGITALLY-MEDIATED LEARNING ACTIVITY 18
WARM-UPS

1.TALL BUILDINGS: Walk around the class and talk to other students about
tall
buildings. Change partners often. Sit with your first partner(s) and share your findings.

2. CHAT: In pairs / groups, decide which of these topics or words from the article are
most interesting and which are most boring:

tall buildings / Dubai / opening ceremonies / rulers / neighbours / hope / optimism / a while
to come / appetites / ambitious / fireworks / luxury apartments / Armani hotel

Have a chat about the topics you liked. Change topics and partners frequently.

3. MOST / BEST: Whats so good about having the biggest/best things in your city?
Complete this table with your partner(s). Change partners and share what you heard.

Good things Bad things
Tallest building:
Biggest mall:
Highest rents:
Most cosmopolitan:
Best football club:
Poorest area:

4. BIG IS BEAUTIFUL: Students A strongly believe having the biggest building
in your city is a wonderful thing; Students B strongly believe the opposite. Change partners
again and talk about your conversations.

5. PLACES TO STAY: What building would you like to stay in most? Rank these
and share your rankings with your partner. Change partners and share your rankings again.

most expensive hotel

tallest building

an Amazon rainforest lodge

the Taj Mahal

Buckingham Palace

a safari tent in Kenya

an igloo

a luxury cabin on a luxury cruise liner

6. BUILDING: Spend one minute writing down all of the different words you
associate with the word building. Share your words with your partner(s) and talk about
them. Together, put the words into different categories.

Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 3
DIGITALLY-MEDIATED LEARNING ACTIVITY 19
BEFORE READING / LISTENING Audio

1.TRUE / FALSE: Read the headline. Guess if a-h below are true (T) or false (F).

a.
Everyone knew the height of the worlds tallest building ages ago.
T/F
b.
The Burj Khalifa is three times the height of the Empire State Building.
T/F
c.
The building is named after Dubais ruler.
T/F
d.
A property developer said the Burj is a symbol of good times to come.
T/F
e.
Another project will soon beat the Burj as the worlds tallest building.
T/F
f.
Between 90 and 100 per cent of space in the Burj has been sold.
T/F
g.
The Burj contains the worlds tallest mosque.
T/F
h.
There will be around 20,000 people living and working in the Burj.
T/F

2. SYNONYM MATCH: Match the following synonyms from the article.

1. officially a. leader
2. twice b. building
3. ruler c. stay
4. collapse d. illuminated
5. gradual e. ruin
6. remain f. formally
7. appetite g. accommodates
8. construction h. desire
9. lit up i. two times
10. houses j. slow

3. PHRASE MATCH: (Sometimes more than one choice is possible.)

1. kept a. worlds highest mosque
2 The oil-rich b. difficult times
3. save Dubai from possible c. to come
4. The world has gone through d. construction projects
5. the beginning of a gradual e. a secret
6. for a while f. a success
7. little appetite for ambitious g. emirate of Abu Dhabi
8. confident the building will be h. of offices
9. The building houses the i. move forward
10. 49 floors j. financial collapse

Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 4
DIGITALLY-MEDIATED LEARNING ACTIVITY 20
WHILE READING / LISTENING Audio
GAP FILL: Put the words into the gaps in the text.

The worlds tallest building ____________ opened in Dubai on January the 4
th
. The
height of the 828-metre Burj Khalifa was ____________ a secret until the opening
ceremony. It is ____________ the height of New Yorks Empire State Building.
Another big surprise at the opening was the ____________ of the tower. The
building had always been called Burj Dubai. However, Dubais ruler announced it
would now be called Burj Khalifa after the ____________ of Abu Dhabi, Dubais
_eighbor. The oil-rich emirate of Abu Dhabi helped save Dubai from ____________
financial collapse. The chairman of the company that built the Burj, Mohamed
Alabbar, said the building gives hope and ____________. He added: The world
has gone through difficult times this is the beginning of a gradual
____________ forward.
It is likely the Burj will ____________ as the worlds tallest building for a while to
come. Since the 2008 global financial ____________, there seems to be little
appetite for ambitious construction projects from property developers. The Burjs
owners, however, are ____________ the building will be a success. More than 90
per cent of the ____________ has been sold. It cost $22 billion to build and has
broken many ____________. The opening celebrations included the worlds highest
fireworks, which ____________ up the sky above the worlds tallest fountain. The
building ____________ the worlds highest mosque and swimming pool, located on
floors 158 and 76. Burj Khalifa has 1,044 luxury apartments, 49 ____________ of
offices and the 160-room Armani hotel. Around 12,000 people will live and work in
the tower.
Renaming officially twice possible kept move ruler optimism
crisis records floors space remain houses confident lit



















Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 5
DIGITALLY-MEDIATED LEARNING ACTIVITY 21
LISTENING Listen Audio and fill in the gaps

The worlds tallest building __________________ Dubai on January the 4
th
.
The height of the 828-metre Burj Khalifa was __________________ the
opening ceremony. It is twice the height of New Yorks Empire State
Building. Another big surprise at the opening __________________ the
tower. The building had always been called Burj Dubai. However, Dubais
ruler announced it would now be called Burj Khalifa __________________
Abu Dhabi, Dubais _eighbor. The oil-rich emirate of Abu Dhabi helped save
Dubai ____________________ collapse. The chairman of the company that
built the Burj, Mohamed Alabbar, said the building gives hope and
optimism. He added: The world has gone through difficult times this is
the beginning __________________ forward.
It is likely the Burj __________________ worlds tallest building for a while
to come. Since the 2008 global financial crisis, there seems to be
__________________ ambitious construction projects from property
developers. The Burjs owners, however, are confident the building will be a
success. More than 90 per cent __________________ been sold. It cost $22
billion to build and has broken many records. The opening celebrations
included the worlds highest fireworks, which __________________ the
worlds tallest fountain. The building houses the worlds highest mosque and
swimming pool, __________________ 158 and 76. Burj Khalifa has 1,044
luxury apartments, 49 __________________ and the 160-room Armani
hotel. Around 12,000 people will live and work in the tower.
















Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 6

DIGITALLY-MEDIATED LEARNING ACTIVITY 22
AFTER READING / LISTENING Audio
1.WORD SEARCH: Look in your dictionary / computer to find
collocates, other meanings, information, synonyms for the words
keep and secret.

Keep: secret:

Share your findings with your partners.

Make questions using the words you found.

Ask your partner / group your questions.

2. ARTICLE QUESTIONS: Look back at the article and write down
some questions you would like to ask the class about the text.

Share your questions with other classmates / groups.

Ask your partner / group your questions.

3. GAP FILL: In pairs / groups, compare your answers to this exercise.
Check your answers. Talk about the words from the activity. Were they new,
interesting, worth learning?

4. VOCABULARY: Circle any words you do not understand. In groups,
pool unknown words and use dictionaries to find their meanings.

5. TEST EACH OTHER: Look at the words below. With your partner, try
to recall how they were used in the text:

height

twice

surprise

ruler

neighbour

move

remain

appetite

space

lit

houses

floors


Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 7
DIGITALLY-MEDIATED LEARNING ACTIVITY 23

STUDENT TALL BUILDINGS SURVEY
Write five GOOD questions about tall buildings in the table. Do this in pairs. Each
student must write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
STUDENT 1
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.
STUDENT 2
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.
STUDENT 3
Q.1.
Q.2.
Q.3.
Q.4.
Q.5.

Now return to your original partner and share and talk about what you found out.

Change partners often.

Make mini-presentations to other groups on your findings.

Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 8
DIGITALLY-MEDIATED LEARNING ACTIVITY 24
TALL BUILDINGS DISCUSSION
STUDENT As QUESTIONS (Do not show these to student B)

a) What did you think when you read the headline?
b) What springs to mind when you hear the word tower?
c) Are you impressed by tall buildings?
d) Would you like to live on the top floor of the Burj Khalifa?
e) Do you think the people of Dubai would like the name change?
f) Are you good at keeping secrets?
g) Why do you think the name changed from Burj Dubai to Burj Khalifa?
h) Why does the new building provide hope and optimism?
i) What difficult times has the world been through?
j) Would you like the worlds tallest building in your city?
STUDENT Bs QUESTIONS (Do not show these to student A)
a) Did you like reading this article?
b) Why will the Burj Khalifa be the worlds tallest building for a while?
c) Would you like to design buildings?
d) What was the last ambitious project you worked on?
e) What is the most important thing for the worlds tallest building to have?
f) What are the pros and cons of living in the worlds tallest building?
g) Which of the 165 floors would you like to live on?
h) Why do people build such tall big buildings?
i) Will there be a building that reaches space one day?
j) What questions would you like to ask Mohamed Alabbar about the Burj?
















Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 9

DIGITALLY-MEDIATED LEARNING ACTIVITY 25

LANGUAGE MULTIPLE CHOICE

The worlds tallest building officially opened in Dubai on January the 4
th
. The (1)
____ of the 828-metre Burj Khalifa was kept a (2) ____ until the opening
ceremony. It is twice the height of New Yorks Empire State Building. Another big
surprise at the opening was the (3) ____ of the tower. The building had always
been called Burj Dubai. However, Dubais ruler announced it would now be called
Burj Khalifa after the ruler of Abu Dhabi, Dubais _eighbor. The oil-(4) ____ emirate
of Abu Dhabi helped save Dubai from possible financial collapse. The chairman of
the company that built the Burj, Mohamed Alabbar, said the building gives (5)
____ and optimism. He added: The world has gone through difficult times this
is the beginning of a (6) ____ move forward.
It is (7) ____ the Burj will remain as the worlds tallest building for a while to come.
Since the 2008 global financial crisis, there seems to be (8) ____ appetite for
ambitious construction projects from property (9) ____. The Burjs owners,
however, are confident the building will be a success. More than 90 per cent of the
space has been sold. It cost $22 billion to build and has broken many records. The
opening celebrations included the worlds highest fireworks, which (10) ____ up the
sky above the worlds tallest fountain. The building (11) ____ the worlds highest
mosque and swimming pool, located on floors 158 and 76. Burj Khalifa has 1,044
luxury apartments, 49 (12) ____ of offices and the 160-room Armani hotel. Around
12,000 people will live and work in the tower.

Put the correct words from the table below in the above article.
1. (a) highly (b) high (c) highness (d) height
2. (a) secret (b) secrecy (c) secretive (d) secrets
3. (a) renamed (b) renaming (c) renames (d) named
4. (a) wealth (b) money (c) rich (d) loaded
5. (a) hopeful (b) hopefully (c) hope (d) hoping
6. (a) gradually (b) gradual (c) graded (d) grades
7. (a) liked (b) likelihood (c) liking (d) likely
8. (a) little (b) few (c) low (d) small
9. (a) developing (b) developers (c) develops (d) developed
10. (a) lighting (b) lightening (c) lights (d) lit
11. (a) apartments (b) flats (c) houses (d) villas
12. (a) floors (b) flooring (c) floored (d) floor

Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 10
DIGITALLY-MEDIATED LEARNING ACTIVITY 26

WRITING
Write about tall buildings for 10 minutes. Correct your partners paper.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________





















Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 11
DIGITALLY-MEDIATED LEARNING ACTIVITY 27
HOMEWORK

1.VOCABULARY EXTENSION: Choose several of the words from
the text. Use a dictionary or Googles search field (or another search
engine) to build up more associations / collocations of each word.

2. INTERNET: Search the Internet and find out more about the Burj
Khalifa. Share what you discover with your partner(s) in the next lesson.

3. TALL BUILDINGS: Make a poster about tall buildings. Show your
work to your classmates in the next lesson. Did you all have similar things?

4. RESIDENT: Write a magazine article about people who live on the top
floor of the Burj Khalifa. Include imaginary interviews with them.
Read what you wrote to your classmates in the next lesson. Write down any
new words and expressions you hear from your partner(s).

5. LETTER: Write a letter to the owner of the Burj Khalifa. Ask him/her
three questions about the building. Give him/her three suggestions on what
they should offer people who live there. Read your letter to your partner(s)
in your next lesson. Your partner(s) will answer your questions.





Breaking News English online quiz












Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 12

DIGITALLY-MEDIATED LEARNING ACTIVITY 28
ANSWERS

TRUE / FALSE:
a. F b. F c. F d. T e. F f. T g. F h. F

SYNONYM MATCH:
1. officially a. formally
2 twice b. two times
3. ruler c. leader
4. collapse d. ruin
5. gradual e. slow
6. remain f. stay
7. appetite g. desire
8. construction h. building
9. lit up i. illuminated
10. houses j. accommodates

PHRASE MATCH:
1. kept a. a secret
2 The oil-rich b. emirate of Abu Dhabi
3. save Dubai from possible c. financial collapse
4. The world has gone through d. difficult times
5. the beginning of a gradual e. move forward
6. for a while f. to come
7. little appetite for ambitious g. construction projects
8. confident the building will be h. a success
9. The building houses the i. worlds highest mosque
10. 49 floors j. of offices

GAP FILL:

Worlds tallest building opens in Dubai
The worlds tallest building officially opened in Dubai on January the 4
th
. The height of the 828-metre Burj Khalifa
was kept a secret until the opening ceremony. It is twice the height of New Yorks Empire State Building. Another
big surprise at the opening was the renaming of the tower. The building had always been called Burj Dubai.
However, Dubais ruler announced it would now be called Burj Khalifa after the ruler of Abu Dhabi, Dubais
neighbor. The oil-rich emirate of Abu Dhabi helped save Dubai from possible financial collapse. The chairman of
the company that built the Burj, Mohamed Alabbar, said the building gives hope and optimism. He added: The
world has gone through difficult times this is the beginning of a gradual move forward.
It is likely the Burj will remain as the worlds tallest building for a while to come. Since the 2008 global financial
crisis, there seems to be little appetite for ambitious construction projects from property developers. The Burjs
owners, however, are confident the building will be a success. More than 90 per cent of the space has been sold.
It cost $22 billion to build and has broken many records. The opening celebrations included the worlds highest
fireworks, which lit up the sky above the worlds tallest fountain. The building houses the worlds highest mosque
and swimming pool, located on floors 158 and 76. Burj Khalifa has 1,044 luxury apartments, 49 floors of offices
and the 160-room Armani hotel. Around 12,000 people will live and work in the tower.

LANGUAGE WORK
1 d 2 a 3 b 4 c 5 c 6 b 7 d 8 a 9 b 10 d 11 c 12 a



Worlds tallest building opens in Dubai 5
th
January, 2010
More free lessons at www.BreakingNewsEnglish.com Copyright Sean Banville 2009 13

DIGITALLY-MEDIATED LEARNING ACTIVITY 29
Appendix B

Key: C = compliance ORGANIZATION
comments
Overall Plan C
4
Product plan including product drafts or design
sketches
C
Contents page C
Appropriate system of organization C
Meeting Expectations Demonstrating
responsibility
criteria
4
CONTEXT
Narrative reading and analysis C 4
Narrative character study/rank order C
Student choice of topic in theme
Set of focus questions student will research
Defining relevant
and significant
issues criteria
4
RESEARCH
Research Plan C 4
Focus statement C
Awareness of research skills C
A range of sources used C
Referenced sources C
Awareness of plagiarism C
Summaries of each research item Summarize criteria 4
Evaluation of each research item chosen Making informed
judgments
4
Recording research Organizing research
criteria
4
STRATEGIES
Sustained reading program learning experiences C
DIGITALLY-MEDIATED LEARNING ACTIVITY 30



Reading journal C

4
Making connections to self, the world, other texts,
the UAE
C
A statement of the contribution to humanity C
Relevant vocabulary list C
Acquired vocabulary activities C
Peer discussion C
REFLECTION AND REVIEW
Final reflection C 4
Weekly reflection C
Conferencing with teacher C
Choosing an appropriate product C
Working with others
Peer reflection / feedback
Response to feedback
Collaborating with
others criteria
4
ICT INTEGRATION C 4