UNIVERSIDAD NACIONAL DE CATAMARCA FACULTAD DE HUMANIDADES DEPARTAMENTO INGLES TECNOLOGAS DE LA INFORMACIN Y LA COMUNICACIN

PRIMER EXAMEN PARCIAL

1. Define the following as clearly as you can: a. Word cloud b. Cloze test c. To digitize d. To google e. Aid f. Communicative competence 2. Use the information you have about Electronic learning (e-learning) and Web 2.0 and create two WORD CLOUDS using www.tagxedo.com Share your word clouds with the teacher but edit them as many times as you need so that the information included is RELEVANT, CLEAR, VISUALLY APPEALING, COMPREHENSIVE but CONCISE. Only submit the final versions, that is, the ones which will be assessed.

3. Blended learning and Electronic learning are both possible in our context, in our university, in our career. a. Choose one of the subjects you attend (except ICT, i.e. this subject), b. imagine a course using b-learning and c. describe it. In your description of this, your ideal b-learning ............... (subject title) course, include as many tools and other resources as you think necessary, but say what exactly each one would be used for and why you prefer these rather than others. Avoid too general comments like An e-learning course is possible in our university because we can use internet at home, classes will be more interesting and students will enjoy it and be more creative unless you explain with concise examples what you mean or plan to do. 4. Imagine you are a teacher at a secondary school who needs to submit a project where students use their netbooks to learn English. Browse examples/ experiences/ projects from other countries/ schools you could replicate. List the websites youve found, briefly describe each and say how you can have it implemented in your school.

Catamarca, 11th October 2013

UNIVERSIDAD NACIONAL DE CATAMARCA FACULTAD DE HUMANIDADES DEPARTAMENTO INGLES TECNOLOGAS DE LA INFORMACIN Y LA COMUNICACIN

5. If you were an English teacher wanting your students to learn DESCRIPTION OF PEOPLE, what digital tools and websites would you use to have your students amused and motivated? Bear in mind that your students are teenagers in a Starter course, that is, they know little English, and this is either their first or second year of English at school. But they are digital natives, have their CONECTAR IGUALDAD netbook and love being online. a. Make a list of resources you can use - in the form of links. Include images, videos, maps, vocabulary learning exercises, vocabulary consolidation exercises, grammar related exercises or explanations (verb have got, order of adjectives, etc.), listening activities, reading activities and any other resources you find interesting and helpful. Add a little comment on why you chose each of them. b. Now, think about tools you can use, for instance Nik Peacheys suggestion of CLOZE TEST MAKER, what would you use and what would you use it for? 6. Read the text on C.A.L.L. and answer - In 1960s, computers in language learning were not considered a technological aid but a teaching machine. How do you imagine classes were like? Why didnt the first stage of CALL succeed? (Around 50 wds) - Which notions of Communicative Competence were applied to CALL in the 80s? - Summarize the following principles about CALL: #2 , #3, #6, #10 (listed on page 227 and fully explained later). -.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.--.-

This assignment is meant to be done and submitted INDIVIDUALLY. It is due 07/10, when it should be uploaded on www.scribd.com as a private document and shared with the teacher ONLY either via email or private message in FB.

All the best!

Catamarca, 11th October 2013

UNIVERSIDAD NACIONAL DE CATAMARCA FACULTAD DE HUMANIDADES DEPARTAMENTO INGLES TECNOLOGAS DE LA INFORMACIN Y LA COMUNICACIN

1- a- Word Cloud: It is an application that creates a visual representation of texts, typically an alphabetical list or group of words in different font sizes as to show frequency of use and prominence. Word Cloud is used to quickly get across the gist of a piece of text. It can also be used to tag an articlebefore publishing it to the Interne, it would be useful if the text has ather important subthemes. Moreover, Word Cloud can be used to illustrate a text knowing the fact that a Word Cloud is a beautiful informative image that communicates much in a single glance so it can be perfectly be the suitable photo or image for a text. This application can be useful for visual learners. Some examples of Word Clouds are: Wordle http://wordle.net, Tagxedo http://www.tagxedo.com , Tagcrowd http://tagcrowd.com , Many Eyes http://manyeyes.alphaworks.ibm.com/manyeyes . b- Cloze Test: it is an exercise, a test, an assesstment or a procedure that consists of a text with certain words removed where the participants are asked to fill the blank spaces with words they think are suitable. To do so, they need the ability to understand context and vocabulary in order to identifythe correct words or type of words that belong to the deleted spaces of a text. This type of test are usually used for language learning. c- To digitize: diverse forms of information (text, sound, image or voice) are converted into a single binary code so it becomes one of two digits (0 or 1) known as bits. That is to digitize: to change or convert data into a Digital form that can be easily read and processed by a computer. d- To google: it is a verb that means to type words into a search engine on the internet (the Google search engine)in order to find information about somebody or something on the World Wide Web, in other words, to seek information on the Internet. e- aid: help that you need to perform a particular task. An object or machine that you use to help you do something. f- Communicative Competence: a person that is communicative competent is capable of communicating in a particular language and using the language correctly and appropriately to accomplish communication goal. To be communicative competent a person needs skills within the following areas: - Linguistic Competence: how to use grammar, sintax, and vocabulary of a language. -Sociolinguistic Competence: how to use and respond to language appropriately, giving the setting, the topic, and the relationship among the people communicating. -Discourse Competence: how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole.

Catamarca, 11th October 2013

UNIVERSIDAD NACIONAL DE CATAMARCA FACULTAD DE HUMANIDADES DEPARTAMENTO INGLES TECNOLOGAS DE LA INFORMACIN Y LA COMUNICACIN

- Strategic Competence: how to recognize and repair communication break-downs, how to work around gaps in ones knowledge of the language and how to learn more about the language and in the context.

2- Word loud about WEB2.0

Word cloud about e-learning

Catamarca, 11th October 2013

UNIVERSIDAD NACIONAL DE CATAMARCA FACULTAD DE HUMANIDADES DEPARTAMENTO INGLES TECNOLOGAS DE LA INFORMACIN Y LA COMUNICACIN

3- My Ideal B-learning Phonetics Course where we are practicing intonation, Tonality ( the division of the spoken material into chunks) Tonicity ( what words into the different chunks Intonation Phrases-are to be accented) and Tone ( the pitch movement a speaker associates with the nucleus of the Intonation Phrases) and functions of Intonation ( grammatical, accentual, attitudinal, discourse functions). The tools I would include , in this course are: http://www.dfilm.com/live/mm.html and http://www.makebeliefscomix.com/comix . I would use these tools at the end of the year or at the end of a topic taught in order to perform a task where all the theory( function of intonation and so on) should be included in the form of dialogue using real English. Ss will be separated in groups of four and they should use the links and decide to make a film or a comic according to their preferencesand later they have to share it to the teacher in order to check it and finally act it in front of the class usibg the correct intonation as well as grammar and vocabulary. I would use these not only because are they a funny way of learning phonetics and students would enjoy using them, but also because students can be less controlled by the teacher in their dialogues whose topics are of interest to them. In this task students do not repeat what is written or recorded something that they are acostomed to but create their own dialogues using the vocabulary they want. During this course, I would recommend to use at home http://www.photransedit.com/online/text2phonetics.aspx which help them with the phonetic transcriptionof texts that would be usefulbecause they do not waste time looking for the correct pronunciation in a common dictionary. Another tool I would

Catamarca, 11th October 2013

UNIVERSIDAD NACIONAL DE CATAMARCA FACULTAD DE HUMANIDADES DEPARTAMENTO INGLES TECNOLOGAS DE LA INFORMACIN Y LA COMUNICACIN

suggest for the same reason is http://howjsay.com that also get students to explore and refresh word stress. 4- I have found that in http://www.teachersmedia.co.uk/videos/secondary-englishusing-ict there are 3 experiences of teachers using ict for their classes. In the first example a teacher use a visualiser camera to show material to his students.he uses it to convert prose to poetry. The second example is about a teacher who uses school-based wiki pages to study poetry anthology. She has found that her students discuss better poetry using the wiki than face to face. And the last example is about students that make video trailers based on their set book. I would implement these for a literature class: the visualiser to help students with vocabulary for literature specially poetry where words mean more than what they say. In this way I can help my students to find out meaning by themselves without asking me for translation. The wiki would be useful for interacting with students where they could give their opinions, upload poems written by them, or suggest poems, films or books they like, etc. and finally the video would be efficient for students to prove their creativity performing a play suggested by the teacher in the program but free in the way that they can perform it as they wish: using old fashion clothes, etc. 5- If I am a teacher and I want to teach Description of People I would use the following websites and exercises: http://www.englishexercises.org I consider this site of being one of the fullest page I could find as regards exercises, activities. Here we can find many exercises to learn English. We can search them according to the students level and content we want to learn. It is useful for learners to practice grammar, vocabulary, etc with activities created by teachers from different parts of the world. Teachers can use it when they are searching for activities for their lessons. The activities I chose for the topic Description of People are the following: www.englishexercises.org/makegame/viewgame.asp?id=6424 www.englishexercises.org/makegame/viewgame.asp?id=7824 www.englishexercises.org/makegame/viewgame.asp?id=1216 http://www.esolcourses.com/content/topicsmenu/readin.html here we can find exercises for describing famous people wherestudents can complete a fill quiz and check their answers by themselves. For me it is useful for practicing and reinforcing vocabulary. As regards tools I would use lgeorges.online.fr/tools/cloze.html to create texts for my students with the purpose of practicing vocabulary, order of adjectives, grammar, etc.

Catamarca, 11th October 2013

UNIVERSIDAD NACIONAL DE CATAMARCA FACULTAD DE HUMANIDADES DEPARTAMENTO INGLES TECNOLOGAS DE LA INFORMACIN Y LA COMUNICACIN

I would also use audioboo.fm to practice the topic with listening activities made by myself. 6- a- In the 60s, computers in language learning were not considered a technological aid but a teaching machine. For me, language classes were completely different from nowadays: I imagine few students attended it because trere were few computers, each student was sitted in front of a computer, so tasks and activities involved just one student and his/her computer. Computer provided the students with an activity that could be a cloze test, or an audio, or a puzzle that they had to complete and after doing the activity computer just give a kind of feedback but just saying if it was right or wrong. This stage of CALL did not succed because it did not engage or motivate students to continue with the learning process because activities were always the sain a social situationme, nor did they have a meaningful context or use real English. Moreover feedback did not have much content so they said just if activities were good or bad but they did not show students a way to realize their errors. b-The notion of Communicative Competence that were applied to CALL in the 80s were that learners should know how to use the language appropriately. Students can understand the essential points of what a native speaker says to him/her in a real communicative situation and can respond in such a way that the native speakers interprets the responses with little or no effort and without errors that are so distracting that they interfere with communication. c- #2: CALL should put the learner at the centre of the process. When students not only feel engaged with the learning process and the material but also in control over their progress, they learn best and most efficiently. For that it is helpful and necessary to design activities carefully and be capable of putting together meaningful sequences of activities that enable students progression, what is more, it is important to prove different types of material before finalizing the program and to give a good and transparent feedback. So, if adequate researches and careful design work are made the results would be surprising. #3: CALL exists for learners not teachers. Learners need to explore activities, examples, models, they need to test hypothesis against models, they also need to have a self environments in which they do not feel afraid of making mistakes, etc. Feedback is crucial not only for teachers but also for students who need to know how they are progressing. #6: CALL should engage and motivate the learner. A beneficial CALL program should engage as well as motivate learners by providing a productive experience enhanced by appropriate feedback which should be intrinsic in a way that get students noticed for him/herself what has happened.

Catamarca, 11th October 2013

UNIVERSIDAD NACIONAL DE CATAMARCA FACULTAD DE HUMANIDADES DEPARTAMENTO INGLES TECNOLOGAS DE LA INFORMACIN Y LA COMUNICACIN

#10: CALL should help learner to learn better. It is important to encourage learners to reflect themselves in the process as well as the outcome of any learning activity. Not only his/her performance but also the way in which it was achieved. Lopez Maria Gimena MUN2241

Catamarca, 11th October 2013