Assignment – FP010 CALL

ASSIGNMENT:
COMPUTER ASSISTED LANGUAGE LEARNING

GENERAL INFORMATION:

This assignment must be done in pairs and has to fulfil the following conditions:

- Length: 6 to 8 pages (without including cover, index or appendices –if there are any).
- Font type: Arial or Times New Roman.
- Font size: 11.
- Spacing: 1.5.
- Alignment: Justified.

Use the following Word document as the template for the assignment. Follow the guidelines of
presentation and format, as for quotes and bibliographical references, which are detailed in the
Study Guide.

Submit the assignment following the procedure specified in the Evaluation document.
Assignments must not be sent to the tutor’s e-mail.

The assessment criteria can be found in the Evaluation document.

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 Assignment – FP010 CALL

Assignment:

Elaborate a sequence of three activities using technology. To do this, do not forget to

include:

● Teaching context (location, educational level, number of students, nationality, age,

english level, etc.);
● type of activity (pre-reading, etc.);
● objectives of the activities;
● content (functions, grammar, vocabulary, culture, etc.) that students should master;
● skills that will be worked on in each activity;
● timing for each activity;
● how students will be evaluated.

Important: you have to write your personal details and the subject name on the
cover (see the next page). The assignment that does not fulfil these conditions will not be
corrected. You have to include the assignment index below the cover.

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 Assignment – FP010 CALL

CONTENTS

TEACHING CONTEXT .................................................... Error! Bookmark not defined.

ACTIVITY 1 ..................................................................... Error! Bookmark not defined.

ACTIVITY 2 ..................................................................................................................... 7

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 Assignment – FP010 CALL

ACTIVITY 3 ..................................................................................................................... 9

EVALUATION OF STUDENTS ..................................................................................... 11

REFERENCES ................................................................ Error! Bookmark not defined.

TEACHING CONTEXT

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 Assignment – FP010 CALL

Location:Bucaram-
anga, Colombia This sequence of three activities using technology is intended to

L1: Spanish apply CALL in teaching a reading lesson about travel experiences. It
is developed for group of Colombian university students undertaking
L2: English
various academic programs. They have CEFR level B1 in English.
Education level:
University According to the Cambridge English Assessment, B1 students are
able to maintain interaction and get across what they want to express
Semester: Mixed
in a range of contexts and follow the main points of extended
Age: 17-25
discussion around them (2001).
Number of students
per group: 20 Based on this consideration, the lesson focuses on tasks that require
Educational system: students to understand familiar vocabulary related to travel
Private University experiences. This reading lesson is made of three activities - pre-
Hours of Instruction: reading, while-reading and post-reading activities, all using the
5hrs per week (45
computer programs and cell phone apps connected to the internet.
mins per each hour)
The university highly resourced with each student having access to
English Proficiency:
B1 according to the a computer with a good internet connection.
CEFR
In this lesson, students will be able to learn and practice vocabulary
Type of Syllabus:
Task-Based related to travel experience and also predict the contents of a
reading passage in the pre-reading stage. They will able to able to
read for general and main points of a text while reading. In the post
reading activity students answer comprehension questions and use
ideas from the reading to write their own travel experience blog.
Lesson takes one hour, 30 minutes, with extra hours for students to
plan and write a blog about their travel experiences.

LESSON OUTLINE

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 Assignment – FP010 CALL

ACTIVITY 1

TYPE ACTIVITY: Pre-reading

OBJECTIVES: Students will learn vocabulary about travel experiences and use them to
predict events in the reading text.
CONTENTS: Vocabulary: Words and expressions related to travel experiences.
SKILLS: Reading
MATERIALS AND RESOURCES:
- Computers, smartpads or smartphones
- Internet connection/ Wi-Fi
- PowerPoint document
- Projector
- Board /markers
- Web pages tools with content previously created
PROCEDURE:
WARM UP/LEAD IN (activity using technology #1) (Time:15 minutes)
The teacher asks students to enter “www.quizlet.com” in their devices and type the code to
enter the online game. There the students need to compete in groups by matching the word
with the correct meaning or picture. The group who wins three times is the winner.
The tool students are going to use for this second activity is in a web page called
Quizlet.live
https://quizlet.com/417590346/live

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 Assignment – FP010 CALL

(Time:15 minutes)
The teacher presents some pictures and a number of sentences that students need to
match. Then they will organize them according to what they think will happen to Jim in his
travel blog. This will be shown with the help of a PowerPoint Slide show.

ACTIVITY 2

TYPE ACTIVITY: While-reading

OBJECTIVES: Students will review the past and perfect of verbs used in talking about travel
experiences and use them to complete the reading text.
CONTENTS: Grammar: Past simple and Past perfect
Function: Narrating travel experiences
SKILLS: Reading
MATERIALS AND RESOURCES:
- Computers, smart pads or smartphones
- Internet connection/ Wi-Fi
- PowerPoint document
- Projector
- Board /markers
- Web pages tools with content previously created
PROCEDURE:
While-task (activity using technology #2) (Time:30 minutes)
The teacher asks students to work in pairs to discuss some uses of past simple and past perfect
and create a brainstorming about the ideas on the board. (previous learned topic)
Then the teacher asks students to check their emails (in their devices could be a laptop, smart
pad or cell phone) and click on the link they have received. They will read Jim’s travel blog and
complete the gaps in the text with the verbs they will have on the side.
The teacher monitors to offer help if needed.
The tool students are going to use for this second activity is in a web page called Educaplay
https://es.educaplay.com/recursos-educativos/4713209-travel_blog.html

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 Assignment – FP010 CALL

After that, students answer some multiple-choice questions to check comprehension of the blog
on a website called flexiQuiz. To do so, students need are given the link,
https://www.flexiquiz.com/SC/N/4645f36d-6745-47f1-9235-a474a0fe2a16, which they must enter
to answer the questions, previously set by the teacher.

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 Assignment – FP010 CALL

ACTIVITY 3

TYPE ACTIVITY: Post-reading

OBJECTIVES: Students will learn how to write about a travel experiences and comment on
blogposts about travel experiences
CONTENTS: Function: Narrating a travel experience and commenting on a blogpost about travel
experiences.
SKILLS: Writing
MATERIALS AND RESOURCES:
- Computers, smartpads or smartphones
- Internet connection/ Wi-Fi
- PowerPoint document
- Projector
- Board /markers
- Web pages tools with content previously created
PROCEDURE:
Post-task (activity using technology #3) (Time 30 minutes)
The teacher asks students to write a similar travel experience narrative like using “Jim’s travel
blog”. They upload their writing in a forum previously created by the teacher in the learning platform
used in the institution called (Tema-Canvas).

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 Assignment – FP010 CALL

The students are then asked to also interact in the forum by writing a comment in at least three
students’ posts by asking questions, highlighting or talking about a similar experience they have
had. The students are advised to follow the additional guidelines below.
The narrative must
1. be between 350-500 words.
2. include pictures of some places, activities, things and people related with the travel.
3. use the correct grammar, vocabulary, coherence, punctuation and spelling.
The tool students are going to use for this second activity is in a web page called TEMA UNAB
https://tema.unab.edu.co/

FOLLOW UP/HOMEWORK:
The teacher asks students to complete two activities related to the set of cards used in the warm
up activity so they will need to log in in www.quizlet.com and do the match and test with the
vocabulary.
The tool students are going to use for this second activity is in a web page called Quizlet.com
https://quizlet.com/co/417590346/travel-verbs-vocabulary-flash-cards/

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 Assignment – FP010 CALL

EVALUATION OF STUDENTS

Throughout the lesson, the progress of each students is evaluated as they develop the activities
with the online tools. The Quizlet, Educaplay and FlexiQuiz platforms, which used in the lesson,
records the scores students while they are doing the activities and give a cumulative report to the
teacher at the end of the activity, with each activity graded over 5, as shown below.

The above computer-based evaluation of students’ progress in the lesson is favoured by the
objective nature of the activities done by students, hence the platforms can be programmed to
grade students’ automatically. However, in the case of the post-task activity where students have
to write their own blogposts and comment on those of their colleagues, a subjective assessment
of students’ writing performance is needed. Also, since the Tema-Canvas platform isn’t capable of
automatically grading students’ writing samples, the teacher needs to check each students’ own
blogposts and the comments they have made on their colleagues’ blogposts and evaluate them
manually. To do this, following grading criteria is suggested.

Does the student follow Accomplished Partially accomplished Not accomplished

the instructions and
guidelines? 1 mark 0.5 marks 0 marks

Does the student Accomplished Partially accomplished Not accomplished

include relevant
content? 1 mark 0.5 marks 0 marks

Does the student use Accomplished Partially accomplished Not accomplished

the right vocabulary
and coherence? 1 mark 0.5 marks 0 marks

Does the student use Accomplished Partially accomplished Not accomplished

correct grammar?
1 mark 0.5 marks 0 marks

Does the student use Accomplished Partially accomplished Not accomplished

correct spelling and
punctuation? 1 mark 0.5 marks 0 marks

Total marks: ___/5

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 Assignment – FP010 CALL

The final grade of each student is calculated by taking a weighted average of the grades of all the
lesson activities over 5. Each activity carries different weight factor. i.e. warm-up and follow-up
(from quizlet) = 0.2, while-reading gap fill (from Educaplay) = 0.2, post-reading comprehension
(from FlexiQuiz) = 0.2 and post-reading blogpost (from Tema Canvas) = 0.4. An example is given
in the table below. The pass minimum pass grade is 3.0

Warm-up and While-reading Post-reading Post-reading

follow-up (from gap fill (from comprehension blogpost (from
quizlet) Educaplay) (from FlexiQuiz) canvas)

Weight factor X * 0.2 X * 0.2 X * 0.2 X * 0.4

Possible mark 4 * 0.2 5 * 0.2 4 * 0.2 3 * 0.4

Mark 0.8 1 0.8 1.2

Calculation 0.8 + 1 + 0.8 + 1.2 = 3.8

Final grade 3.8/5 (Passed)

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 Assignment – FP010 CALL

REFERENCES

Council of Europe. (2001). Common European framework of reference for languages:

Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of
Cambridge.
Bernal, L. (2019, August 10). Travel blog. Retrieved from
https://es.educaplay.com/recursos-educativos/4713209-travel_blog.html
Bernal, L. (2019, August 9). Travel – Verbs and Vocabulary. Retrieved from
https://quizlet.com/co/417590346/travel-verbs-vocabulary-flash-cards/
Awuni, E. (2019, August, 11). Jim’s Travel Blog. Retrieved from
https://www.flexiquiz.com/SC/N/4645f36d-6745-47f1-9235-a474a0fe2a16,
Unab (2019, August 10). Tema-Canvas. Retrieved from https://tema.unab.edu.co/

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