SECOND GRADED ASSIGNMENT: PART 1

n  Title of Article, Author, Journal, URL

• Cyber Discourse of Georgian Young Adults
• Ekaterine BAKARADZE (2012)
• Scientific Journal of Humanities, 2(2):43-50,2012

n  Purpose of Study/ Objectives

• To investigate CMD of netizens, or the main means of communication among computer users.
• To examine the worldwide accepted computer ‘cyberspeak’, as the most productive sphere of new words production among teenagers and young adults in the viewpoint of quick discourse, economy of time, space, energy and money

n  Statement of problem/Significance

•  Using the abbreviated words in the World Wide Web is considered as the most efficient way of communication, exchanging information throughout the world.

n  Research Objectives

• Ascertain the function of shortened units and other substitutes of non-verbal language in the development and enrichment of the computer ‘cyberspeak’ with new words, emoticons and smileys.
• Define types of shortening used.
• To examine frequency of their usage assess their function on virtual word-formation and their possible influence on spoken and written language.

n  Methodology

•  Forums
• Facebook instant messaging
• Skype instant messaging
• Questionnaire

n  Sampling/Population/Participants

• Georgian young adult web community / netizens (network citizens), conducted in English
• Undergraduate students at International Black Sea University, Tbilisi, aged 18-22

n  Findings & Discussion

• Shortenings and smileys can be found in every kind of Computer Mediated Discourse as SKYPE,Facebook, E-mail, etc.
• In order to give specific emotional expression, words are shortened to the initials, and sometimes only one letter is written. This symbol can be digit or punctuation mark.
• The more diversified one’s language is the higher is his/her virtual and/or social status.
• Netizens construct modern identities through the use of internet language.
• All four types of shortening: abbreviation, acronym, clipping and blending are very productive, useful and adoptable ways for the creation of new words among CMD users.

COMMENTS

Based on the journal chosen, we found that young people who have good grasp of English as a second language are able to communicate better in instant messaging (IM) with the use of symbols, smileys, acronyms etc. That hypothesis can be proven even in Malaysia, where most teenagers who have basic knowledge of English language can converse well with reduced words and emoticons with each other.

According to Bakaradze, shortened words and smileys can be found in any kind of instant messaging (IM) in, WhatsApp, Twitter, Facebook, SKYPE, e-mail etc. This is true because when communicating on the Internet, people have the need to imitate real-life conversation. This can be portrayed by using a lot of reductions like abbreviations, blend words, smileys etc. to show emotions that are absent in writing. Furthermore, shortened words and abbreviations tend to be used to cut time in typing, so the message can be delivered faster.

Other than that, the journal suggested that one’s social status is shown in their diversion of language, this is mainly due to the abbreviations and acronyms are mostly created in English. Therefore those who do not possess the ability to speak in English may find a harder time to use the “cyberspeak”.  Bakaradze also finds that netizens (network citizens) create their identities through the language they use on the Internet. This however may differ from the young people in Malaysia, as those who are considered “educated” or “fashionable and cool” as in Georgia may have the same kind of “cyberspeak” as those who are “traditional” or “old-fashioned”.

REVISED VERSION: LESSON PLAN

Theme of lesson: Challenges in Growing Up

Language skill: Speaking

Sub skills: Listening, Writing

Date: 5th March 2014

Time: 10 a.m. – 11.20 a.m.

Duration/Time: 2 periods (80 minutes)

Level of students: Polytechnic students

Level of language: Intermediate

Number of students: 40 students

General objectives:

·        To improve students fluency in English language.

·        To build students confidence in using English.

·        To encourage students in thinking critically using English.

Values:

·         Being true to one’s self.

·         Overcoming obstacles.

·         Never give up.

·         Teamwork and cooperation.

·         Time management.

Learning outcomes: At the end of the lesson,

·        Students should be able to pronounce words correctly.

·        Students should be able to speak proficiently and confidently in English with less hesitant.

·        Students should be able to critically analyse issues in English.

Teaching aids (software or language sites):

• Windows Media Player (video downloaded from YouTube): Poem recitation ‘If’ by Rudyard Kipling.
• Dragon Naturally Speaking: speech recognition and synthesizer software : http://www.nuance.com/for-individuals/by-product/dragon-for-pc/home-version/index.htm
• Student interactive: Persuasion map: http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html
• Computers and microphone
• LCD player.

Procedure:

Number	Duration	Activities	Teaching Aids/ Resources	Teacher’s Role
1.	5 minutes	Induction		1. Teacher briefs the students by introducing the theme about the subject and   activities that they are going to do for today’s lesson. 2. Teacher clarifies about the objective of today’s lesson and recalls some knowledge of previous classes that will be beneficial to be practiced in today’s lesson.
2.	1 minute 2 minutes 3 minutes	Watch video	Video of poem recitation ‘If’ by Rudyard Kipling.	1. Teacher then distributes the printed version of the poem's lyric to each and every student. 2. Teacher briefs the students generally on what the video is all about and asks the students to focus on the issues, values discussed in the poem. 3. Teacher plays the recitation video to the students.
3.	2 minutes 7 minutes 3 minutes	Pronunciation (Activity 1)	Computers Dragon Naturally Speaking software	1. Teacher demonstrates step by step on how to use the pronunciation software that has already been installed on every computer in the class. 2. Now, the teacher instructs each student to recite the poem to the software on their own. The software will give an instant feedback. 3. At the end, teacher randomly chooses two to three samples of poem recitation from selected students as to show the errors made.
5.	1 minute 1 minute 10 minutes	Group discussion	Computers Students interactive: Persuasion map	1. Teacher requests the students to create 8 groups consisting of 5 students each. 2. Each group needs to open a webpage as a medium to exemplify their ideas at the given link: http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html 3. This webpage offers a persuasion map where students can discuss, disseminate and explicate their ideas in groups by analyzing critically on the poem. 4. Along the way, teacher clarifies that students are able to use computers prepared in classroom to find information. 5. Teacher monitors the discussion to ensure both introvert and extrovert learners contribute by providing ideas. 6. Teacher randomly selects a representative from each group to present their ideas in front of the class so that each and every student will be ready..
6.	42 minutes	Mini presentation and open discussion (Activity 2)		1. Each group presents their ideas in front of the class not more than 5 minutes with the help of the persuasion map software. 2. Other students need to actively participate in the discussion should there be   any confusion by asking question for clarification.
7.	3 minutes	Conclusion		1. Teacher explains clearly about today’s activities and reflects by asking them what they have learned from the whole lesson.

Evaluation:

• Dragon Naturally Speaking: speech recognition and synthesizer software – Evaluate student’s pronunciation.
• Mini presentation – Examine issues discussed are relevant to the poem.
• Participation – Observe student’s involvement and contribution to the discussion.

Reflection on Lesson Plan Assignment

At the end of our CALL lesson, we have been given a task to create a lesson plan based on our chosen skill for a target group of students. For this task, we have chosen the Speaking skills for a group of 40 Polytechnic students. The lesson will be conducted in two periods, 40 minutes each. The lesson period is longer than the usual Speaking skills lessons as the students are in the Intermediate level, meaning that they have the basic rules and knowledge in the English language. It is also not as long as other higher education Speaking skill lessons as the students may not have acquired enough knowledge to master the skill. There are sub-skills involved in the lesson which are Listening and Writing. The theme for the lesson is 'Challenges in Growing Up'.

The reason why we chose Speaking skill apart from other more common skills, this is because Speaking skill is under-rated and seem useless, while it is actually one of the most important and useful tools in life. Speaking skills are important whether it be communicating one on one or to a larger audience. Building rapport, a connection with the audience allows them to feel part of the relationship, valued and considered. When that occurs and they engage and respond it allows positive two-way communications to begin to develop. It is important for the students to see how having good Speaking skills can improve their English language learning in all aspects. With Speaking skills, students can deliver their thoughts better, and thus have more confident in developing and improving their other set of skills such as listening and writing. With good speech comes good feedback, therefore more improvements. 

Some of the challenges that we faced in designing this lesson plan were finding the one computer software that fits our objective. Most softwares that are available only focus on the right pronunciation with the right grammar. Even though those elements are important in public speaking, we had to be critical to find the one that suits our lesson plan. Our focus was for the students to develop self confidence in reading and understanding their speech material. That would mean that even though their pronunciation and grammar may be wrong, the students would at least feel confident in speaking in front of the public despite their error. We would like to instill the idea of the first step towards success is self-faith in the students. After weeks of searching, we have finally found the right software, Dragon Naturally Speaking which focuses on pronunciation and gives positive feedbacks right away. With the software, students would be able to detect and correct their errors, and attempt to do the test multiple times. After that, the students will have to practice in front of the whole class for the teacher to evaluate. 













After the presentation, we received positive and constructive feedbacks. Some of the comments are regarding time allocation, as we would be handling a big number of students. The audience also commented our choice of material the poem 'If' by Rudyard Kipling. We cleared up the air by explaining that the poem works both ways; as high-order thinking material and also as lesson for the students behind the message. The positive feedback we received was very enlightening. After the task, we agreed that designing a lesson plan is not an easy job. Being a teacher is not just about ruling over children, it's about educating the future generation. Teaching is a noble job and a huge responsibility. We hope that educators could improve and use our lesson plan for a better future. 

GRADED ASSIGNMENT 1: CALL Lesson Plan for Speaking Skill :)

Theme of lesson: Challenges in Growing Up

Language skill: Speaking

Sub skills: Listening, Writing

Date: 5^th March 2014

Time: 10 a.m. – 11.20 a.m.

Duration/Time: 2 periods (80 minutes)

Level of students: Polytechnic students (rural area)

Level of language: Intermediate

Number of students: 40 students

General objectives:

·        To improve students fluency in English language.

·        To build students confidence in using English.

·        To encourage students in thinking critically using English.

Values:

·         Being true to one’s self.

·         Overcoming obstacles.

·         Never give up.

·         Teamwork and cooperation.

·         Time management.

Learning outcomes: At the end of the lesson,

·        Students should be able to pronounce words correctly.

·        Students should be able to speak proficiently in English with less hesitant.

·        Students should be able to critically analyse issues in English.

Teaching aids (software or language sites):

·     Windows Media Player (video downloaded from YouTube): Poem recitation ‘If’ by Rudyard Kipling.

·    Dragon Naturally Speaking: speech recognition and synthesizer software : http://www.nuance.com/for-individuals/by-product/dragon-for-pc/home-version/index.htm

· Student interactive: Persuasion map: http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html

·   Computers

·   LCD player.

Procedure:

Number	Duration	Activities	Teaching Aids/ Resources	Teacher’s Role
1.	5 minutes	Induction		1. Teacher briefs the students by introducing the theme about the subject and activities that they are going to do for today’s lesson. 2. Teacher clarifies about the objective of today’s lesson and recalls some knowledge of previous classes that will be beneficial to be practiced in today’s lesson.
2.	1 minute 2 minutes 3 minutes	Watch video	Video of poem recitation ‘If’ by Rudyard Kipling.	1. Teacher then distributes the printed version of the poem's lyric to each and every student. 2. Teacher briefs the students generally on what the video is all about and asks the students to focus on the issues, values discussed in the poem. 3. Teacher plays the recitation video to the students.
3.	2 minutes 7 minutes 3 minutes	Pronunciation (Activity 1)	Computers Dragon Naturally Speaking software	1. Teacher demonstrates step by step on how to use the pronunciation software that has already been installed on every computer in the class. 2. Now, the teacher instructs each student to recite the poem to the software on their own. The software will give an instant feedback. 3. At the end, teacher randomly chooses two to three samples of poem recitation from selected students as to show the errors made.
5.	1 minute 1 minute 10 minutes	Group discussion	Computers Students interactive: Persuasion map	1. Teacher requests the students to create 8 groups consisting of 5 students each. 2. Each group needs to open a webpage as a medium to exemplify their ideas at the given link: http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html 3. This webpage offers a persuasion map where students can discuss, disseminate and explicate their ideas in groups by analyzing critically on the poem. 4. Along the way, teacher clarifies that students are able to use computers prepared in classroom to find information. 5. Teacher monitors the discussion to ensure both introvert and extrovert learners contribute by providing ideas. 6. Teacher randomly selects a representative from each group to present their ideas in front of the class so that each and every student will be ready.
6.	42 minutes	Mini presentation and open discussion (Activity 2)		1. Each group presents their ideas in front of the class not more than 5 minutes with the help of the persuasion map software. 2. Other students need to actively participate in the discussion should there be any confusion by asking question for clarification.
7.	3 minutes	Conclusion		1. Teacher explains clearly about today’s activities and reflects by asking them what they have learned from the whole lesson.

Evaluation:

·         Dragon Naturally Speaking: speech recognition and synthesizer software – Evaluate student’s pronunciation.

·         Mini presentation – Examine issues discussed are relevant to the poem.

·         Participation – Observe student’s involvement and contribution to the discussion.

Reflection:

1) Allocation of time: Time may be one of the teacher's barriers to conduct a better lesson, it may not be enough for each session as some students may need more time to adapt and adjust to the activities.

2) Accessibility: Some of the computer softwares may require high-speed internet access or a certain type of payment in order to be used. If the software was meant to be used for only a session, full payment might be a waste. 

Selected Poem: 

If by Rudyard Kipling

If you can keep your head when all about you

Are losing theirs and blaming it on you;

If you can trust yourself when all men doubt you,

But make allowance for their doubting too:

If you can wait and not be tired by waiting,

Or, being lied about, don't deal in lies,

Or being hated don't give way to hating,

And yet don't look too good, nor talk too wise;

If you can dream - and not make dreams your master;

If you can think - and not make thoughts your aim,

If you can meet with Triumph and Disaster

And treat those two impostors just the same:.

If you can bear to hear the truth you've spoken

Twisted by knaves to make a trap for fools,

Or watch the things you gave your life to, broken,

And stoop and build'em up with worn-out tools;

If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,

And lose, and start again at your beginnings,

And never breathe a word about your loss:

If you can force your heart and nerve and sinew

To serve your turn long after they are gone,

And so hold on when there is nothing in you

Except the Will which says to them: "Hold on!"

If you can talk with crowds and keep your virtue,

Or walk with Kings - nor lose the common touch,

If neither foes nor loving friends can hurt you,

If all men count with you, but none too much:

If you can fill the unforgiving minute

With sixty seconds' worth of distance run,

Yours is the Earth and everything that's in it,

And - which is more - you'll be a Man, my son!