Integrating Information Technology in the ESL Classroom

Group members:1. Amanda KWAN, Man Lee (07640639)2. Rainbow TAM, Yi Lok (07640794)3. Sheila WU, Sze Wa (07640847)

Use of technology1. Audacity

- Modify the tempo of online resources- Break the mp3 file into segments to align the reading text

2. Photo Impact- Select a particular image from an original source

3. Microsoft PowerPoint- Design the E-book

4. Google Docs - Forms- Quizzes for post-reading activity

5. WikiSpaces- Ss’ collaborative work for post-reading activity

Target group of students

• Secondary 2 of a CMI school• Topic: Alice’s Adventures in Wonderland

(Chapter 1: Down the Rabbit Hole)

Lesson ObjectivesAt the end of the lesson, Ss will be able to- Demonstrate knowledge of the plot and major

characters presented in Chapter 1 of Alice’s Adventures in Wonderland

- Develop appreciation of literature- Make predictions when reading a fairy tale- Share their opinions and feelings towards a fairy

tale- Participate in a collaborative learning activity

and communicate with others- Have greater interest in reading with interesting

animations and visuals

Language Objectives

• To improve Ss’ pronunciation• To develop Ss’ listening skills by listening to

the audio clip• To develop Ss’ speaking skills by participating

in group discussion

Teaching Flow

• Pre-reading:- Show Ss a video clip

• While-reading:- Show Ss the E-book

• Post-reading:- (Self) Online reading comprehension exercise- (Group) Group discussions through WikiSpaces

Pre-reading stage

• To give Ss a brief idea about Chapter 1: “Down the Rabbit Hole” of the story “Alice’s Adventures in Wonderland”

• To arouse Ss’ interest• To activate Ss’ schemata

While-reading stage

• To incorporate visuals and audios in the story reading stage

Traditional story reading vs. E-book

Advantages of using

E-book

• Entertainment

• Cater for learning differences

• Encourage extensive reading

• Enhance Ss’ reading and

listening skills

Limitations of traditional

story reading

• The layout of the reading

text may not be interesting

enough to arouse Ss’

interest• No animation• Less motivation

Post-reading stage (1)• To consolidate Ss’ understanding by

completing an online reading comprehension exercise

• To Check Ss’ understanding

• Improve teaching effectiveness

Advantages of using Google Docs - Forms• T can check Ss’ work done by viewing from

responses selecting Spreadsheet.• Collaborative Learning: By enabling the

option ‘Publish Response Summary”, students can also view their classmates’ answer after they have handed their work.

Post-reading stage (2)

• To provide a platform for collaborative learning by WikiSpaces.

Advantages of using WikiSpaces

• Encourage Ss to share their opinions with others through discussion

• Enhance collaborative learning• Learn more about the background

information of the book (including the author and also other resources related to the book)