Creating a Classroom Newspaper throug Task and Project Language Learning-project

7/31/2019 Creating a Classroom Newspaper throug Task and Project Language Learning-project

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IDENTIFICATION AND DESCRIPTION OF THE SITUATION:

STATEMENT OF THE PROBLEM

In the InstitucinEducativa San Francisco de Ass, there are 34 students in

9th grade. The group is compound by 21 girls and 13 boys between 14 and 16

years old. Some of them have an inadequate attitude toward the class and the

second language learning process. Their teacher uses a methodology focused on

grammar, filling the blanks, organizing words writing sentences, listening and

repeating the same conversation, etc. The classes do not have any specific

structure, there are not special activities to open a class and close it, and just the

teacher and students use the Interchange course book photocopies.

They speak most of the time in class about different things while the teacher

is explaining to them, when she asks them something about her explanation they

do not answer or cannot do it correctly. Students are always evaluated in pairs in

written way, so it is an easy opportunity that permits them to copy and students

who do not make or know nothing approve the exam. Most of them do not

communicate in English and they are not punctually with their work.

When the teacher assigns them to create a written conversation using their

own information, most of the students do not write well, they commit many

mistakes, they forget to use the subjects, or the verb, they do not write questions

correctly, but when they have to do activities like filling the gaps they do that well.

So the teacher corrects their mistakes giving other examples but they do not pay

attention to her. Those non-interested students do not like to participate in class;

just three or five students like to participate and to speak in front of the class in

speaking activities. They have problems with pronunciation, they do not like to

participate in speaking activities and they are not punctually with their class works

and home works.

Teachers face many problems in teaching and learning English Second and

English Foreign Language classrooms. Currently, students need to be involved


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Nunan (1989:10) offers this definition for TBLT: the communicative task is a piece

of classroom work which involves learners in comprehending, manipulating,

producing or interacting in the target language while their attention is principally

focused on meaning rather than form.

Learners should not go into new tasks cold and that some sort of pretask

preparation or cuing is important. Such activities might include topic introduction,

clarifying task instructions, helping students learn or recall useful words and

phrases to facilitate task accomplishment, and providing partial demonstration of

task procedures. (J. Richards & T. Rodgers: 236)

When teachers are applying TBI, the use of authentic tasks can be supported by

authentic materials when it is possible. The following are some of the task types

that can be built around such resources:

Newspapers, one task might be students examine a newspaper, determine its

sections, and suggest new sections that could go in it; other activity could be

preparing a job-wanted ad using examples from the classified section. Television,

students take notes during the weather report and prepare a map with weather

symbols showing likely weather for the predicted period; in watching anadvertisement, students identify and list hype words, then, they try to construct a

parallel ad following the sequence of the hype words. Internet, seeking to find an

inexpensive hotel in a country, they have to search with different engines (eg.

Yahoo, Netscape, Snap) comparing search times and analyzing the first ten hits to

determine most useful search for their purpose; students initiate a chat in a chat

room, indicating a current interest in their life and developing an answer to the first

three people to respond. They then start a diary with these text-sets, ranking the

responses. (J. Richards & T. Rodgers: 237)

According to Pia Arboleda at al (Pedagogy Workshop Summary. 2010: 2),

challenges and assessment in Task based project could be consider into the

following aspects:


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Stimulates higher-level thinking skills.

Gives students responsibility for their own learning.

Distances teachers role from teacher-dominant instruction.

Demands adaptation and creativity from teachers and students.

Use information from varied sources.

It can be carry out in different period of time. Can be over a short period of time or

extended over a few weeks.

Can be adapted and used in almost all levels, for different ages and abilities.

Traditional classrooms can diversify instruction with and occasional project.

Projects can be integrated to reinforce important pedagogical issues.

Works on Real life issues. They are linked with students interest about Real world

concerns and issues or significance.

Has a final product that can be share with any person from the community

or outside. Can simulate real word situations.

Can be adapted by any kind of issue.

Project work is potentially motivating, stimulating, empowering, and challenging.

It usually results in building students confidence, self-esteem, and autonomy

as well as improving students language skills, content learning, and cognitive

abilities.

Depends on a variety of factors, including curricular objectives, course

expectations, students proficiency level, students interests, time constrains

and availability of material.(p. 110)

Sheppard and Stoller (1995) proposed an 8-step sequence of activities for applying

project work in a classroom, so that model has been modified, after testing it in

several language classrooms and teacher-training courses. After that, there is a

proposal of 10-step sequence described here in detail.

1. Agree in a theme for the project2. Determine the final outcome

3. Structure the project

4. Prepare students for the language demands of step 5

5. Gather information



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7. Compile and analyze information


9. Present final product

10. Evaluate the project

These language interventions help students to complete their projects successfully

because of their applicability and relevance. The language intervention steps 4, 6,

and 8 are optional, depending of the language proficiency and needs of the

teachers in training.

To sum up, it can be say that all of the mentioned studies reconfirmed the

importance of applying Task and Project Based in ESL/EFL classroom. There are

many suggestions and theories by scholars and researchers about these

approaches. Even though, there are not sufficient experimental researches and

studies applied to our context, most of the researches have been carried out in

other countries with different learners conditions and institutions environments.

Therefore, some aspects about these studies can be contribute to the development

of the research project applied in order to find out the best strategies to create and

apply a classroom project and use of the language among students from San

Francisco de Asis High School 9th C (Florencia, Colombia) during the English

class.

Procedure

In May 4th, 2012, I went to Institucin Educativa San Francisco de Ass and

talk with students from 9C in order to tell them about the project I wanted to

develop with their collaboration; it is to create a classroom newspaper, applying

two ESL/EFL teaching approaches Task and Project Based. They were informed

about the objectives and the significance of the research project. Then, I askedthem if they wanted to help me with the development of the project and they were

in agreement. The first class would start on May 7th.

Data Analysis Procedure:


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The data analysis in this project was qualitative. It was focused on the process,

learning and improvement that students were showing through the development of

the project. How they wrote at the beginning of the process, how they were

improving and at the end the results they had in their articles and news.

Limitations of the Study

There were some limitations in this study, which should be mentioned as so

avoid any overgeneralizations and misinterpretations of the results. First, due to

the time concerns, because there were many days in which the students had not

class, because of extracurricular activities and holidays. For that reason, it was

necessary they worked at home and sent the articles by e-mail and receive

feedback in the same way. On the other hand, there were financial problems,

because the printing is so expensive and most of the students did not give the

economic contribution for that. We just could print 30 newspapers. It can be

considered they were independent learners because most of the time they need to

work outside the class due to the time to finish the project.

Organization of the lessons

The project is designed for 12 hours of instruction taken during four weeks.

Teachers Lesson Plan:

First lesson the teacher show to students the parts of a newspaper

and the type of news we can find in them. Student objectives are stated

next, followed by a list of pre-organizing strategies. Next, learning activities

outline steps to help students learn about newspaper writing or design. The

final section directs students to take information they have studied and apply

it to their own classroom newspaper and at the end they have to make an


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show it in the newspapers I had. They took notes while I was explaining and asked

questions if they did not understand something.

When I finished the introduction, I asked them to work in groups of four

people for students to work with some newspapers I delivered to them. They had toidentify the parts and kind of news and articles they could find in the newspaper

they received. The newspapers they received were written in Spanish because in

our context it is difficult to get real English newspapers, so the idea was they could

identify the parts and kind of articles. At the end they had to give me the written

report about the activity.

The class was good, students participated actively and few of them try to do

it in English. They showed interest in the activity, although there were few students

who did not like the activity and they did not showed good disposition to work, so I

encouraged them to work, and they did it but in Spanish.

Monday, May 14th

The class started a little late, because the teachers were in a meeting with

the coordinator before starting classes.

When students arrived to the classroom I greeted them and took the

attendance. After that, I told them the objective for the class, The students

selected the type of article they wanted to write and started doing it. I showed

them a set of formats or worksheets for each type of articles; it was a kind of

support for them to start writing. Then I asked them to organize in groups of four

people because they had to decide thetype of article they wanted to write. They

organized into groups and when they decided I gave them the format they need

according to their decision. Two groups selected news stories, other decided to

make a puzzle, two chose editorials, two groups decided to write feature articles

and two took the decision of making up advertisements.


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They had to decide the article they would write, according to the type of

article they wanted to write. It took some minutes and they asked me if their

decision was appropriate for the format they chose. I helped them giving some

suggestions and recommendations to start writing, and they asked me if they had

some difficulties and doubts.

Finally, because of the time, it was necessary to say to them send me the

first draft to my e-mail account two days later in order to check it and give them

feedback to make the necessary corrections. Students were in agreement and I

perceived they liked what they were doing.

Friday, May 25th

The class started at 8:15 am in the technology classroom. I told students

about the e-mails I received on May 22nd and asked them if they received it,

because some of them did not send the homework, I asked them the reasons of

that. They gave some excuses and I gave them the opportunity to continue working

in it. Fortunately, there were internet in the classroom, and the students who sent

the work and received feedback could correct it during the class. They had the

opportunity to ask me when they did not understand some suggestions I wrote in

their articles and I clarified it to them.

The class was just one hour and the time was not sufficient for students to

finish their works. Because of that I asked them to send the second draft on May

26th and they were in agreement. Finally, they organized their stations and left the

classroom.

Monday, May 28th

The class started at 6:30 am.Because most of the articles continue with

mistakes, I printed them and gave them to the students. They had to finish the


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correction that class according to the suggestions and recommendations I gave

them before. If they had some questions, I was there to help them to finish their

articles. They worked well and they behave as never that day, because they

wanted to present a good article in the newspaper. Because I needed their articles

to print them, I asked them to send the last correction that day in the afternoon.

At the end of the class, I gave some suggestions to them for the newspaper.

I wrote some possible names on the board and I asked students to select one.

Most of them selected this name School Times.

Tuesday, May 29th

The mathematics teacher let me her class in order to organize with the students

their newspaper presentation. The class started at 10:15 am. I told them, they had

to organize the oral presentation for Friday, June 1st; they will make the

presentation to 7th grade.I said to them some suggestions to organize their

presentation. They had to focus on the following questions:

Type of article and its name.

Why did they decide to write it?

Some articles main ideas

Why should people read it?

They started organizing what they wanted to say, they used their dictionaries

and I helped them when it was necessary. They were afraid of the presentation

and I tried to encourage them to do their better.

Friday, June 1st

It was the newspaper presentation for students show their results to another group

of the high school, they day before I told them the categories I would evaluate

(Accuracy, Vocabulary, Fluency, Pronunciation, Interaction), I sent the rubric to


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their e-mail accounts because they had to know the specific characteristics that will

be evaluated during their intervention.

These are the results students showed in the oral presentation, five categories

were evaluated and each one had four items. 4 is the higher grade and 1 the lessone.

CATEGORY 4 3 2 1

Accuracy 14 students 8 students 2 students

Vocabulary 2 students 17 students 2 students 3 students

Fluency 1 student 5 students 12 students 6 students

Pronunciation 6 students 15 students 3 students

Interaction 2 students 6 students 8 students 8 students

TOTAL 5 48 45 22

It can be said that most of the students are between 2 and 3 grades, they present

more difficulties in fluency and pronunciation, but most of them have a good use of

the vocabulary according to the context and topic they were talking, It is important

to consider if students continue learning through the application of projects and

tasks they could improve their skills at the end of the school process.

Grade Number of students

4.5 1

3.0 3.5 16

2.0 2.9 4

1.0 1.5 3

4.1 % of them obtained an excellent grade

66.6 % of the students obtained a good grade.

16.6 % obtained a low grade

12.5 % obtained a lower gradCoding the Data


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Class objectives

The students were able to identify the main characteristics and parts in a

newspaper

The students selected the type of article they wanted to write and started doing it.

They had to finish the correction that class

To organize the oral presentation for Friday

Resources

I used a slide power point presentation

newspapers to explain to them

formats or worksheets

send me the first draft to my e-mail account

the technology classroom

there were internet in the classroom

Teachers strategiesgiving examples

give them feedback

I printed them and gave them to the students

I said to them some suggestions

Students interest

They took notes

asked questions

few of them try to do it in English


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few students who did not like

they did not showed good disposition to work

they liked what they were doing

They worked well and they behave as never that day

Students organization

them to work in groups of four people

organize in groups of four people

Students developed skills

give me the written report about the activity.

they did it but in Spanish

received feedback could correct it during the class

wanted to present a good article in the newspaper

Students likes

type of article they wanted to write

Two groups selected news stories

make a puzzle

two chose editorials

two groups decided to write feature articles

making up advertisements.

Teacher-students interaction

they asked me if their decision was appropriate


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they asked me if they had some difficulties and doubts

ask me when they did not understand

suggestions and recommendations I gave them before.

Teachers active part

I wrote in their articles and I clarified it to them.

CODES AND THEMES

THEMES CODES

Class direction Class objectives

Teachers Methodology ResourcesTeachers strategiesTeachers active part

Students Attitude Students interestStudents likes

Students Performance Students developing skills

Classroom Interaction Teacher-students interaction, Studentsorganization.

Themes Descriptions

Class direction

The objectives of the class are an important part of a ESL/EFL

lessons, because we need to set what our students are going to reach or get

during the class and the results we expect them show at the end of the

process. According to Willis (1996) Task-based language learning is an

approach in which learners concentrate on meaning rather than form. It


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means students develop a group of tasks and they do not concentrate on

form based exercises, so students need to express their own ideas, either

orally or in a written way about the topic of the class. For that we as

teachers have to consider the aim for each class and the objective or

purpose we want to reach at the end of the process; in this study the

objective was to create a classroom newspaper, so the students had the

opportunity to practice writing skill during the process and show the results

orally.

Teachers Methodology

The methodology is the way to do something, so, it is a variety of

resources and strategies teachers use in order to implement easier the

teaching-learning process and get the purposes step by step. First, she tried

to create a good classroom climate greeting the students and asking them

about their previous day or classes, giving them the opportunity to work in

pairs or groups as they wanted, providing them the facility to access to the

materials, correcting and congratulating them using formu laic speech, are

you sure?, really?, Oh no!, excellent!, you are right!. Also we have to

consider our role as teachers when we are applying task and project based,

we are facilitators, according to the Fredricka L. Stoller, we need to offer them

support during whole process,for that we can not impose anything to our

students, just give suggestions and recommendations helping them when

they need us.

Students Attitude

Students showed a good disposition at the moment of starting their

assignments and they liked to work cooperatively. I noticed some groups

help others, they interchange ideas and most of the time they were

interested on doing the better as they could. They had the opportunity to


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select what they wanted to write about and it is consider they work better

when they have the possibility to write or speak about they like, because in

that way they can express their ideas and positions toward any situation or

thing.

Students Performance

Throughout the project process the learners improve their knowledge

and use of the language in a little part. They showed good results in written

skill. They learn common vocabulary related to the context. Even though

they did not have the better pronunciation while they tried to communicate

something to the class, they pronounced the words like they write them and

sometimes they wrote the words like they listened them, but the messages

were understood by the teacher most of the time. All of the students work

well in the written exercises but only few of them like to participate in class

sharing their learning and ideas. As FedericaL. Stoller says Project work is

potentially motivating, stimulating, empowering, and challenging. It usually

results in building students confidence, self-esteem and autonomy as well

as improving students language skills, content learning and cognitive

abilities.

Classroom Interaction

In the interaction part we need to consider students organization,

teacher-students interaction, students-students interaction. It can be said the

interaction between teacher and students was good because she involve all

of them in the activities and she permit that students express their ideas

helping them to correct some mistakes and suggesting if it was necessary.Students worked cooperatively and they showed a good disposition to do

their assignments as better as possible listening to the teacher and

classmates suggestions and recommendations to improve their articles.


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Conclusions and Recommendations

This study aimed to apply an interesting and meaningful project through

Task and Project Based Work in order to improve students attitudes for learning

English meaningfully. For students attitude and performance in learning a ForeignLanguage it can be said they showed good disposition to work while they are doing

something and working cooperatively with all of their classmates and the support of

their teacher, but let them to express their ideas and thinking according to their

context and interests.

The role of the resources and materials is an important aspect we have to

take into account when we work with this approaches because we need to catch

students attention and identify how they learn better, according to Pia Arboleda at

al (2010) multiple drafts, training and continuous feedback in order to design and

accomplish the project, division of labor in collaborative projects and keeping track

of individual contribution play an essential role during the process; and we can see

it in the current study, in which it was necessary to correct many times to reach a

successful result in the newspaper project.

The findings indicate that students from 9th grade in the Institucin Educativa

San Francisco de Asis present positive responses to the applied methodology,

whereas, it is very important to combine the activities and connect the resources

with them in order to obtain good results. It should be considered by English

instructors as a beginning point for providing some pedagogical implications at the

moment of design their syllabuses, plan their classes and prepare their materials

and methodologies, and continue to investigate in order to find out better results.

AppendixesIn this section we can observe the lesson plans the teacher carried out during the

process, the worksheets students develop in order to start writing their articles, and

the rubric for assess the speaking part during the newspaper presentation.


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UNIVERSIDAD DE LA AMAZONIA AIM: The students are able to identify the main characteristics and parts in a newspaper CLASS:9 C Number of students: 34

ENGLISH PROGRAM Situation/function

PROFESSOR: Maritza Housset Fonseca

STUDENT: Lina Vanessa Crdenas

May 07

LESSON TIMING SKILL INTERACTION PROCEDURES TEACHING

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REFLECTION

TEACHERS STUDENTS

STARTING20 Speaking Teacher whole

ClassThe teacher greets the students andtakes the attendance. She presents

herself and asks students names in

order to meet them. Then, she tells

them what the project is about and

the importance of do it.

Students greet the teacher andpresent themselves saying their

names. Then, they listen to the

teacher in order to know what they

are going to do in the project.

PRESENTA

TION

20 Speaking Teacher WholeClass

She presents to the students the parts

of a newspaper and the

characteristics of that giving to them

examples. She asks questions in order

to know if they understand and at the

same time she listen to them when

they want to participate.

Students pay attention and take

notes about teachers presentation.

Also, they participate in class asking

and answering questions during the

presentation.

Laptop

Video beam

Marker

White board

Newspapers

PRACTICE

30 ReadingWriting

Students groups Teacher asks students to organize into

groups of 4 people and gives the

directions to make the activity, and

give a newspaper to each group. Shegoes through the classroom helping

students in the activity.

Ss. listen to the teacher and start

working, they have to identify the

different aspects in the newspapers

according to the previousexplanation and introduction made

by the teacher. They have to write

what they find.

Newspapers

FINISHING 10 Whole Class She asks students to deliver the pieceof papers about the exercise, and

invites them to organize the

classroom before leave it.

Ss. give to the teacher their papers

and organize the classroom.


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UNIVERSIDAD DE LA AMAZONIA AIM: The students select the type of article they want to write and start doing itCLASS: 9 C Number of students: 34




May 14


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REFLECTION

TEACHERS STUDENTS

STARTING15 Teacher whole

ClassThe teacher greets the students andtakes the attendance. She tells

students the activity for the class.

Students greet the teacher andknow what they are going to do

during the class.

PRESENTA

TION

15 Speaking Teacher WholeClass

T explains to them what they have to

do and presents to them some kind of

formats for writing different type of

news. Then, she asks them to

organize into groups of four people.

Students pay attention and organize

the groups. Then each group decides

what type of article they are going

to write. (Stories news, feature

articles, advertisements, puzzle,

editorials)

Board

Marker

Photocopies

PRACTICE

40Writing

Students groups T gives a format to each group

according to the type of article they

are going to write and give some

directions. She goes through the

classroom in order to check students

work and help them if they need her.

Ss. receive the format and decide

what topic they want to write

according to the type of article they

select. If they need help or have

some doubts they can ask the

teacher.

Photocopies

FINISHING 10 Speaking Teacher wholeClass

She asks students to finish writing athome and to send the first draft to

her e-mail account before Wednesday

May 16th

in order to check it and give

feedback.

Ss. copy teachers e-mail accountand leave the classroom. They will

receive feedback on May 18 to

correct the paragraph and send it

again on May 22.

BoardMarker


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UNIVERSIDAD DE LA AMAZONIA AIM: The students correct their articles according to their teacher feedback CLASS: 9 C Number of students: 34




May 25


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REFLECTION

TEACHERS STUDENTS

STARTING15 Teacher whole

ClassThe teacher greets the students andtakes the attendance. She reports to

the students about the e-mails she

received on May 22nd

and asks what

did it happen with the rest because

not all of the groups send the

correction.

Students greet the teacher andlisten to her. Then, they say to her

the reasons about their lack of

responsibility to send the

homework.

PRESENTA

TION

10 SpeakingReading

Teacher Whole

Class


do and gives them some

recommendations to correct their

articles.

They pay attention to the teacher

and they have to work in their

computers on the technology

classroom.

Computers

PRACTICE

20Writing

Students groups The teacher is checking students work

and helping them to improve their

articles.

Ss. start correcting their articles and

asking for help when they do not

understand something.

Computers

Internet

FINISHING 5 Speaking Teacher whole

Class

She asks students to send the last

correction to her e-mail account onMay 26, and gives them the date to

make the oral presentation.

Ss. listen to the teacher and leave

the classroom.


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UNIVERSIDAD DE LA AMAZONIA AIM: Students prepare their oral presentations to present the newspaper CLASS: 9 C Number of students: 34




May 29


AIDS

REFLECTION

TEACHERS STUDENTS

STARTING

15 Teacher wholeClass

The teacher greets the students andtakes the attendance. She tells them

what they are going to do during the

class.

Students greet the teacher andlisten to her.

PRESENTA

TION

15 Teacher WholeClass


do and gives them some

recommendations to organize the

oral presentation.

They pay attention to the teacher

and they ask questions if they do not

understand something or give

suggestions if they want to do it.

Board

Marker

PRACTICE

35Speaking

Students groups The teacher is checking students work

and helping them to correct mistakes

in pronunciation, accuracy, etc.

Ss. Work in their presentations

according to the teacher

recommendations, they can base on

some questions:

What type of article they wrote and

its title?

Why did they decide to write it?

Main ideas about their article.

Reasons for people read it.

FINISHING 10 Speaking Teacher wholeClass

She tells students she is going to send

to their e-mail accounts the rubric to

evaluate their presentations.

She is going to evaluate five points:

1. Grammar/accuracy

2. Fluency3. Vocabulary

4. Pronunciation5. Interaction

Ss. listen to the teacher and leave

the classroom. They ask questions if

they want to clarify something.

Board


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Reporters Notebook Planning the Newspaper

To the newspaper writer:You will design your class newspaper.

Your assignment:Decide what your newspaper will be like.Fill in the blanks below.

PLANNING OUR NEWSPAPER

Newspapers name:

People who decide where to put the stories on the pages:

Person who checks our stories for spelling, grammar andpunctuation:

SPECIAL ASSIGNMENTSNews Stories:Feature Articles:Advertisements:

Editorials:Puzzles:Comics:

DEADLINE TIME!

Our stories and ads must be finished by:

Newspaper will be sent to printer by:The presentation will be on:


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Reporters Notebook Writing News Stories

To the newspaper writer:Here is one way to help you find the news.

What is new in

Your class Your school Your community

____________________ ___________________ _____________________________________ ___________________ _____________________________________ ___________________ _________________

This story is important becauseIt is about something that is happening nowIt is happening here in our classroom or schoolIt is about something unusualIt is about an important personOther

Answer these questions about your storyWho is the story about?___________________________________________________What happened?________________________________________________________When did this happen? ___________________________________________________Where did this happen? __________________________________________________Why is it important? _____________________________________________________

Write some details about your story__________________________________________________________________________________________________________________________________________

Write your introduction_______________________________________________________________________________________________________________________________________________________________________________________________________________

Finish your story:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Reporters Notebook Writing Feature Stories

Your assignment:Think of something that interests you. Write a story about it.

My story is about:______________________________________________________

Here are some interesting details about my subject

__________________________________________________________________________________________________________________________________________________________________________________________________________________

Write an interesting opening for your story

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Develop your story

____________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Finish your story

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Reporters Notebook Writing Opinions

Your assignment:Think of an issue that is important to you. Write down facts about the issue. Then writehow you feel about the subject. Get your editorial ready by filling in the spaces below.Draw an editorial cartoon about the same topic.

Introduction:Use a sentence to say what you are going to write about

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Body:Write your factsabout the subject here. Use sentences.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Conclusions:Write how you feel about the subject here. Use sentences.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

On a separate piece of paper, design an editorial cartoon on this topic.


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Reporters Notebook Creating Ads

Your assignment:Think of something that other students would like to have. It could be something touse or something to eat. Create an ad telling about it. Make your ad special. Itshould catch the readers attention right away. Get your ad ready for the newspaperby filling in the spaces below.

The product to be advertised is:__________________________________________

These people will be interested in what Im advertising:

______________________________________________________________________

Draw your ad in the box below. If you are going to make a larger ad for your newspaper,

use a separate sheet of paper.

Check your ad be sure itattractsthe readers attention

increases the readers interest in the productcreates a desire in the reader to own the producturges the reader to action to buy the product


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UNIVERSIDAD DE LA AMAZONIA

ENGLISH PROGRAM



INSTITUCION EDUCATIVA SAN FRANCISCO DE ASIS (IESFA)RUBRIC ORAL PRESENTATION (NEWSPAPER)

LEVEL: ELEMENTARYENGLISH SUBJECT

GROUP 9C

CATEGORY 4 3 2 1 Score

Grammar -Accuracy

Grammar wasused tocommunicateeffectively.

A few minordifficulties arosefrom not using thegrammar toachievecommunication

Grammaticalerrors led to manyminor difficultiesor one majorbreakdown incommunication.

Grammaticalerrors severelyhamperedcommunication.

AB

Vocabulary

Vocabulary relatedto the topic wasused to expressideas eloquently.

A few minor

difficulties arosefrom not usingappropriatevocabulary.

Some difficulties

arose due tolimited vocabularyand/or baddiction.

Communication

was severelyhampered dueto lack ofvocabulary.

Fluency

Student was verycomfortable duringthe presentationand he/she actedas a facilitator,helping theconversation flowand develops.

Student iscomfortable whenhe/she wasspeaking andwords came outwithout mucheffort. Pauses werenot very evident.

Some effort wasrequired tomaintain theintervention.There may havebeen a few longpauses.

Much effort wasrequired tomaintain theintervention.There may havebeen many longpauses.

Pronunciation

Excellent andclearly articulationof words,appropriatepronunciation andcontractions inspelling andadequateintonation ofsentences.

Good articulationand intonation inwords andsentences(statement,question)

Lack of intonationin sentences, butthere is a goodspelling andarticulation ofwords

Great lack ofarticulation andunusualspellings all ofthe time.

Interaction

The interaction

with the audiencewas very good.The student waslooking at themmost of the time.

Few times the

student did notmake eye andlanguage contactwith the audience.

Student did notmake many

contact with theaudience, most ofthe time he/shespoke like he wasalone.

Student did notmake eye

contact with theaudience andhe/she spoke ashe/she wasalone

4 = Consistent control3 = Reasonable control2 = Inconsistent control1 = little or no control


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Bibliography

Arboleda, P,.Bhatawadekar, S., Cheon, S., Jiang, S., KondoBrown, K., Gonzalez-Lloret, M.,Lee, A., &Fafinejad, D. (2010). Pedagogy Workshop Summary: Project and Task BasedInstruction.NHLRC Heritage Language Institute. (Online) from

http://nhlrc.ucla.edu/events/startalkworkshop/2010/handouts/project.pdf

Crdoba, P., &Navas, C. (2009).USING TASK-BASED INSTRUCTION IN AN ESP COURSEIN THE COMPUTER CENTER AT THE UNIVERSITY OF COSTA RICA.Revista ElectrnicaActualidades Investigativas en Educacin, Vol. 9, Nm. 1, eneroabril, 2009, pp. 1-25. (Online)fromhttp://redalyc.uaemex.mx/redalyc/pdf/447/44713054011.pdf

Fredricka l. Stoller.(2010). Project work: A means to promote language and content.

Cambridge University. Teaching can be better (Online blog).

fromhttp://teachingcanbebetter.blogspot.com/2010/11/project-work-means-to-promote-

language.html

AtefAll-Tamimi.,&MunirShuib. (2009). Motivation And Attitudes Towards Learning English: AStudy Of Petroleum Engineering Undergraduates At Hadhramout. University Of Sciences AndTechnology. GEMA Online Journal of Language Studies.Volume 9(2) 2009.

Richards, J., & Rodgers, T. (2001). Task Based Language Teaching: Approachers andMethods in Language Teaching. Cambridge University Press.

Richardas, J., &Renandya, W. (2002). An Antology of Current Practice: Methodology inLanguage Teaching. Cambridge University Press.
http://nhlrc.ucla.edu/events/startalkworkshop/2010/handouts/project.pdfhttp://nhlrc.ucla.edu/events/startalkworkshop/2010/handouts/project.pdfhttp://redalyc.uaemex.mx/redalyc/pdf/447/44713054011.pdfhttp://redalyc.uaemex.mx/redalyc/pdf/447/44713054011.pdfhttp://teachingcanbebetter.blogspot.com/2010/11/project-work-means-to-promote-language.htmlhttp://teachingcanbebetter.blogspot.com/2010/11/project-work-means-to-promote-language.htmlhttp://teachingcanbebetter.blogspot.com/2010/11/project-work-means-to-promote-language.htmlhttp://teachingcanbebetter.blogspot.com/2010/11/project-work-means-to-promote-language.htmlhttp://redalyc.uaemex.mx/redalyc/pdf/447/44713054011.pdfhttp://nhlrc.ucla.edu/events/startalkworkshop/2010/handouts/project.pdf

Creating a Classroom Newspaper throug Task and Project Language Learning-project

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