Graphics Programs Reference
In-Depth Information
by combining virtual world interaction with online
documents, for example.
train station of the Spanish City and hotel check
in, to all the different situations that a tourist is
likely to encounter in a Spanish speaking country.
Figure 2 is a brief overview of the general
learning goals phrased in “can do statements”
that were adapted from the CEF to this course:
TASk exPeRIeNCeS
AND TASk DeSIgN
Sample Lesson 1
This section looks at specific samples of lesson
as a focus to bring together the issues raised in
previous sections of the chapter. A contextualised
overview of two sets of sample materials, specifi-
cally designed for delivery within a MUVE, is
provided within a framework which highlights
their context, aims, components, sequencing and
outcomes. They are intended to be illustrative of
the issues raised earlier in the chapter.
The rationale behind this material selection is
they act as a prism for two quite different students:
beginner / false beginners learning Spanish and
intermediate (B1 in CEFR) students of English.
Having two different languages is of no signifi-
cance in terms of the materials design issues that
we raise-the points would apply generally to any
modern foreign language teaching.
It should be noted that the sample materials
have been chosen to represent types of situations
which we think readers may find most useful
rather than necessarily being ideal models. This
is especially the case with the English sample
material which should be seen as a snapshot of
a development stage in a long iterative process.
It is not necessarily representative of how we
would approach such a task in retrospect nor how
Languagelab.com plans or executes its current
activities.
•
Level: beginners
•
Goal: Learn how to buy clothes and com-
plain about a purchase
•
Setting: Clothes store
•
Objectives: By the end of this lesson, stu-
dents will be able to
◦
Identify vocabulary related to clothes
items (clothes, colours, sizes, price)
◦
Describe what they and others are
wearing
◦
Ask for the clothes they want to buy
in a clothes store
◦
Answer questions regarding the kind
of clothes they want to buy (type of
item, colour, size, price)
◦
Complain about problems with items
bought
When creating a lesson in SL there are some
basic elements that need to be taken into account.
The environment in SL plays a very important role
as it helps the student understand the context and
the nature of the topic of the class. It is also im-
portant to prepare activities in different locations
to achieve a rhythm to the class. If not, classes
may become static and tedious. Apart from the
locations, it is important to design varied activi-
ties that cater for different learning styles and that
add an element of surprise or play to the lesson.
Bearing all this in mind, a number of activities
were designed to fulfil the objectives of the lesson
(Figure 3, Figure 4).
Spanish: Beginners &
False Beginners
The Spanish course was designed to provide total
beginners with some basic notions of Spanish they
could use when travelling to a Spanish-speaking
country. The course is devised as a trip to a Spanish
city: from a first encounter with the students at the
Search WWH ::
Custom Search