elsa: June 2009

REPUBLIC OF ALBANIA

FOREIGN LANGUAGE UNIVERSITY

ENGLISH DEPARTMENT

COURSE ASSIGNMENT

WORKED BY:ELSA HETA ACCEPTED BY: ERGYS BEZHANI

GROUP: D

Authentic materials are exposure to real language and it’s community, that means are materials which involve language naturally occuring as communication in native-speaker contexts of use such as :real newspaper reports, real magazine articles, real advertisements, horoscopes etc.

I think that authentic texts or materials are beneficial to the language learning process.Bringing authentic materials into the classroom can be motivating for the students, as it add’s real-life element to the student’s learning experience.

Whereas as regards to technology integration it refers to the integration into curriculum, along with the instructional and learning processes in the classroom.Technology assentially enables teachers and students to transcend the limitations that have been imposed upon them by conventional learning materials such as standardized textbooks.

Rather effective, technology integration occurs when students acquire the ability to utilize technology tools to help them obtain information in a timely manner analyze and synthetize the information and present it proffesionally.

One of the components of technology is multimedia.Multimedia is the use of several media to present information /text, graphics, animations etc.)

The use of multimedia facilitates and makes more interesting the process of learning.It allows us:

to exhibit a topic in a varity of ways
the opportunity to work colloborately
explain our works and ideas in an interesting form
to organize and synthetize information
make a lot of groupwork

Organizing the lesson or any kind of work is very interesting and increases motivation and achievement to the user.

Date 26.06.2009

Level: intermediate

Class: 10

Topic: vocabulary

Objectives: Students will be able to:

1-practise reading a text quickly to identify the type / genre.

2-practise vocabulary related to natural disaster.

3- talk about their experience with any type of natural disaster.

Resources used: newspaper article

Newspaper article

Millions were left without water and power yesterday as rescuers moved into devastated coastal areas of Texas and Louisiana in the wake of Hurricane Ike.

The storm, which made landfall early Saturday morning, thrashed 600 miles of the Gulf coast with winds of up to 100mph. Television pictures showed wooden-frame houses strewn across highways, boats deposited inland and advertising hoardings and power pylons lying on the ground.

While around 2 million people took heed of a mandatory evacuation order, rescue efforts centred on the estimated 140,000 who chose to stay behind.

Fifty miles inland, in Houston, a dusk-to-dawn curfew was imposed on Sunday as residents of the fourth largest city in the US faced days and possibly weeks without power and with little drinking water, due to a drop in water pressure.

President George Bush announced that he would visit the area on Tuesday. After receiving a briefing from the Homeland Security secretary, Michael Chertoff, Bush said the federal government is providing 1.5m litres of water and 1m meals a day to the displaced.

Early estimates of the cost of the storm put Ike's insured damage at anything between $8-18bn. Flood damage and uninsured loss would likely push that total much higher, placing Ike in the top three costliest storms in US history.

Despite the widespread destruction to property and utilities, by yesterday morning only four deaths - two in Texas, two in Louisiana - had been confirmed.

In central Houston, high winds peeled steel panels from buildings and shattered windows in office blocks, causing glass to rain down onto the streets below. Most of the windows on one side of the state's tallest building, the 1,000-ft J P Morgan Chase Tower, blew out. The city's two main airports remained closed.

Fourteen oil refineries in Texas were also shut down. Some 10,000 people were thought to have remained on the 32 mile-long Galveston Island on the Texas coast, hunkered down in attics and shelters. Many had left two weeks ago as Hurricane Gustav approached - and missed - the area, and so chose to sit out Hurricane Ike.

Fifty-two helicopters and 7,500 troops from the Texas National Guard took part in the rescue operation, described by Governor Rick Perry as "the largest in the history of the state of Texas". At least 100,000 homes in the state were flooded, according to officials.

Images from Galveston showed rescuers wading through streets waist-deep in water, surrounded by wrecked buildings and uprooted trees. Officials were going from structure to structure to search for those who had stayed behind in the expectation that the fatality rate would rise. Rescuers hoped to be able to spare those stranded in their homes from another night amid the wreckage.

"We don't know what we're going to find," the Galveston mayor, Lyda Ann Thomas, told the Houston Chronicle. "We hope we'll find that the people who didn't leave here are alive and well."

Rescue helicopters began pulling people from buildings and off rooftops on Saturday afternoon. One man, however, used his own boat to get to safety.

"I know my house was dry at 11 o'clock, but at 12.30am we were floating on the couch putting lifejackets on," Steven Rushing told reporters.

Once the water reached the television, 4ft feet off the floor, he said, he retrieved his boat from the garage and loaded his family into it.

Procedure:

1) I say to them to read the text quickly and identify its type.

2) Then I Write “Disaster” on the board and Tell students, You are going to come up with as many words as you can that are related to the word “disaster, the words underlined in the article can help you, and then we’ll put these ideas together to get a really good sense of what a thing has to be in order to be labeled a natural disaster.

Then I Say: Today’s newspaper article will help us with as many words as related to the word ‘natural disaster’.

3) I Ask students to define the word “disaster.” (A disaster is an event that causes a lot of damage and harm.) Then I Ask: What does it mean to say a tornado is a “natural disaster?” (It’s a disaster caused by nature.) Today, we are going to brainstorm different kinds of natural disasters.

4) First, I am going to put the words “natural disaster” in the center of this map. This map is going to help us pull together all the pieces of our ideas about natural disasters. Now, I want you to think of some examples of natural disasters and the newspaper article can help you.

“Natural disaster”

• Blizzard • Cyclone

• Drought Earthquake

• Forest fire • Hurricane

• Tornado • Tropical storm

• Tsunami • Twister

• Typhoon • Volcano

Natural Disaster Definitions

1 Blizzard: a severe storm with very cold strong winds and a lot of

snow, most common in the western U.S.

2 Cyclone: an area of low pressure surrounding by strong blowing

winds that cause storms. Hurricanes and typhoons are kinds of

cyclones.

3 Drought: abnormally dry weather that damages crops and causes

reservoirs and wells to dry up

4 Earthquake: a shaking of the Earth’s surface. Earthquakes happen

when energy stored in the rocky layer under Earth’s surface is

released in waves.

5 Forest Fire: also called “wild land fires” are spread by the transfer of

heat in grass, brush, shrubs, and trees.

6 Hurricane: a severe rainstorm that is actually a type of cyclone. It

starts over oceans near the equator, especially near the West Indies,

Caribbean Sea and Gulf of Mexico.

7 Tornado: a very strong windstorm that usually forms over land, and

looks like a spinning funnel coming from a dark cloud. It usually has

little rain.

8 Tropical Storm: a strong rainstorm (not as violent as a hurricane)

that starts over oceans and seas near the equator.

9 Tsunami: a huge wave caused by an earthquake, volcanoes or

landslides under an ocean or sea.

10 Twister: an informal term for tornado.

11 Typhoon: a type of cyclone that starts over the northwestern Pacific

Ocean

12 Volcano: a mountain or hill formed by the build-up of ash and lava

through one or more openings (or vents) in the surface of the earth.

5) Since there is only one space on the map for examples, I am going to pick one from our list to add to the chart. Based on what you said about each disaster, and looking at the one we have on the chart, we will write all the other ones which we can see that they have similarities and differences. For now, I want you to think about what the similarities are among them. What makes all of them natural disasters? What can be true about each one of them?

6) Now you are going to have pair work. Turn to a partner and talk about their similarities for about three minutes.

To guide students’ thinking, I ask: What happens to the earth during and after one of these disasters? After a few minutes, focus their attention back to the chart and ask for volunteers to share their ideas.

I Say: Let’s quickly go over what we have on our map. First we started with the words “natural disaster.” Then we brainstormed some examples of these disasters. Next, we thought about all the things these disasters have in common. Now, we are going to categorize what a natural disaster is and create a statement to go at the top of the map.

Take two minutes to discuss with a partner how you would categorize or label what a natural disaster is.

Reinforcement . I Say: Now that we know examples of natural disasters, as well as what they have in common, let’s think about how we can put that information together and make a definition for this concept. Take a minute to think about how you would put this information together. Use the information on the map as a guide