Presentation e-mail

E-mail to teach writing in the ESL classroom

Name: Matrix: Maher Vann Singh PEH080024 Mohd Nizam Bin Salahudin PEH080033 Nur Izyan Nadiah Binti Azman PEH080054 Siti Farezza Binti Abd Muis PEH080065 Vanessa Tan Yi Yen PEH080072

Lecturer: Puan Foziah Mahmood

INTRODUCTION

Research shows that by using ICT in ESL learning is then transformed from a traditional passive-listening process to an experience of discovery, exploration, and excitement.

OVERVIEW

Part A Summary: ICTs for Education

Part B E-mail to teach writing in ESL classroom

Part C Lesson Plan

PART A -SUMMARY

The article entitled ICT for Education by Wadi D. Haddad is about the potential and conditions of an effective use of ICTs for education and learning.

Wadi disucssess many aspects such as challenges facing decision makers, the question of ICTS, the potential of ICTS, the effectiveness of ICTS, and integrating technology into education.

PART A -SUMMARY

Firstly, the challenges that have significant implications for education development. For the national challenges, the problem occurred when technologies are not well spread equally to every country and this cause digital divide problem.

Secondly, there are three types of technologies such as instrument technologies, instructional technologies, and dissemination technologies

PART A -SUMMARY

Thirdly, Wadi also explains about the practicality and the potential of ICT to reach large audience includes a few mechanisms such as radio, television, and virtual high schools and universities.

PART A -SUMMARY

The use of ICTs teaching resources for educators in classroom will enhance the learning process as they motivate and engage students.

Moreover, ICTs are sources that can sustain lifelong learning, in which they are flexible, can be used on demand where the information and skills will be always updated to suit the needs of the increasing sophistication of modern societies and also provide just-in-time education

PART B- E-MAIL TO TEACH WRITING IN ESL CLASSROOM

Students engage in the act of writing in every single day in their personal and private lives. Instant messaging, blogging, posting comments on MySpace and Facebook, emailing, and text messaging are types of writing that only occurs in 21st century era.

PART B- E-MAIL TO TEACH WRITING IN ESL CLASSROOM

Belisle (1996): “A further advantage is that sometimes more

writing is actually accomplished when using e-mail. Electronic blips on the screen are perceived to be more changeable, more ephemeral, and less indelible than traditional pen and pencil writing…”

PART B- E-MAIL TO TEACH WRITING IN ESL CLASSROOM

Patrikis (1995), e-mail allows communication between students in a context where the teacher's role is no longer at the center.

ESL learners can experience increased control over their own learning, since they can choose the topic and change the direction of the discussion.

The end goal is to communicate with another person in the target language rather than to produce a mistake-free composition.

PART B- E-MAIL TO TEACH WRITING IN ESL CLASSROOM

Gonglewski, Meloni and Brant (2001),

“…e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mail, learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language.”

PART C-LESSON PLAN Subject: English Date: 19th April 2012 Class: 6 Ambitious Enrolment: 40 pupils Time: 12.25 – 1.25 p.m. Duration: 60 minutes Proficiency: Average to high proficiency Theme: World of Knowledge Topic: Writing e-mails Focused Skill: Writing Integrated Skill: Listening, Speaking, Reading Intended Learning Outcome: 4.8 – Give accurate information

when writing messages, instructions, simple reports, and when filling out forms.

Curriculum Specifications: 4.8.1 – Write a message for a purpose

Behavioural Objectives: By the end of the lesson, pupils should be able to:

i) Classify the dos and don’ts of writing an e-mail into the table given in pairs

ii) Write a simple e-mail draft to the tourist information of the country chosen

iii) Send the e-mail to the respective addresses using their own e-mails

Language Focus: Vocabulary related to letter writing

Previous Knowledge: Pupils are familiar with the usage of e-mails to send messages.

Stages/Time Content Teaching/Learning Activities

Rationale Remarks

Set

Induction

(± 5min)

Examples of

expected

answers:

Singapore

America

Spain

1) Teacher asks pupils

about the places or

countries they

would like to visit.

2) Teacher asks pupils

if they have visited

any of the places or

countries mentioned

before.

3) Teacher asks pupils

if they have written

e-mails before and

takes note of pupils’

responses.

To activate

relevant

schemata

To arouse

pupils’

interest

To lead in

to the topic

To lower

pupils’

affective

filter

Whole class

participation

Pre-

writing

(±

15min)

Examples of

expected

answers:

E-mails are

the same as

letters

We should

not use short

forms

We should

always start

with a

greeting

1) Teacher separates

pupils into pairs.

2) Teacher asks pupils if

they think that there

are any rules when

writing e-mails.

3) As guidance, teacher

relates e-mail writing to

letter writing and asks

pupils to compare and

contrast.

4) Teacher places a table

(please refer to

Appendix 1) on the

board with an example

of the dos and don’ts

of writing an e-mail.

5) Teacher gives some

time to pairs to think

about any other dos

and don’ts that can be

put in the table.

6) Teacher facilitates by

walking around the

class to answer any

queries pupils have.

7) After about 5 minutes,

teacher selects pairs to

come to the front to fill

in the table.

8) Teacher goes through

the table with the class

and discusses if the

table has been filled up

To introduce

pupils to the

dos and

don’ts of e-

mail writing

To prepare

them for the

writing

activity

To ensure

that pupils

understand

that there is

a structure

that needs to

be used

when writing

e-mails

Pair work

Teaching

aids used:

table

(please

refer to

Appendix 1)

Writing

(± 20min)

E-mails

written by

pupils

1) Teacher tells pupils to

imagine that they are

interested to travel to a

foreign country and

want to find out more

information about the

place.

2) Teacher asks pairs to

decide on a country.

3) Teacher tells pupils to

write a simple draft e-

mail about the

questions they have

about the place they

want to go to.

4) Teacher shows pupils

an example of a

correct e-mail (please

refer to Appendix 2).

5) Teacher reminds

pupils that they should

follow the dos and

don’ts about writing e-

mails discussed

earlier.

6) Teacher facilitates by

walking around the

room and giving

assistance wherever

necessary.

7) When pupils are

finished, teacher asks

pairs to swap their e-

mails and check if their

To let pupils

apply the rules

of e-mail

writing they

have learned

earlier

To provide

practice for

writing

To allow

teacher to

asses pupils’

understanding

of writing e-

mails using a

structure

To get pupils

ready for the

activity in the

post-writing

stage

Pair work

Teaching

aids used:

example of

an e-mail

(please

refer to

Appendix 2)

Post-

Writing

(± 15min)

Pupils’

finished e-

mails

1) Teacher tells pupils that

they are now going to

send the e-mails to the

respective tourist

information centres.

2) Teacher allows pupils to

look for the e-mails of the

tourist information

centres online.

3) Teacher facilitates by

assisting wherever

needed.

4) Pupils send their e-mails.

To expose

pupils to how

an e-mail

works

To give

pupils

experience in

sending an e-

mail

To enhance

their social

skills

Pair work

Closure

(± 5min)

Examples of

expected

answers:

E-mail is a very

important tool of

communication.

It is fast and

easy to use.

Everyone uses it

to communicate

with each other.

1) Teacher asks pupils

if the e-mail is an

important tool for

communication and

why.

2) Teacher takes note

of pupils’ responses.

To recap

the lesson

To

reinforce

learning

Whole class

discussion

Appendix 1

The dos and don’t’s of writing an e-mail

Dos Don’ts

Use an informative subject line,

which says what the email is about.

Write the most important

information first.

Use numbers and bullet points to

make the message clearer.

Use simple grammar. Avoid things

like the passive. (As emails are a

fast means of communication, they

tend to be less wordy and complex

than formal letters.)

Write short sentences.

Use paragraphs to keep the email

clear and easy to understand

Write ‘hello’ as your subject line.

Write about irrelevant issues. The

reader will soon hit ‘delete’ if the

e-mail doesn’t get to the point.

Give personal information that you

don’t want anyone else to know.

(The email could end up in the

wrong hands)

Use capital letters to write whole

words as in emails, this is

considered shouting.

Use different fonts in the email (the

recipient’s computer may not be

compatible)

Use Italics (the reason may be

misunderstood, due to cultural

differences).

Use exclamation marks.

Use abbreviations like coz and uni,

as the recipient may not

understand them.

Appendix 2

Good e-mail model

Dear Mr Jones,

I’m a university student from Finland and I’m writing to get some information about your language courses this summer. I’ve got a few questions:

1. Do you do a course for university students, which helps them with their essay writing skills?

2. How many hours a week are the courses?

3. What sort of accommodation do you offer?

4. What after-school activities are there?

5. Do you do any trips to other towns in the UK?

I’m hoping to come over in June, so if you can get back to me as soon as possible, it would be great. Thanks for your help.

Best regards,

Jaana Nikkinen

CONCLUSION

In conclusion, ICT’s consequently affect education system.

There are many tools of ICT that can be used in teaching in ESL classroom, for instance e-mail.

E-mail is an effective tool to teach writing in ESL classroom. There are many benefits of using e-mail and ultimately it gives new experience for learners.

REFERENCES

Belisle., R.(1996). E-mail activities in the esl writing class.

Access on 13 April 2012 from http://iteslj.org/Articles/Belisle-Email.html.

Gonglewski, M. (1999). Linking the internet to the national

standards for foreign language learning. Foreign Language Annals, 32(3), 348-362.

Krashen, S. & Terrell, T.D. (1983).  Krashen's Comprehension

Hypothesis Model of L2 learning-The natural approach, Pergamon.

Moran, C., & Hawisher, G. (1998). The rhetorics and

languages of electronic mail. In I. Snyder, (Ed.), Page to screen. Taking literacy into the electronic era (pp.80- 101). London: Routledge.

REFERENCES

Margaret Gonglewski, Christine Meloni and Jocelyne Brant. ICT as tool in ESL classroom.

The George Washington University  (Washington DC, USA).Patrikis (1995), Patrikis, P. (1995). Where is computer technology taking us. ADFL Bulletin, 26, 2: 36- 39.

  Warschauer, M., Shetzer, H. & Meloni, C. (2000). Internet for english teaching. Alexandria, VA: TESOL Publications. Gonglewski., M, Meloni., C & Brant., J (2001). Using e-mail in foreign language teaching: rationale and suggestions. Access on 14 April 2012 from http://iteslj.org/Techniques/MeloniEmail.html.

Wadi D. Haddad (2012). ICTs for Education A Reference Handbook Part 1: Decision Makers Essentials. Access on 12 April 2012 from http://

www.ictinedtoolkit.org/usere/pdfs/ICTs_for_Education_Essen