Integrating Information Technology in the ESL Classroom Group members: 1. Amanda KWAN, Man Lee ( ) 2. Rainbow TAM, Yi Lok ( ) 3. Sheila WU, Sze Wa ( )

Use of technology 1.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 Objectives At 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)