SAMR

Hi friends,

This time I would to share about SAMR.

Based what I find in Wikipedia SAMR is an acronym that stands for Substitution, Augmentation, Modification and Redefinition. As instructors integrate technology tools into instruction, the model can be used to determine whether the technology application is enhancing or transforming the learning. The model, created by Dr. Ruben Puentedura, has four levels that explain the increasing impact of the integration from substituting another traditional learning method (such as writing with pen and paper) to creating a completely new learning style (such as students complete and present a team project using global videoconferencing and a virtual classroom).

This is my lesson plan about What's Your Name?

What’s Your Name?

Topic

Names: An integrated skills lesson with the main focus on listening

Aims

·         To develop students’ listening skills ·         To engage students in a classroom discussion ·         To encourage students to think about the cultural significance of names

Age group

Teenagers and young adults

Level

A2, B1, B2

Time

60 minutes

Materials

1.      Names worksheet (1 per students) 2.      Names transcrip  (1 per students) 3.      Names answer key (Teacher)

Introduction

For a listening lesson to be successful, the learners need to be engaged with the audio. It might not always be possible to motivate all the learners in the class to the same degree but the important thing is to use an audio which all of the learners can, in some way, relate to. If you are in a position where you can choose an audio, ask yourself ‘Will each and every one of the learners recognise this? Will they be able to say something about it? Will they have an opinion about it?’ If the answer to most of those questions is affirmative, then there is a chance that the learners will also be interested in the topic and improve their listening skills in the lesson.  This month’s lesson mainly focuses on developing listening skills but other skills are integrated too, with opportunities for speaking, reading and writing. The lesson is based around the topic of ‘names’. Everybody has a name and everybody knows other people with names. Names are linked to culture and tradition. They are important to people.

Procedure

Warmer (5-10 minutes)	1.      Write some or all of these questions on the board for learners to discuss in small groups or as a whole class. -          Is your name traditional or modern? -          Does your name have a translation in other languages? -          Does anyone in your family share your name? -          Do you know any famous people with the same name as you? -          How do people in your country usually choose a child’s name?
Listening 1 ( 15-25 minutes)	a.       Tell the students that they are going to listen to a radio programme about fashions in names in Britain and the US. b.      Before they listen they guess the answer to 4 multiple-choice questions (part 1 on their worksheet). c.       They should do this in pairs, in small groups, sharing their ideas and giving reasons for their choices. d.      The students then listen and check their answers. e.       Give a copy of Names Worksheet to each student. Play the audio from: http://learnenglishteens.britishcouncil.org/skills/listening-skillspractice/whats-name   Note: -          You can download the audio as an mp3 or you can listen online.
Listening 2 (5 minutes)	a.       The students will listen for specific information. b.      Play the audio again and ask the students to complete the gapfill exercise (part 3 on their worksheet). c.       Ask the students to compare their answers with a partner and then check the answers as a whole class.
Speaking (10-15 minutes)	a.       After the students listen the video, ask them to discuss with their group member about what the topic they listen. b.      Briefly feedback as a class. You could also ask students: -          What is the topic they just hear? -          What interesting ideas that you hear?
Writing practice (10-15 minutes)	a.       Every group have to write in a paragraph about what topic they listen. b.      After they write the paragraph, they have to read the topic that they write with their group.
Group work session 1 (15-20 minutes)	a.       The students work in pairs. b.      They make a list of all the names they remember from the audio (part 2 on their worksheet). c.       Elicit the names from around the class and write them on the board. d.      Ask the students if they can add any more names to the board. e.      Then give the students a copy of the transcript (Names transcript) to find the ones they have missed. Add these to the board too. Note: -          The students often find it useful to see a transcript of an audio after they finish the listening activities. -          They can check that they have understood correctly and identify words or phrases that were unclear.
Group work session 2 (10-15 minutes)	a.       Choose an activity for students to do with the list of names on the board: 1.        Classify the names into groups (the students choose the groups). 2.       Order the names from most common to most unusual. 3.       Translate the names into students’ own language (for monolingual classes). 4.       Students do an Internet search to find famous people with these names.
Homework	Give the students a choice of a homework task or suggest different tasks depending on learners’ levels, interests, etc. -          A True/False and a grouping activity on the original Teens site. http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/whats-name#sthash.nJC9bWcp.dpuf -           A related article ‘What’s in a name?’ with text, audio and activities (B2) https://learnenglish.britishcouncil.org/en/magazine-articles/names   -          Ask the students to find out the top ten boys’ names and top ten girls’ names at the moment.   -          Writing task: ‘Five interesting facts about my name’ (A1+)