Think before you act online. [306557]

4.5. General description of the research

Type of research: practical and applied;

Place of research: [anonimizat], Cluj County;

Teacher: Crișan Ana Emilia

Research period: 2019-2020 school year

Classes: I A, III A, V A, VII A

5. METHODOLOGY

5.1.Subjects

The pedagogical experiment used in this study is a collective work of short duration (November 2019-June 2020) and the experimental and control classes/[anonimizat], fifth and seventh grades. The groups are mixed and balanced in terms of school performance. Both experimental and control classes/groups are from the same grade. [anonimizat]. These variables were introduced in different units of learning. [anonimizat]. The classes and units have been taught by the same English teacher.

Table no.2: Subjects

5.2. Content

The experiment was carried out during the school year 2019-2020 and targered English vocabulary teaching.To establish the content, I have taken into account the aspects of the organizational design and action development specific to a research. The content was established according to:

Its relevance to the consolidation of language learning;

Its connection to the students` life experiences;

Its adaptation in terms of difficulty and complexity of pedagogical levels of students.

[anonimizat], using online games to facilitate the development of communication skills and increase school performance and to establish positive interpersonal relationaships.

The lesson plans below were used in the experimental classes (1 A, 3 A, 5 A, 7 A) to teach different units of learning. [anonimizat].

1 A used the platform eslgamesplus.com, KAHOOT;

3 A [anonimizat].com; learningchocolate.com, learnenglishkids.com;

5 A [anonimizat];

7 A used the platform WORLWALL;

The control classes were the same (1 A, 3 A, 5 A, 7 A), [anonimizat], realia, games, but using no online games.

[anonimizat]. The total score of the test was 10. The test items were of equivalent difficulty level.

Table no 3: Content

5.3. Structure

The teaching experiment conducted in school year 2019-2020 at part of the lower and middle school levels consists of the following phases: [anonimizat]. [anonimizat], [anonimizat], their interpretation and comparison, a [anonimizat].

5.3.1. Experiment no 1

Experimental class

Lesson: Fruit

Level: Elementary

Class: 1 A

Type of lesson: Lesson of communication of new knowledge

Skills: writing, reading, listening, speaking

Lesson aims:

To introduce and recycle vocabulary related to fruit;

To arouse students` interest in the subject of the new lesson;

To give students practice in speaking and listening skills

Assumed knowledge:

Students already have some knowledge related to this subject from the previous year.

Students have already worked with images, online games, devices.

Anticipated problems:

Students may not be able to understand some vocabulary items; if the English explanations are not sufficient, the items will be translated into Romanian

Methods: Communicative approach

Teaching techniques: conversation, dialogue, individual work, explanation

brainstorming, observation, group work

Teaching aids: laptops, online games, flipchart

eslgamesplus.com

liveworksheets.com

kahoot.com

Evaluation techniques: continuous – through observation and analysis of answers, oral feedback

CHECKING ATTENDANCE

Aims:

To prepare the students for the lesson

Timing: 2`

Interaction: T-S, S-T

Procedure:

The teacher greets the class and checks attendance.

WARM UP

Aims:

To create a pleasant and warm atmosphere

Timing: 3`

Interaction: T-S, S-T

Procedure:

The teacher throws a ball to one student and that student has to choose a vegetable he/she likes from the ball. The throwing continues till most of the students choose his/her favourite vegetable.

CHECKING PREVIOUS KNOWLEDGE

Aims:

To review vocabulary and structures previously learnt

Timing: 5`

Interaction: T-S, S-T, S-S

Procedure:

The teacher plays a video with the topic that they have studied previously and students have to answer some questions. https://en.islcollective.com/video-lessons/food-lesson-jamie-oliver

ACTIVITY. LEAD IN

Aims:

To introduce students into the topic

Timing: 3`

Interaction: T-S, S-T

Procedure:

The students are asked to watch a video from a well –known cartoon, Peppa Pig https://en.islcollective.com/video-lessons/peppa-fruit-day and try to guess the title of the new lesson. The teacher announces the aims of the lesson and writes the title of the new lesson on the flipchart Fruit.

ACTIVITY 2. INTRODUCING NEW VOCABULARY

Aims:

To introduce vocabulary related to fruit

Timing: 10`

Interaction: T-S, S-T,

Procedure: Students watch again the video. During the video they get more questions on the topic. The teacher sticks the images with the new words on the flipchart. Students repeat them chorally and individually.

ACTIVITY 3: PRACTISING NEW VOCABULARY

Aims:

To allow students to practice their listening and vocabulary skills

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure:

The teacher uses the internet site eslgamesplus.com. They play together an online game, pirate board game https://www.eslgamesplus.com/fruits-vocabulary-esl-interactive-board-game/, a game that can is already created, without the possibility to edit it. They have to answer the questions correctly so that the ship could go farther. If they meet the pirate they have to restart.

Students are divided into groups of six. Each group has a laptop. They have to enter eslgamesplus.com in order to play two games. The first is a monkey volley game. https://www.eslgamesplus.com/fruits-esl-vocabulary-game-fruits-volley-game/ They have to answer some questions correctly so that the monkey digs and finds food.

The teacher uses KAHOOT for further practicing. The teacher logs in her account and starts a game with the topic Fruit. Each group uses the laptop to enter the game. https://create.kahoot.it/details/fruit/6514ae76-7ec1-40b1-a74b-1bc7105ddf04. They have to guess the fruit. In the end, they can see the hierarchy and they get prizes.

ACTIVITY 4: PRODUCTION

Aims:

To allow students to use the vocabulary in every day speech.

Timing: 5`

Interaction: T-S

The students play a chain exercise. The teacher offers an example:

What is your favourite fruit?

My favourite fruit is watermelon.

The first student asks his desk mate. His desk mate answers and continues asking the next student and the game continues till all the students have the opportunity to speak.

ACTIVITY 5: SETTING HOMEWORK

Timing: 1`

Interaction: T-S

Students have to log in their own kahoot accounts at home and they must enter a code number to play a game on the same topic.

ACTIVITY 6: FEED BACK AND EVALUATION

Timing: 1`

Interaction: T-S, S-T

The teacher praises the students and asks them if they enjoyed the lesson or if they have questions about the items taught. The students receive smiley faces and marks.

Control class

Lesson: Vegetables

Level: Elementary

Class: 1 A

Type of lesson: Lesson of communication of new knowledge

Skills: writing, reading, listening, speaking

Lesson aims:

To introduce and recycle vocabulary related to vegetables

To give students practice in speaking and listening skills

Assumed knowledge:

Students already have some knowledge related to this subject from the previous year.

Students have already worked with flashcards, handouts, board games, games (bingo).

Anticipated problems:

Students may not be able to understand some vocabulary items; if the English explanations are not sufficient, the items will be translated into Romanian

Methods: Communicative approach

Teaching techniques: conversation, dialogue, individual work, explanation

brainstorming, observation, group work

Teaching aids: blackboard, flashcards, handouts, board games, dice

Evaluation techniques: continuous – through observation and analysis of answers, oral feedback

CHECKING ATTENDANCE

Aims:

To prepare the students for the lesson

Timing: 1`

Interaction: T-S, S-T

Procedure:

The teacher greets the class and checks attendance.

WARM UP

Aims:

To create a pleasant and warm atmosphere

Timing: 3`

Interaction: T-S, S-T

Procedure:

The teacher uses the hand puppet PARROT to warm up the atmosphere. A short conversation is being started from this point between the parrot and the students.

CHECKING PREVIOUS KNOWLEDGE

Aims:

To review vocabulary and structures previously learnt

Timing: 3`

Interaction: T-S, S-T, S-S

Procedure:

The teacher throws a big die on the floor. On each side the children can see vocabulary previously learnt. The students have to name the images they can see.

ACTIVITY. LEAD IN

Aims:

To introduce students into the topic

Timing: 3`

Interaction: T-S, S-T

Procedure:

The teacher throws another big die on the floor. On each side the children can see vocabulary they are going to learn this lesson. The students try to guess the topic of the lesson.

ACTIVITY 2. INTRODUCING NEW VOCABULARY

Aims:

To introduce vocabulary related to vegetables

Timing: 15`

Interaction: T-S, S-T,

Procedure: The teacher uses flashcards to introduce the new vocabulary. The flashcards are stuck on the blackboard. The students repeat the words individually and chorally.

ACTIVITY 3: PRACTISING NEW VOCABULARY

Aims:

To allow students to practice their listening and vocabulary skills

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure:

Board games

The teacher introduces the game I spy… (The students are divided into groups and the teacher is the caller. The objective of the game is for the students to find words on the board game. The caller can say the item

they have to look for, describe it or say the first letter

of the word. The caller must begin like this: I spy with

my little eye something beginning with B. Group A must answer, if the answer is correct, the group gets one point, if not, another group can answer and get the

point. The group with the most points at the end is the

winner.)

The second game is Bingo. Each student gets one Bingo card and four markers. Decide who will be the caller. Kids choose four pictures and then cover them with their markers. The caller calls out words for any of

the pictures on the Bingo! Card at random. Kids uncover each of their chosen pictures that they hear the caller names. The first person to uncover all four pictures calls Bingo! He / She then becomes the caller and the game can be repeated.

ACTIVITY 4: PRODUCTION

Aims:

To allow students to use the vocabulary in every day speech.

Timing: 15`

Interaction: T-S

Procedure:

The teacher uses some toys that represent vegetables and the students pretend to be at the market. One is the seller and one is the customer. The teacher offers an example, then, in pairs.

The students come in front of the classroom and act out their own dialogue.

Hello! How can I help you?

Hello! I’d like some potatoes.

Here you are.

Thank you. Good bye.

You’re welcome. Good bye.

ACTIVITY 4: SETTING HOMEWORK

Timing: 2`

Interaction: T-S

Students must create their own flashcards at home.

ACTIVITY 5: FEED BACK AND EVALUATION

Timing: 3`

Interaction: T-S, S-T

The teacher praises the students and asks them if they enjoyed the lesson or if they have questions about the items taught. The students receive smiley faces and marks.

5.3.1. Experiment no 2

Experimental class

Lesson: Food

Level: Beginner

Class: 3 A

Type of lesson: Lesson of communication of new knowledge

Skills: writing, reading, listening, speaking

Lesson aims:

To introduce and recycle vocabulary related to food;

To give students practice in speaking, writing and listening skills;

Assumed knowledge:

Students already have some knowledge related to this subject from the previous year.

Students have already worked with images, online games, devices.

Anticipated problems:

Students may not be able to understand some vocabulary items; if the English explanations are not sufficient, the items will be translated into Romanian

Methods: Communicative approach

Teaching techniques: conversation, dialogue, individual work, explanation

brainstorming, observation, group work, ellicitation

Teaching aids: laptops, online games, flipchart

mes-english.com

learningchocolate.com

learnenglishkids.com

liveworksheets.com

Evaluation techniques: continuous – through observation and analysis of answers, oral feedback

CHECKING ATTENDANCE

Aims:

To prepare the students for the lesson

Timing: 1`

Interaction: T-S, S-T

Procedure:

The teacher greets the class and checks attendance.

WARM UP

Aims:

To create a pleasant and warm atmosphere

Timing: 2`

Interaction: T-S, S-T

Procedure: The A to Z game. The teacher plays a powerpoint presentation. There is a letter of the alphabet on each slide. The students have to name as many words as they know with that letter.

CHECKING PREVIOUS KNOWLEDGE

Aims:

To review vocabulary and structures previously learnt

Timing: 2`

Interaction: T-S, S-T, S-S

Procedure:

The teacher enters the site liveworksheets.com with the topic that the students have studied previously and they have to match words naming fruit and vegetables with images. https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Fruit_and_vegetables/Fruits_and_vegetables_np312kf

ACTIVITY. LEAD IN

Aims:

To introduce students into the topic

Timing: 3`

Interaction: T-S, S-T

Procedure:

The students are asked to watch a video from a story https://learnenglishkids.britishcouncil.org/short-stories/the-hungry-dragon and try to guess the title of the new lesson. The teacher announces the aims of the lesson and writes the title of the new lesson on the flipchart

The hungry dragon. Food

ACTIVITY 2. INTRODUCING NEW VOCABULARY

Aims:

To introduce vocabulary related to food

Timing: 10`

Interaction: T-S, S-T,

Procedure: Students work online the preparation for the video, a matching exercise (image-word) that can be seen in Figure ……….. After watching the video, the students have to play a game and match the numbers with the food items (with information from

the story).

The students continue working on the same site by discovering other items related to food. https://learnenglishkids.britishcouncil.org/word-games/food-1

ACTIVITY 3: PRACTISING NEW VOCABULARY

Aims:

To allow students to practice their listening and vocabulary skills

Timing: 10`

Interaction: T-S, S-T, S-S

Procedure:

The students start practicing the new words on a site mes-english.com. They play different games.

Time Click Madness is the first; they have to listen or read the vocabulary and to click the correct image before time runs out. The students are divided into groups. They work together on a laptop/computer and videoprojector.

Basketball is the second game played by the students. The procedure is the same, they work in groups and they play a basketball game. The team that answers the questions correctly gets points from 1 to 3. The team that has the most points is the winner.

The third game is called Treasure Chest. It is a listening game. The students watch an image and they have to choose the correct conversation by listening to all of them. The team that gets best result is the winner.

The fourth game is called Collect the Stars. The groups see an image. They have to spell the word. If the spelling is correct, they get 1 star. The team that collects the most stars is considered the winner.

The last game is The Pirate Challenge. The game is more complex, students must choose the correct word order and correct grammar to form questions or answers. If they are right they will earn coins for their treasure. The team that earns the most coins is the winner.

ACTIVITY: PRODUSING NEW VOCABULARY

Aims:

To allow students to use the vocabulary in every communication

Timing: 15 `

Interaction: T-S

Procedure:

The students are divided into groups and they have to create a restaurant menu. They have to mention the following:

The name of the restaurant

Opening and closing hours

Design the menu with attractive drawings

Name the food items and their prices for:

– The main course

– Dessert

– Drinks

After finishing the menus, they will stick them on the blackboard so that each group can go and analyze them. In the end, they have to decide on the best menu. (the restaurant that is considered by them to be the best).

ACTIVITY 4: SETTING HOMEWORK

Timing: 1`

Interaction: T-S

Students have to log in their own quizizz accounts at home and they must enter a code number to play a game on the same topic.

ACTIVITY 5: FEED BACK AND EVALUATION

Timing: 1`

Interaction: T-S, S-T

The teacher praises the students and asks them if they enjoyed the lesson or if they have questions about the items taught. The teams that were the winners receive Michelin stars and marks.

Control class

Lesson: Places in town

Level: Beginner

Class: 3 A

Type of lesson: Lesson of communication of new knowledge

Skills: writing, reading, listening, speaking

Lesson aims:

To introduce and recycle vocabulary related to buildings and places in town

To give students practice in speaking, reading, writing and listening skills

To get the students focused on specific information

To provide guidance in practising the vocabulary and grammar structures

To stir interest and promote discussion

Assumed knowledge:

Students already have some knowledge related to this subject from the previous year.

Anticipated problems:

Students may not be able to understand some vocabulary items; if the English explanations are not sufficient, the items will be translated into Romanian

There might be a necessity to change order of some stages or readjust them in order to get the pupils talking

Methods: Communicative approach

Teaching techniques: exposition, conversation, explanation, role-play, global reading-scanning, miming actions

Teaching aids: poster, flashcards, notebooks, board, handouts

Evaluation techniques: continuous – through observation and analysis of answers, oral feedback

CHECKING ATTENDANCE

Aims:

To prepare the students for the lesson

Timing: 1`

Interaction: T-S, S-T

Procedure:

The teacher greets the class and checks attendance.

WARM UP

Aims:

To create a pleasant and warm atmosphere

Timing: 2`

Interaction: T-S, S-T

Procedure:

The teacher uses the outdoor landscape to begin a short conversation between her and the students.

CHECKING PREVIOUS KNOWLEDGE

Aims:

To review vocabulary and structures previously learnt

Timing: 2`

Interaction: T-S, S-T, S-S

Procedure:

The teacher checks students homework. They remember the vocabulary and grammar items that were previously taught.

ACTIVITY. LEAD IN

Aims:

To introduce students into the topic of the lesson

To stir interest and promote discussion

Timing: 2`

Interaction: T-S, S-T

Procedure:

The teacher starts singing a song that the students are familiar with, A wonderful time, encouraging the pupils to sing along. The teacher asks the pupils Where do the animals in the song live? and their answer would be In the ocean. The next question is Where de people live? and they could answer In a village/town/city.

ACTIVITY 2. INTRODUCING NEW VOCABULARY

Aims:

To introduce vocabulary related to the topic of the lesson

Timing: 10`

Interaction: T-S, S-T,

Procedure:

Pupils` books closed. The teacher sticks the In town poster on the board. She points to the places / buildings one at a time and says the words. The students listen and repeat chorally and individually. The teacher points to the places / buildings in random order and asks individual students to say the words.

The teacher asks a student to mime an action associated with one of the buildings. The teacher asks the rest of the class to guess which building it is. The teacher repeats with as many pupils as she thinks is necessary.

The teacher writes a big 42 on the blackboard and asks the students to open their books at the given page. Pupils’ books open, the teacher reads the title of the lesson and has the pupils repeat after her. The teacher explains the meaning of the phrase In town. The teacher plays the recording. The pupils listen and repeat, chorally and individually. The teacher checks their pronunciation and intonation.

The teacher informs the pupils about the lesson’s aims and writes the date on the board.

ACTIVITY 3: PRACTISING NEW VOCABULARY

Aims:

To allow students to practice their listening, reading and vocabulary skills

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure:

The teacher reads the instructions and goes through the pictures of the dialogue and sets the scene by asking questions.

e.g. Teacher: Who’s with Blip Blop in picture 1?

Pupils: It`s Tommy.

The teacher asks the pupils to listen to the dialogue and choose the correct answer

Chewbook is …………..

Behind the cinema b. Between the cinema and the bank

c. Next to the cinema

The teacher plays the recording and the pupils listen, follow along and complete the task.

After completing the task, the studnets role-play the dialogue and fill in an exercise from the book with information from the text.

Fill in the correct words in the box:

The children are in ………………………………

Chewbook is …………………………….Big Ben.

Let`s cross the ………………………………………

Chewbook is in front of the ………………………

We are in Queen…………………………………….

The teacher asks the students to open their books on page 44 and they work exercise 6 (they have to match the words to the pictures) and exercise 8 (they have to look, read and say the place)..

ACTIVITY 4: PRODUCTION

Aims:

To develop students` speaking skills

Timing: 10`

Interaction: T-S, S-T, S-S

Procedure:

The teacher shows the pupils a picture, reads the example, and explains the game. Pupils brainstorm for buildings and what they can buy / do there. The teacher asks the pupils to form pairs. Each pair decides on where they are (at the baker’s, at the supermarket, etc)

and their roles (who is the shop assistant and who is the customer).

The teacher allows time for the pupils to practise their dialogues. Then the pairs take turns to act out their dialogues in front of the class. The rest of the class tries to guess where the dialogue takes place.

(Suggested answers)

Pupil 2: Can I have a cake, please?

Pupil 1: (mimes handing over a cake) Here you are.

Pupil 2: Thank you.

Pupil 3: You’re at the baker’s! etc

ACTIVITY 5: SETTING HOMEWORK

Aims:

to provide further practice of the vocabulary and the structure of the unit

Timing: 1`

Interaction: T-S

Procedure:

The teacher sets the homework, exercises from the workbook.

ACTIVITY 6: FEED BACK AND EVALUATION

Timing: 2`

Interaction: T-S, S-T

The teacher praises the students and asks them if they enjoyed the lesson or if they have questions about the items taught. The students receive marks.

5.3.1. Experiment no 3

Experimental class

Lesson: Free time activities

Level: pre-intermediate

Class: 5 A

Type of lesson: Lesson of communication of new knowledge

Skills: writing, reading, listening, speaking

Lesson aims:

To introduce and recycle vocabulary related to free time activities;

To give students practice in reading, speaking, writing and listening skills;

Assumed knowledge:

Students already have some knowledge related to this subject from the previous year.

Students have already worked with images, online games, devices.

Anticipated problems:

Students may not be able to understand some vocabulary items; if the English explanations are not sufficient, the items will be translated into Romanian

Methods: Communicative approach

Teaching techniques: conversation, dialogue, individual work, explanation

brainstorming, observation, group work, ellicitation

Teaching aids: laptops, online games, digital book

islcollective.com

quizizz.com

kahoot.com

Evaluation techniques: continuous – through observation and analysis of answers, oral feedback

CHECKING ATTENDANCE

Aims:

To prepare the students for the lesson

Timing: 1`

Interaction: T-S, S-T

Procedure:

The teacher greets the class and checks attendance.

WARM UP

Aims:

To create a pleasant and warm atmosphere

Timing: 2`

Interaction: T-S, S-T

Procedure:

Chatting in English at the beginning of the lesson, the teacher creates an ‘English language’ atmosphere, establishing contact between her and the students, and helps students to feel relax.

CHECKING PREVIOUS KNOWLEDGE

Aims:

To review vocabulary and structures previously learnt

Timing: 5`

Interaction: T-S, S-T, S-S

Procedure:

The teacher checks students’ homework encouraging them, focussing on what they had right. The teacher indicates where the error is, but lets the students correct themselves. The teacher elicits 2-3 students. The teacher tries to involve weaker and shier students. The teacher expresses her opinion about the way students accomplished the given task.

ACTIVITY. LEAD IN

Aims:

To introduce students into the topic of the lesson

To stir interest and promote discussion

Timing: 3`

Interaction: T-S, S-T

Procedure:

The teacher plays a video https://en.islcollective.com/video-lessons/hobby-and-free-time-activities. While watching the video that is the trailer for the movie PETS, the students try to guess the subject of the lesson, Free time activities. The teacher announces the aims of the lesson and writes

the title on the blackboard.

ACTIVITY 2. INTRODUCING NEW VOCABULARY

Aims:

To introduce vocabulary related to the topic of the lesson

Timing: 10`

Interaction: T-S, S-T,

Procedure:

The teacher plays again the video and this time the students have to answer the questions related to the topic free time activities. The new words are written on the blackboard.

Video quiz questions

1) What was Gidget doing?

Answer the question using your own words

2) What did she say?

Answer the question using your own words

3)Fill the gap:

Chloe likes ________________________

4) What is Sweetpea going to do?

To read books.

To sing.

To watch TV.

To dance.

5) What is Mel doing?

He is having a party.

He is having a rest.

He is having fun.

He is having a bath.

6) Fill the gap:

Buddy is going to ________________________

7) Put the words in the correct order.

Put the words in order: hobby listening Leonard's to is music

8) What else does he like?

Answer the question using your own words

Pre-reading activity: The students open the books on page 84 and match the words with the images representing free time activities, from sports and games to relaxing ones. They fill in spidergrams with the collocations of the verbs play, go, have, read.

ACTIVITY 3: PRACTISING NEW VOCABULARY

Aims:

To allow students to practice their listening, reading and vocabulary skills

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure:

Reading activity: The plays a video with the lesson I don`t study all the time. After listening/watching, the students take roles and read the text.

Post reading: The students have to solve a comprehension exercise, to say if the sentences are true or false.

The teacher and the students prepare their mobile phones. They log in their QUIZIZZ page. The teacher tells them the code so that the students can connect to her page and finally the teacher plays the quiz. https://quizizz.com/admin/quiz/5acd942a4644110019a29a46/free-time-activities

The students work in pairs. They have 10 seconds for

each question on the given topic. The winners get a reward.

The quiz is revised and where there are mistakes they discuss about them.

The students continue on their phones, but this time playing kahoot, a more complex game with 25 questions that they have to answer in pairs. After finishing the game, the questions are discussed together with the students.

ACTIVITY 4: PRODUCTION

Aims:

To develop students` speaking skills

Timing: 10`

Interaction: T-S, S-T, S-S

Procedure:

Students are shown some images on a powerpoint presentation( Annex 3) illustrating free time activities and they have to name them. They have to role play an invitation at a tennis match and at the cinema.

ACTIVITY 5: SETTING HOMEWORK

Aims:

to provide further practice of the vocabulary and the structure of the unit

Timing: 1`

Interaction: T-S

Procedure:

The teacher sets the homework, a quiz code for a game on Free time activities.

ACTIVITY 6: FEED BACK AND EVALUATION

Timing: 3`

Interaction: T-S, S-T

The teacher praises the students and asks them if they enjoyed the lesson or if they have questions about the items taught. The students get marks.

Control class

Lesson: Daily activities

Level: pre-intermediate

Class: 5 A

Type of lesson: Lesson of communication of new knowledge

Skills: writing, reading, listening, speaking

Lesson aims:

To introduce and recycle vocabulary related to daily activities;

To give students practice in reading, speaking, writing and listening skills;

Assumed knowledge:

Students already have some knowledge related to this subject from the previous year.

Anticipated problems:

Students may not be able to understand some vocabulary items; if the English explanations are not sufficient, the items will be translated into Romanian

Methods: Communicative approach

Teaching techniques: conversation, dialogue, individual work, explanation

brainstorming, observation, group work, elicitation

Teaching aids: laptops, digital book

Flashcards, handouts

Evaluation techniques: continuous – through observation and analysis of answers, oral feedback

CHECKING ATTENDANCE

Aims:

To prepare the students for the lesson

Timing: 1`

Interaction: T-S, S-T

Procedure:

The teacher greets the class and checks attendance.

CHECKING PREVIOUS KNOWLEDGE

Aims:

To review vocabulary and structures previously learnt

Timing: 5`

Interaction: T-S, S-T, S-S

Procedure:

The teacher asks some of the students to read their homework and to check/correct it.

ACTIVITY 1. LEAD IN

Aims:

To introduce students into the topic

Timing: 1`

Interaction: T-S, S-T

Procedure:

The teacher plays a song “This is the way” and the students express their opinion on the subject of the new lesson.

The teacher announces the aims of the lesson and writes the title of the new lesson on the blackboard I usually get up early. The students write it in their notebooks.

ACTIVITY 2. INTRODUCING NEW VOCABULARY

Aims:

To introduce new vocabulary related to daily activities

To integrate and develop students` reading, writing and speaking skills.

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure:

The teacher quickly introduces the four words (morning, afternoon, evening, night) by drawing a picture on a board (a simple house with a tree next to it and a horizon, then draws a sun just rising over the horizon. The teacher elicits morning. Next, she erases the sun and draws it high up in the sky and elicits afternoon. Then, draws the sun low in the sky on the other side of the house for evening. And finally, a moon and stars for night.) Next, the teacher erases the moon and stars and invites the students up to the board. The teacher says Afternoon and the student has to draw it. It continuous like this for about 5 minutes.

Times of the day boxes. The teacher uses four boxes for the four moments of a day and a bunch of flashcards with daily activities (get up, have a shower, brush the teeth, go to school etc). The teacher holds up a flashcard with the image and a student has to answer What is it and which box? Then, they proceed through all the flashcards quickly as students rush around the classroom putting flashcards into the correct boxes. Finally, the teacher asks everyone to guess which box has the most flashcards – then count them out to see which is the winning time of the day.

Times of the day chart. The teacher draws a vertical and horizontal line to create four equal squares and title each square with in the morning, in the afternoon, in the evening, at night. The students stick the flashcard onto the board, writing the activity and adding times to the chart. (A big handmade clock is used to remember telling the time).

ACTIVITY 3: PRACTICING NEW VOCABULARY

Aims:

To allow students to practice their listening and vocabulary skills related to daily routines.

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure:

The teacher spreads handouts to each student.

Worksheet

Daily activities

Write the words from the box in empty spaces to complete the phrases. Use each word only as many times as it is in the box, make sure that all words are used:

a………………… the laundry b…………………..up

c………………… dinner d………………….to bed

e…………………TV f………………….home

g…………………breakfast h …………………to work

i………………….a book j…………………..to music

k…………………a shower l…………………..shopping

m………………..a newspaper n………………….the clothes

o…………………dressed p…………………..lunch

Now match the complete phrases with the pictures below, write the correct letter next to each picture.

1. 2. 3. 4.

5. 6. 7. 8.

9. 10. 11. 12.

13. 14. 15.16.

Now look at the example sentences:

I get up at seven o’clock.

I iron the clothes on Tuesday.

Now complete the remaining examples yourself. Use ‘I’ to start a sentence.

________________________________________________

___________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

___________________________________________

______________________________________________

_________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

ACTIVITY 4: PRODUCTION

Aims:

To allow students to practice their speaking and vocabulary skills related to daily routines.

Timing: 5`

Interaction: T-S, S-T, S-S

Procedure:

The students work in pairs and ask questions and answer them on the same topic: What do you do at 7 in the morning? I have breakfast.

ACTIVITY 5: FEED BACK AND EVALUATION

Aims:

To allow students to check their knowledge on the related topics.

Timing: 5`

Interaction: T-S, S-T, S-S

Procedure:

The teacher checks and corrects the exercises while they are being solved.

ACTIVITY 6: SETTING HOMEWORK

Timing: 3`

Interaction: T-S

Procedure: The teacher tells the students what they have to do as homework: a short composition about their own daily routine.

5.3.1. Experiment no 4

Experimental class

Lesson: Travellers’ Tales

Level: Pre-intermediate

Class: 7 A

Type of lesson: Lesson of communication of new knowledge

Skills: writing, reading, listening, speaking

Lesson aims:

To introduce and recycle vocabulary related to travelling (means of transportation, destinations, things to take with you, things to do);

To arouse students` interest in the subject of the new lesson;

To give students practice in the four skills (speaking, writing, listening, reading)

To develop critical thinking skills through classification

Assumed knowledge:

Students already have some knowledge related to this subject from the previous year.

Anticipated problems:

Students may not be able to understand some vocabulary items; if the English explanations are not sufficient, the items will be translated into Romanian

Methods: Communicative approach

Teaching techniques: conversation, dialogue, individual work, explanation

brainstorming, observation, group work

Teaching aids:

laptop, videoprojector, online games

Evaluation techniques: project

CHECKING ATTENDANCE

Aims:

To prepare the students for the lesson

Timing: 2`

Interaction: T-S, S-T

Procedure:

The teacher greets the class and checks attendance.

WARM UP

Aims:

To create a pleasant and warm atmosphere

Timing: 5`

Interaction: T-S, S-T

Procedure:

The teacher plays a game on Quizizz related to different countries.

CHECKING PREVIOUS KNOWLEDGE

Aims:

To review vocabulary and structures previously learnt

Timing: 5`

Interaction: T-S, S-T, S-S

Procedure: The teacher checks students homework and the vocabulary previously learnt.

ACTIVITY 1. LEAD IN

Aims:

To introduce students into the topic

Timing: 5`

Interaction: T-S, S-T

Procedure: The teacher begins a discussion about the theme of the game, countries, and asks the students to express their opinion about the topic of the lesson, that is going to be Travelling.

ACTIVITY 2. INTRODUCING NEW VOCABULARY

Aims:

To recycle and introduce vocabulary related to travelling(means of transportation, destinations, things to take with you, things to do);

Timing: 15`

Interaction: T-S, S-T,

Procedure: The teacher uses the laptop and a video projector to play an online activity on WORLDWALL named open the box. The teacher opens the first box where they can see a question. The students answer the question. The teacher elicits more vocabulary related to the topic of the question:

Means of transportation: boat, bicycle, bus, car, plane, train, minibus, helicopter, tram, scooter, underground train;

Travel verbs: drive, fly, miss, catch, take, ride;

Holiday type: a beach holiday, a camping holiday, an adventure holiday, a city break, a mountain holiday, a cruise

Holiday activities: go camping, go backpacking, sunbathe, go horse riding, go snowboarding, do water sports, go skiing, visit art galleries, visit museums, eat in restaurants, go snorkeling, go shopping, visit museums, go sightseeing

Things to take in a holiday: ticket, dictionary, umbrella, anorak, cards, camera, money, binoculars, magazine, wallet, passport, money, suitcase

Accomodation: a hotel, a villa, an apartment, a youth hostel, a campsite, a bed&breakfast B&b

ACTIVITY 3: PRACTISING NEW VOCABULARY

Aims:

To allow students to practice their reading and vocabulary skills

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure:

1. The students work a matching exercise on WORDWALL. They have to match the methods of travel and the definitions.

2. The second activity refers to the travel verbs. Students must complete some sentences using verbs related to travelling. (ride, catch, miss, fly, take, drive)

3. The third activity comes with the third game called gameshow quiz where students need to sort words on three topics:

Type of holiday (a beach holiday, a camping holiday, an adventure holiday, a city break, a mountain holiday, a cruise)

Holiday activities (go camping, go backpacking, sunbathe, go horse riding, go snowboarding, do water sports, go skiing, visit art galleries, visit museums, eat in restaurants, go snorkeling, go shopping, visit museums, go sightseeing)

Accommodation (a hotel, a villa, an apartment, a youth hostel, a campsite, a bed&breakfast B&b).

4.The fourth activity is another game, labeled diagram, where students practice vocabulary related to things to take with you on a holiday. (ticket, dictionary, umbrella, anorak, cards, camera, money, binoculars, magazine, wallet, passport, money, suitcase)

5.Reading comprehension: The teacher opens a page from a blog, Ted’s travel blog, with the title The non-stop traveller.

The students read the blog and practice their comprehension on two online games on Worldwall:

The first: students have to choose the correct answer to fill in some sentences related to the text.

1.Nora Dunn is a professional…………….

2. When she was 30, she made a big…….

3. Nora hasn`t got…… parents who help her to travel.

4. She has been on TV in……… countries.

5. She has lived on a ……….. in the Caribbean.

6. Nora writes on a ………………….. to give advice to travellers.

The second: students have to correct the sentences about the read text

1. Nora Dunn wanted to travel the world until she got old.

2. Nora gets her money from some rich friends.

3. She does the same job everywhere she goes.

4. She travelled by boat to the Caribbean.

5. She has appeared on television in every country she’s visited.

6. She has a website to tell people how to spend a lot of money travelling.

ACTIVITY 4: PRODUCING NEW VOCABULARY

Aims:

To allow students to use the vocabulary in everyday life

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure: The students are divided into groups of four (six groups). They have to work on a holiday plan. Each team decides upon the countries to visit looking for images on the internet or surfing Google maps. Next, they have to establish the leaving place, the route and the arriving place. Using the internet, the students search for the sights to visit, the rules to obey, things to take on their journey, but also think about the problems they may encounter and the way to overpass them.

The students work on a laptop / computer and their plan may be a poster, a leaflet, a website etc. They must include some compulsory elements:

Make a simple budget

Choose a destination

What means of transportation to use

Accommodation

Make a list of the things to pack

Activities that are going to be done

ACTIVITY 5: SETTING HOMEWORK

Timing: 1`

Interaction: T-S

Students have to finish their holiday plan at home and present it next meeting.

ACTIVITY 6: FEED BACK AND EVALUATION

Timing: 5`

Interaction: T-S, S-T

The teacher supervises the students work offering advice and help where needed.

Control class

Lesson: Online safety

Level: Pre-intermediate

Class: 7 A

Type of lesson: Lesson of communication of new knowledge

Skills: writing, reading, listening, speaking

Lesson aims:

To introduce and recycle vocabulary related to online safety;

To arouse students` interest in the subject of the new lesson;

To give students practice in speaking skills

To develop critical thinking skills through classification

Assumed knowledge:

Students already have some knowledge related to this subject from the previous year.

Anticipated problems:

Students may not be able to understand some vocabulary items; if the English explanations are not sufficient, the items will be translated into Romanian

Methods: Communicative approach

Teaching techniques: conversation, dialogue, individual work, explanation

brainstorming, observation, group work, elicitation

Teaching aids:

Worksheet, role cards, laptop, videoprojector

Evaluation techniques: continuous – through observation and analysis of answers, oral feedback

CHECKING ATTENDANCE

Aims:

To prepare the students for the lesson

Timing: 1`

Interaction: T-S, S-T

Procedure:

The teacher greets the class and checks attendance.

WARM UP

Aims:

To create a pleasant and warm atmosphere

Timing: 2`

Interaction: T-S, S-T

Procedure:

The teacher projects an image on the screen and the students express their opinions and feelings related to the image.

CHECKING PREVIOUS KNOWLEDGE

Aims:

To review vocabulary and structures previously learnt

Timing: 2`

Interaction: T-S, S-T, S-S

Procedure: The teacher checks students homework and the vocabulary previously learnt.

ACTIVITY 1. LEAD IN

Aims:

To introduce students into the topic

Timing: 2`

Interaction: T-S, S-T

Procedure:

The teacher writes on the blackboard the following words: online, share, information, personal, privacy, password. The students discuss their ideas in groups and make suggestions about the theme of the lesson.

ACTIVITY 2. INTRODUCING NEW VOCABULARY

Aims:

To introduce vocabulary related to online safety

Timing: 10`

Interaction: T-S, S-T,

Procedure: Students are given a handout with some exercises to introduce the new words:

Task 1:

Match the vocabulary with the correct definition and write a-j next to the numbers 1-10.

1……. Be careful a. to share

2…….to show to other people b. private

3……for just one person or a small, limited group c. take care

4……the part of a social network site that allows you d. password

to control who sees the information

5…….to tell someone about e. privacy settings

6…….a secret word or combination of letters and numbers f. upsetting

7……on the internet g. to report

8……making you feel angry, worried or unhappy h. to know how

9……to believe that someone is good and honest i. online

10…..to have the information to be able to j. to trust

ACTIVITY 3: PRACTISING NEW VOCABULARY

Aims:

To allow students to practice their reading and vocabulary skills

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure:

The teacher tells the students they are going to read an article from their manual with the title: Think before you act online.

After reading the poster, the students do the comprehension activities in pairs.

Task 2.

Read the article and decide if the following sentences are true or false. If they are wrong, correct them.

James Miller did not think before he wrote a post and so he lost his job.

……………………………………………………………………………………..

His boss apologized for giving James work that wasn’t very interesting.

……………………………………………………………………………………..

Cathy’s birthday party ended in disaster because her parents went out that evening.

……………………………………………………………………………………..

A study from last year shows a lot of teens had problems because of their behavior on the web.

…………………………………………………………………………………….

He says that before writing a post you should think of reactions you might get.

……………………………………………………………………………………

He says that posting things when you’re unhappy is a good way to feel better.

………………………………………………………………………………………………….

Task 3.

Write the tips in the correct group:

ACTIVITY 4: PRODUCING NEW VOCABULARY

Aims:

To allow students to use the vocabulary in every day speech

Timing: 15`

Interaction: T-S, S-T, S-S

Procedure:

1. Students work in pairs to classify the eight tips from the most useful to the least useful.

2. The teacher gives each pair of students a pair of role-cards. Students do a role-play activity using the vocabulary they have learnt. If the students are not confident enough, the teacher offers an example.

ACTIVITY 5: SETTING HOMEWORK

Timing: 1`

Interaction: T-S

Students have to create their own posters about online safety.

ACTIVITY 5: FEED BACK AND EVALUATION

Timing: 2`

Interaction: T-S, S-T

The teacher praises the students and asks them if they enjoyed the lesson or if they have questions about the items taught. The students receive marks.

5.4. Evaluation

5.4.1. Evaluation tests

After the lesson, both the experimental and control groups were assessed on their acquisition regarding the vocabulary items. There were tests for each experiment, one test for the experimental class was online, the students had to use the phones, laptops, tablets to complete it, while for the control class I used traditional test papers, on pieces of papers. The level of difficulty was the same for the experimental and control groups.

Evaluation test no 1

Experimental group

1st grade

Fruit

This evaluation test is taken on KAHOOT. The students have to log in their own accounts on kahoot. The teacher gives them the code and they start working.

Evaluation point scale:

9/10 correct answers – F.B. (FOARTE BINE)

7/8 correct answers – B (BINE)

4-6 correct answers – S (SUFICIENT)

1-3 correct answers – I (INSUFICIENT)

Evaluation results: experiment no 1

Table 1. Experimental group (1 A)

Fig. 1. Evaluation results (2019-2020): 1st A

Control group

1st grade

Vegetables

Match the words with the pictures:

Evaluation point scale:

9/10 correct answers – F.B. (FOARTE BINE)

7/8 correct answers – B (BINE)

4-6 correct answers – S (SUFICIENT)

1-3 correct answers – I (INSUFICIENT)

Evaluation results: experiment no 1

Table 2. Control group (1 A)

Fig. 2. Evaluation results (2019-2020): 1st A

Evaluation test no 2

Experimental group

3rd grade

Food

This evaluation test is taken on Quizizz. The students have to log in their own accounts on quizizz. The teacher gives them the code and they start working.

Evaluation point scale:

9/10 correct answers – F.B. (FOARTE BINE)

7/8 correct answers – B (BINE)

4-6 correct answers – S (SUFICIENT)

1-3 correct answers – I (INSUFICIENT)

Evaluation results: experiment no 2

Table 3. Experimental group (3 A)

Fig. 3. Evaluation results (2019-2020): 3rd A

Control group

3rd grade

Places in town

Match the images to the correct words:

Fill in the correct building/place in a town:

The police works at the______________

The money are at the ____________

The nurse and the doctor are working in the____________

We love to play in the _____________

We watch a film at the_____________

I study English at ________________

Evaluation point scale:

Match the images to the correct words:

12-14 correct answers – F.B. (FOARTE BINE)

correct answers – B (BINE)

4-7 correct answers – S (SUFICIENT)

1-3 correct answers – I (INSUFICIENT)

Evaluation results: experiment no 2

Table 4. Control group (3 A)

Fig. 4. Evaluation results (2019-2020): 3rd A

Evaluation test no 3

Experimental group

5th grade

Free time activities

This evaluation test is taken on Quizizz. The students have to log in their own accounts

Evaluation point scale:

15x6p=90 p

10 granted point

Maximum possible points: 100 points

Evaluation results: experiment no 3

Table 5. Experimental group (5 A)

Fig. 5. Evaluation results (2019-2020): 5th A

Control group

5th grade

Daily activities

Write the correct activity for each image:

A. ………………………………………………F…………………………………………………

B………………………………………………..G…………………………………………………

C………………………………………………..H…………………………………………………

D………………………………………………..I………………………………………………….

E………………………………………………..J………………………………………………….

Order the words into sentences. Connect the sentences to the clocks and the pictures. Draw the times.

Teeth quarter at brush to I seven my

………………………………………………………………………………………………

o’clock to go bed I at ten

…………………………………………………………………………………………………….

up quarter past six at get I

……………………………………………………………………………………………………..

T.V. o’clock I five at watch

………………………………………………………………………………………………

Lunch eleven quarter eat to I at

………………………………………………………………………………………………

I school o’clock to at go seven

…………………………………………………………………………………………………

Evaluation point scale:

1. 10x3p=30p

2. 6×10=60p

10 granted points

Evaluation results: experiment no 3

Table 6. Control group (5 A)

Fig. 6. Evaluation results (2019-2020): 5th A

Evaluation test no 4

Experimental group

7th grade

Traveller’s Tales

The project

Group interevaluation grid

Evaluation point scale:

1. 30p

2. 30p

3. 30p

10 granted points

Evaluation results: experiment no 4

Table 7. Experimental group (7 A)

Fig. 7. Evaluation results (2019-2020): 7th A

Control group

7th grade

Online safety

Complete the sentences with the words from the list: password, upload, post, email, download:

Our WIFI connection is quite slow. You will need a lot of time to ………………. music.

I`ve taken some great photos. I`m going to ……………… them onto my instagram page tonight.

I forgot my ……………….. and now I can`t read my messages.

If you have something to tell me, ………………. A message on chat and I`ll write back to you when I see it.

Send me ………………….. with the correct address so that I can send you the money.

Match the two halves and find out what to do to be safe.

Read the article and answer the questions:

Be careful what you say

In January 2010, Paul Chambers was lying in bed with a cold when he saw on TV that Doncaster Airport was closed because of snow. Paul had a flight from the airport the next week. Without really thinking, Paul sent a message on Twitter joking about blowing up the airport if it wasn’t open soon. When he went to work on Monday, he found four police officers waiting for him at his office. He thought it was a joke, but when they took him to the police station and locked him up for eight hours, he knew it was serious. He went to court in May and had to pay £1,000 for sending a threatening message.

Who found himself in trouble because of a tweet?

…………………………………………………………………………………………

When did all happen?

…………………………………………………………………………………………

Why was the airport closed?

…………………………………………………………………………………………

What did Paul do when he saw the news?

…………………………………………………………………………………………

What was the consequence of his act?

…………………………………………………………………………………………

Write a short composition giving advice on good online behavior (about 100 words):

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Evaluation point scale:

1. 5x3p=15p

2. 5x3p=15p

3. 5x4p=20p

4. 40 p

10 granted points

Evaluation results: experiment no 4

Table 8. Control group (7 A)

Fig. 8. Evaluation results (2019-2020): 7th A

Data analysis

At the end of my research I compared the results of the experimental groups with the results of the control groups in order to analyze their regress or progress. I have done a comparison between the difference of progress recorded between experimental and control groups to observe the effectiveness of using online games in teaching English vocabulary.

Table 9. Comparative situation of the results after Experiment no 1

5.5. Students` feedback

Finally, the students had a chance to provide feedback concerning the methods of instructions they experienced. I administered a feedback questionnaire which asked a series of questions to generate the students` opinions and perspectives.

5.5.1. Questionnaire

“The importance of teaching vocabulary through online games”

This questionnaire will generate feedback about the lesson you just experienced. Please, respond to the following questions in the most honest way possible. All the answers are confidential and will not be shared with your instructor.

Do you agree to Benjamin Franklin’s affirmation “Tell me and I forget. Teach me and I remember. Involve me and I learn.”

To a great extent

To a certain extent

To a lesser extent

To what extent do you agree to use online games for vocabulary teaching?

To a great extent

To a certain extent

To a lesser extent

Is it easier to gather new information when you learn through online games?

Yes

I don’t know

No

Do you prefer learning vocabulary through online games?

Yes

I don’t know

No

Do you think that online games stimulate your spontaneity, motivation, attention?

To a great extent

To a certain extent

To a lesser extent

Do you consider that online games influence your relationship with your classmates and your teacher in a constructive way?

Yes

I don’t know

No

To what extent do you think that online games have a positive impact on your learning process?

To a great extent

To a certain extent

To a lesser extent

Do online games represent another reason to like English classes?

Yes

I don’t know

No

5.5.2. Analysis and interpretation of questionnaire

A survey concerning the experimental groups` perception of the lesson was administered to each student of the experimental groups (1 A, 3 A, 5 A, 7 A). Generally speaking, the data from this questionnaire provided evidence of a strongly positive response on the part of the experimental groups that online games played a positive and effective role in their learning of English vocabulary.

The students agree to Benjamin Franklin’s affirmation “Tell me and I forget. Teach me and I remember. Involve me and I learn.”

The students agree to use online games for vocabulary teaching.

It is easier to gather new information when you learn through online games.

Students prefer learning vocabulary through online games

Online games stimulate the students` spontaneity, motivation, attention.

Online games influence the students’ relationship with their classmates and their teacher in a constructive way.

Online games have a positive impact on the students` learning process.

Online games represent another reason to like English classes.

More than 50% of the four experimental groups consider that learning through online games involve and activate them, becoming active learners. ………………………………………………………………………..