25 March 2010
19 March 2010
WWW lesson plan
FORM/LEVEL: Form 2/intermediate
TIME: 1 hour (2 periods)
TOPIC: Strangest/Creative Inventions
THEME: Science and Technology
LANGUAGE CONTENT: Grammar (Adjectives), vocabulary
EDUCATIONAL EMPHASES: ICT skills, Multiple Intelligence
PREVIOUS KNOWLEDGE: Students have learned on ways to obtain information from the internet (World Wide Web). Students also have knowledge in present tense, and very basic knowledge of adjectives.
AIMS:
By the end of the lesson, students should be able to:
1. Describe a particular product
2. Extract information from an online reading text (product invention)
3. Practice their writing skills by using the information from website
TECHNICAL REQUIREMENTS:
• (Preferably)two students for each computer
• Internet connection and Web Browser
• An e-mail account
PREPARATION:
1. Locate the product description from e-shopping websites.
2. Download videos of strangest/creative inventions from YouTube.
3. Make sure the content is suitable for the students and matches the topic of the lesson.
4. Design worksheets and activities according to the information from resources obtained.
WEBSITES:
http://www.iwantoneofthose.com/lifestyle-home/clocky-run-away-alarm-clock/index.html
http://www.youtube.com/watch?v=5wP05JfqGt8&feature=related
*http://dictionary.reference.com/
*http://www.ikea.com.my/
PROCEDURES:
Teacher asks students to find a friend and instruct them to work in pairs for the first activity. Each pair will work on a single computer.
Set Induction (5 minutes)
1. Teacher recaps the previous lessons on adjectives.
2. Teacher introduces the topic of the day.
3. Students brainstorm ideas from the topic (‘strangest/creative inventions’); Teacher draws a mind map on the whiteboard.
“What comes across your mind when you hear the phrase ‘strangest/creative inventions’?”
“Can you name me inventions that you think are important in your life - inventions which you can not live without?”
Developmental stage
Activity 1 (20 Minutes)
1. Teacher briefly explains on how to buy goods/inventions from the internet (e-shopping) – examples of websites for e-shopping (E-bay, Amazon), procedures to shop online, etc.
“Do you know any other ways you can buy goods?”
"Have you ever heard of e-shopping?”
2. Teacher asks students of products which they think are strange/creative
“What product in stores that you think is creative or strange?”
3. Teacher instructs students to surf this particular website:
http://www.iwantoneofthose.com/lifestyle-home/clocky-run-away-alarm-clock/index.html
4. Teacher first instructs students to read the reading text (product description) quietly.
5. Teacher asks a student to read aloud and asks students to share the words that they do not know.
6. Teacher discusses with students on the text.
7. *Teacher asks students to search for words that they do not know from the online dictionary website: http://dictionary.reference.com/.
8. *Teacher offers assistance to students if necessary.
9. *Teacher asks students to write the meaning of words that they do not understand and copy down the meaning from the dictionary in their book.
10. Teacher distributes Worksheet 1 (True-False questions) to students and later discusses the answers with the students together.
Activity 2 (10 Minutes)
1. *Teacher briefly shows to the students from the main computer an example of website which offers some strange/creative inventions
IKEA website: http://www.ikea.com.my/
2. Teacher asks students the aspects of the product that they consider in choosing/selecting a particular product
“What aspects do you look for when you want to choose a good invention/product?” - features of product; price; quality; convenience-portable, size; color; material of product, etc.)
3. Teacher asks students the words that they use to describe things (nouns) – adjectives.
4. Teacher distributes Worksheet 2.
5. Teacher asks students to describe the product invention that they have read previously (noisy, colorful, etc.) and write down the adjectives that they can come out in the worksheet (Worksheet 2).
Activity 3 (20 minutes)
1. Teacher asks students to go to the website to watch a video on strangest inventions:
http://www.youtube.com/watch?v=5wP05JfqGt8&feature=related
7. Teacher distributes Worksheet 3.
8. Teacher instructs students to choose a particular product that they prefer/like the most and describe the product using the adjectives that they have learned.
9. Teacher asks students to complete the worksheet and write the reasons why they like the product. Teacher gives template to students to answer the questions:
i.e. I like the product because………
Another reason is because…….
The product is very ……….
10. *Teacher offers assistance to students if necessary.
11. Teacher asks a pair of students to present their work to the class.
Conclusion (5 Minutes)
1. Teacher asks a student to recapitulate the day’s lesson.
2. Teacher asks students to state aspect a person looks at in choosing a product, and state some adjectives that they have used.
Follow-up Activity:
Teacher asks students to browse for a strange/creative product that they wish to give to a friend on his/her birthday from an e-shopping website. Teacher asks students to pretend to write an e-mail to the friend to describe the product. Students are instructed to send their activity through e-mail to the teacher.
Teacher also assigns students to go to the website http://www2b.abc.net.au/spark/games/inventions/default.shtm and register for next class activity ("Inventing your own inventions")
TIME: 1 hour (2 periods)
TOPIC: Strangest/Creative Inventions
THEME: Science and Technology
LANGUAGE CONTENT: Grammar (Adjectives), vocabulary
EDUCATIONAL EMPHASES: ICT skills, Multiple Intelligence
PREVIOUS KNOWLEDGE: Students have learned on ways to obtain information from the internet (World Wide Web). Students also have knowledge in present tense, and very basic knowledge of adjectives.
AIMS:
By the end of the lesson, students should be able to:
1. Describe a particular product
2. Extract information from an online reading text (product invention)
3. Practice their writing skills by using the information from website
TECHNICAL REQUIREMENTS:
• (Preferably)two students for each computer
• Internet connection and Web Browser
• An e-mail account
PREPARATION:
1. Locate the product description from e-shopping websites.
2. Download videos of strangest/creative inventions from YouTube.
3. Make sure the content is suitable for the students and matches the topic of the lesson.
4. Design worksheets and activities according to the information from resources obtained.
WEBSITES:
http://www.iwantoneofthose.com/lifestyle-home/clocky-run-away-alarm-clock/index.html
http://www.youtube.com/watch?v=5wP05JfqGt8&feature=related
*http://dictionary.reference.com/
*http://www.ikea.com.my/
PROCEDURES:
Teacher asks students to find a friend and instruct them to work in pairs for the first activity. Each pair will work on a single computer.
Set Induction (5 minutes)
1. Teacher recaps the previous lessons on adjectives.
2. Teacher introduces the topic of the day.
3. Students brainstorm ideas from the topic (‘strangest/creative inventions’); Teacher draws a mind map on the whiteboard.
“What comes across your mind when you hear the phrase ‘strangest/creative inventions’?”
“Can you name me inventions that you think are important in your life - inventions which you can not live without?”
Developmental stage
Activity 1 (20 Minutes)
1. Teacher briefly explains on how to buy goods/inventions from the internet (e-shopping) – examples of websites for e-shopping (E-bay, Amazon), procedures to shop online, etc.
“Do you know any other ways you can buy goods?”
"Have you ever heard of e-shopping?”
2. Teacher asks students of products which they think are strange/creative
“What product in stores that you think is creative or strange?”
3. Teacher instructs students to surf this particular website:
http://www.iwantoneofthose.com/lifestyle-home/clocky-run-away-alarm-clock/index.html
4. Teacher first instructs students to read the reading text (product description) quietly.
5. Teacher asks a student to read aloud and asks students to share the words that they do not know.
6. Teacher discusses with students on the text.
7. *Teacher asks students to search for words that they do not know from the online dictionary website: http://dictionary.reference.com/.
8. *Teacher offers assistance to students if necessary.
9. *Teacher asks students to write the meaning of words that they do not understand and copy down the meaning from the dictionary in their book.
10. Teacher distributes Worksheet 1 (True-False questions) to students and later discusses the answers with the students together.
Activity 2 (10 Minutes)
1. *Teacher briefly shows to the students from the main computer an example of website which offers some strange/creative inventions
IKEA website: http://www.ikea.com.my/
2. Teacher asks students the aspects of the product that they consider in choosing/selecting a particular product
“What aspects do you look for when you want to choose a good invention/product?” - features of product; price; quality; convenience-portable, size; color; material of product, etc.)
3. Teacher asks students the words that they use to describe things (nouns) – adjectives.
4. Teacher distributes Worksheet 2.
5. Teacher asks students to describe the product invention that they have read previously (noisy, colorful, etc.) and write down the adjectives that they can come out in the worksheet (Worksheet 2).
Activity 3 (20 minutes)
1. Teacher asks students to go to the website to watch a video on strangest inventions:
http://www.youtube.com/watch?v=5wP05JfqGt8&feature=related
7. Teacher distributes Worksheet 3.
8. Teacher instructs students to choose a particular product that they prefer/like the most and describe the product using the adjectives that they have learned.
9. Teacher asks students to complete the worksheet and write the reasons why they like the product. Teacher gives template to students to answer the questions:
i.e. I like the product because………
Another reason is because…….
The product is very ……….
10. *Teacher offers assistance to students if necessary.
11. Teacher asks a pair of students to present their work to the class.
Conclusion (5 Minutes)
1. Teacher asks a student to recapitulate the day’s lesson.
2. Teacher asks students to state aspect a person looks at in choosing a product, and state some adjectives that they have used.
Follow-up Activity:
Teacher asks students to browse for a strange/creative product that they wish to give to a friend on his/her birthday from an e-shopping website. Teacher asks students to pretend to write an e-mail to the friend to describe the product. Students are instructed to send their activity through e-mail to the teacher.
Teacher also assigns students to go to the website http://www2b.abc.net.au/spark/games/inventions/default.shtm and register for next class activity ("Inventing your own inventions")
11 March 2010
Blog Task - Creating Hypertext & Hypermedia
KEY LIME PIE
Key lime pie is an American dessert made of key lime juice, egg yolks, and sweetened condensed milk in a pie crust. The traditional conch version uses the egg whites and has a meringue topping. The dish is named after the small key limes (Citrus Aurantifolia 'Swingle') that are naturalized throughout the Florida Keys. While their thorns make them less tractable, and their thin yellow rind more perishable, key limes are more tart and aromatic than the common Persian limes seen year round in most U.S. grocery stores.
Key lime pie is made with canned sweetened condensed milk, since fresh milk was not a common commodity in the Florida Keys before modern refrigerated distribution methods.
Key lime juice, unlike regular lime juice, is a pale yellow. The filling in key lime pie is also yellow, largely due to the egg yolks.Some cooks add food coloring to give the pie filling a green color. This practice is frowned upon by those who make traditional key lime pies.
During mixing, a reaction between the condensed milk and the acidic lime juice occurs which causes the filling to thicken on its own without requiring baking. Many early recipes for key lime pie did not instruct the cook to ever bake the pie, relying on this chemical reaction (called souring) to produce the proper consistency of the filling. Today, in the interest of safety due to consumption of raw eggs, pies of this nature are usually baked for a short time. The baking also thickens the texture more than the reaction alone.
It's tasty and scrumptious. The recipe and ingredients are easy to follow - I highly recommend the readers to try and make one!
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