c
 


c

The Internet Generation 
 Kang Hye Lyeong
  
  Grade 6/ Intermediate c
 : 45 min/twice a week

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The goals within this unit on ?





are to provide opportunities for students to:

¦



½i) use digital media and environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the learning of English.
½ii) check new brands and prices of technologies which they enjoy in online stores.
½iii) explain how new ways of digitally communicating necessitates consideration of how
people may react to online communication.
½iv) advocate and practice safe, legal, and responsible use of information and technology.
½v) define plagiarism and describe its consequences.
½vi) understand how new Wi-Fi technology shows potential for improving education in school.

^
    , the theme of ³N-Generation in Education´ shows that how
they think and how they are motivated by modern technological school society. This
lesson provides that this approach allows students to diversity their efforts in more
meaningful tasks. Technology based lesson for a School English class on how to
accurately and efficiently research information on the internet. Students conduct Web
searches on open-ended questions, and draw on their experiences to develop guides to
searching effectively and finding reliable information online. Ss use computers as
part of learning to give students hands-on opportunities with technology. Search the
internet for relevant sites, use computers to write publication, design and make
spreadsheets, or anything a computer can do to assist in outcome.

Plagiarism is frequently a problem with students. They do not always understand that
the teacher is not interested in learning facts about their research topic but they are
interested in seeing what the students themselves have learned. Sometimes students
put off writing a report and think no one wil l catch them turning in a page from an
encyclopedia if they change a few phrases. Sometimes the problem is simply that they
do not know how to put information into their own words.

i
 

½i) use a variety of vocabulary terms such as:
Nouns: digital camera, e-dictionary, MacBook, iPod, mp3 player, smartphone, scanner,
camcorder, notebook computer, subject, instruction, netiquette
Verbs: organize, communicate, miscommunicate, check, reply, read, create
Adjectives: private, upset, polite,
Possessive pronouns: mine, yours, theirs, ours, it¶s, his, hers
Modals: can, should, have to, let, how much, do, don¶t

½ii) use a variety of grammatical structures such as:

Demonstrate their ability to ask and answer questions using: How much is the camera
Describe an action without saying exactly: I'm going to do something you won't believe!
Possibility and permission: You can leave your car in that parking space.
Giving advice: You should speak to him about it.
Suggestion and verb suggest in indirect speech: Let's wait a few minutes and then try again

½iii) use of a variety of discourse structures such as:

Conjunctions: and, but, so that, then Enumeratives: then, after, finally, lastly
Additives: also, in addition Choice: I think... I believe.. In my opinion..

- demonstrate their ability to ask and answer questions using the expression ³How muchis___?´ These
specify and describe prices and buying things in digital technology store.
- get the main idea of the reading text by ³Do¶s and Don¶ts´ Netiquette and answering aguiding
question. - Possibility and Permission ½Can) - Give an opinion or recommendation½Should) - Express
a suggestion and is reported by the verb suggest in indirect speech.

^
    Students write and speak using conventional grammar,
usage, sentence, structure, punctuation, capitalization, and spelling. Students learn
vocabulary as well as grammatical and discourse structures that are helpful producing
oral and written expressions. Students read information on materials related to the
theme. Ss speak and write statements, steps, summaries, outlines, scientific,
procedures, etc for theme. Outcomes can include reports, presentations, posters,
computer-generated logo or publications. There are endless possibilities for theme-
based reading, writing and speaking.




 * 
  
   
   
!  *" 
 convincing recently that how computers can be used effectively
  *" 
 asking price means at which something is offered for sale, ½How much is it? It costs ___;
It¶s cheap. It¶s expensive. )


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( Greeting and Review / ^
)* T-Ss S,L PPT
-Introduce objectives and start activity. T shows pictures and asking Pictures
questions and Introducing the topic. Web
-Brainstorming about WIFI.
^
*+, -
 .
/0 
( -talk about buying things in store and Ss-T 
Brainstorm; Make a list of other stuffs and  S,L Flashcards
find what kind of things
1 - Introduce Target Language in authentic way and drilling with pictures. Group of 5  Class
*  
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 2

 
2*
)

) S,L bulletin

 board,
-Unscramble Game; Ss put the word into categories and Games stops cards
when all cards are scrambled. 
( T asks Ss about Experience using Internet Search engines. class S,L Pictures
-Ss find information with Group.
*2 

2
311133 
 3 2
456$
*+^78c&0
1 GuessingGame; Make a sentence about Prices, buying and selling things  Group of 5 S,L PPT
Thinking about how much it is. .½Provided Power Point Guessing Game) 
1 Role Play: Group of 5  Worksheet,P
1)Open a store2)Making a shopping list R,S,W PT, web
3)Make a budget 4) Go shopping
-,
% ± Buying stuffs in the store
)9 

 **: T-Ss
),
%Hot potatoes quiz ½Let¶s _)
  3 
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!  *" 
 Understanding proper behavior when communicating online
  *" 
   We use the verb << when someone performs an action, activity or task.


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( T shows pictures and asking questions and Introduces the topic. T-Ss S,L PPT
( T pre-teaches vocabulary,  
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    )    )&  S,L,R
Ss-T Flashcards


 
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ppt
n idea 
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- steps of activity:?  



  
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1 - 
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3: T-Ss  Class bulletin
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 ^%  => R,S,L board, cards
Scanning for the main idea Instruction, CCQ, Feedback
-Instructions Remove all TL support T-Ss
1 -Introduce Target Language in authentic way and drilling with T-Ss R,S,L Pictures
pictures. 
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 2  Look at
µReading for Details¶. ^%  =?
1 
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?Providing Ss guide line for using Internet Group of 5 R,S,L, PPT
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/2 

( -Closing and Wrap Up-T provides assignment: Hot potatoes T-Ss R,S,L Worksheet,
Three Quizzies ½How much do you know Netiquette Symbols) Ss-T W PPT, web
   >! 
  

!  *" 
 Teacher let the Ss think about previous days that we didn¶t have any technological devices. There
is a change for the better that supports collaboration, learning, and productivity.
   *" 
   We use 'can' with 'see' 'hear' 'feel' 'smell' 'taste' to talk about something which is happening
now and  be introduced to talk about specific functions or situations. 


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( -Greeting and showing Video Clip ½I can do) T-Ss S,L PPT,
-making groups. Group of 4 Web,Video Clip
-T shows pictures by power point and asking questions.
1 -Match the phrases in column A w/ the appropriate information from B. Group of 4 S,L Video Clip.
-Complete the answer with your own information and compare  and PPT, Web
 A with a partner. Pair Worksheet
1 -Students listen the conversation Dialogue and practice. Group of S,L, Class bulletin board,
-Ss try to find what changed in theirInternet Circumstances. 4 Ss W PPT,
1 -Make a creative and fancy portable phone and write or draw a Groups S,L, Worksheet
description. Of 4Ss W
-Guess whose phone is best and what factor is important and  they
tell the reason?
1 )
      8 )Pass the ball. When the music stops ± Whole Class R,S,W Worksheet, PPT,
 whoever has the ball must pass the ball to the next person and SAY ,L web
 THE EXPRESSION! T-Ss 8
 ! * 4 Ss-T
 )! 

 : Review and Assignment T-Ss
 +Hot Potatoes listening test0
½ ohn¶s Terrible Day: Teacher explains Moodle site) to Ss.
-

  ?!*
  2
!  *" 
 How well Ss can acknowledge the copy right and Ss do their assignment by themselves.
  *" 
 Saying what¶s right or correct, Recommending action, Uncertain prediction different forms of
plagiarism and Ss integrate plagiarism prevention techniques in the classroom. 


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1 -Greeting and Review T-Ss S,L, PPT
-Giving Motivation by Video Clip. R Web
-Introduce objectives and start activity.
T shows pictures and asking questions and Introducing the
topic.
1 -.
/  Group R,S,L Worksheet
Of 5 Ss PPT, Web
+Find Unscramble words by matching)
2 @2
 Ss-T
)
.
/ about Subjects
-Let¶s find vocabulary that will help you to learn the school
subject in school:
-Introducing 7 subjects by PPT.
½ 
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,
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1 & #

 T-Ss S,W,R Class bulletin board,
-How should solve the Ss subject assignments? ,L Worksheets
and do an survey activity
-How Internet affects Ss homework and fill in the blank. Group of
-Ss find which items should be most useful for them. 5 Ss
1 9 
#

 T-Ss S,L,W Pictures, Web
-Read and try to make an answer in Hot Potatoes Quiz ,R
.
-When you do homework with Computer and think about
Internet Copy Right or Plagiarism.
Vocabulary Check by Hot Potatoes Quiz
-check up the answers. Pair
-Compare with partner what was most difficult quiz.

#

 
   
     How much it is?

Performance Indicators;

!  : How well can Ss identify new branded devices in technology and they learn how to ask the
product prices and answering to that questions. Define the price, awaring technology
promotes this classroom transformation by ensuring that digital-age students are empowered to learn,
live, and work successfully today and tomorrow

  : Expresses a suggestion and is reported by the verb suggest in indirect speech: let's not
used alone in answer to an affirmative suggestion is often reported by some phrase that opposes the
idea. Ss use a variety of nouns as related to technology.

Assessment methodology
-Teacher evaluates whether language objectives are met by monitoring the Ss¶ comprehension, group
work, paragraphs;
-Teacher identifies the instructional needs of individual students in essential basic skills and measures
their educational growth over time.

  3 
;   

 
   
 

!    Describe good manners common to all messages in cyberspace and

give examples of good manners specific to E-mail, chat, and instant messaging and Ss will collect the
detailed reading questions using the target vocabulary and learning skills and present to a group how
they should act a good network netiquette in an internet environment

  : when speaking about things in general. In other words, to describe an action without
saying exactly what the action is.

Assessment methodology
-Planning the project presentation could be evaluated by peers.
-Teacher evaluate Ss understanding of what is netiquette by monitoring S discussion; distribution of S
evaluation checklists.

  >  ! 
  


 
   
 

!   Connecting to the Net from a device that slips into your pocket instead of using around a
bulky laptop offers a lot of convenience. You can check your social network, answer e-mail or simply
browse the Web while sunbathing on the beach or waiting in line at the market.

   How well can Ss use an auxiliary verb for Possibility and permission; We use 'can' to ask
for and give permission.
Assessment methodology

-T evaluates Ss Interaction with other Ss during activities.

-Teacher should identify the strengths of each student and pairing/grouping people accordingly.-

  ?  !*
  2

 
   
 

!  Explain how the Internet makes copying others' work easy and Identify conditions that
make copying acceptable. 

   'Should' expresses a personal opinion and is much weaker and more personal than 'must'
or 'have to'. It is often introduced by ' I think'.


Assessment methodology
-T evaluate student projects; T evaluate Ss¶ listening, analytical, problem solving &
cooperative skills by monitoring Ss work; and assessment criteria are clear and have been
communicated to the student. T distributes Ss¶ self-evaluation checklists
 #


Not very Okay Well Very

How well can the student«. well well
Content
ask product prices and provide answers to those
questions?
demonstrate how they should behave online as a good
netizen?
explain how the Internet makes copying others' work
easy and identify conditions that make copying legal
and acceptable?
explain the benefits that technology provides society in
terms of living, learning and working?
Vocabulary
use a variety of nouns as: related to net working or
technology ?
use a variety of verbs such as: do or don¶t /can/
should/let?
use a variety of adjectives such as: cheap/expensive/
easy/ difficult ?
use a variety of adverb such as exactly/clearly?

Grammatical Structures
use ³can´ to talk about the things possiblein our daily
lives?
use ³ do´ in sentences about work, or doing particular
things?
use 'Should' to expresspersonal opinions?
use ³ should/shouldn¶t´ to give practical advice?
use ³do´ in sentences about working, or about doing
particular jobs?
Discourse Structures
use a variety of recommendations and opinions?
use of modals for degrees of certainty?
 9


    *% ^  -  

 3 > ?
 -Student does not -Student is -Student is at ease -Student
 have grasp of uncomfortable with with content, but demonstrates full
information; information and is fails to elaborate. knowledge ½more
!   studentcannot able to answer only than required)with
answer questions rudimentary -Generally well explanations and
about subject. questions. organized. elaboration.
- Poor or non Somewhat  Extremelywell
existent organized. organized.
organization 
 -Student's -Presentation has -Presentation has no - Presentation has
 presentation has three misspellings more than two no misspellings or
and/or grammatical
- four or more errors. misspellings and/or grammatical errors.
 spelling errors  grammatical errors - Correct, precise
 Student
and/or grammatical Student pronunciation of
incorrectly
errors. pronounces terms pronounces most terms
words correctly.
-Selects words 
inappropriate
forcontext; Uses
incorrect grammar

 Cannot focus on the Can follow the For the most part, Presentation has no
ideas presented. presentation, but sentences are misspellings or
 Because of some grammatical complete and



 difficulties with errors and use of grammatical, and grammatical errors.
&  grammar. slang are evident. they flow together 
Some sentences are easily. With a few
incomplete/ halting, exceptions, words
are chosen for their
precise meaning.
Student used a clear Student's voice is Student incorrectly Student mumbles,
 voice and correct, clear. Student pronounces terms. incorrectly
precise pronounces most Audience members pronounces terms,

  pronunciation of words correctly in have difficulty and speaks too
terms in interactive communicative hearing quietly for students
&  discussion. learning. presentation. in the back of class
   to hear.
 9
  
!  

The µDigital Age¶is quickly changing the meaning of literacy. Not only reading and writing
performances are they going to face multi-literacy for their learning. While traditional
literacy has focused on the ability to read and write, literacy in the Digital Age requires
English language learners to be receptive of new information all the time. Towndrow ½2007)
asserts that the Internet generation ½N-Gen)of children generally display the following
characteristics: fiercely independent, emotionally and intellectually open, socially inclusive,
innovative, preoccupied with maturity, investigative, concerned about immediacy, sensitive to
corporate interests, and wary of unauthenticated sources of information.

The theme of ³N-Generation in Education´ addresses how students think and how they are
motivated by modern technology. The lessons with the unit plan allows students to diversity
their efforts in more meaningful tasks, and thereby provides greater motivation that results in
better retention of effective speaking, listening, reading, and writing ½Brown, 2001). This
lesson also allows the students to carry out an activity where initial speaking is followed by
an interactive activity to complete the task. By linking two or more language skills as is
generally done in real life and applications, authenticity is embodied in the task ½Richard &
Rogers, 2001).

Student centered teaching should be accepted in language learning with proper content.
Now, How does ICT enable student centeredness? There is implementation Section.
- Introduction ½write a brief introduction of the lesson and how you are going to present it to
the students)
- Specify the required activities ½teachers activities, students activities ½pre, during, & after)
using technology.

English teachers provide the prominent content quality of linguistic input in digital learning
materials by following reasons.
1) Speedy learning process by assisted CALL. ½providing various colored tools by using
Power point or various applications)
2) Clearness of screening
3) Native speaker's exact pronunciation by web.
4) Providing Facilitating learning environment for visual and auditory learners.
5) Accessing lots of resources & materials
6) Usage possibilities of any place and any time

7&%


The computer, multimedia and the Internetcan be used in developing not only reading and
writing skills, but also listening and speaking skills. They not only
provide learners with help in carrying out conventional tasks
and activities, but with enhanced or new forms of activities
that can help in developing the four language skills. Please see Appendix ? for how speaking,
listening, reading and writing skills are classified as either productive or receptive skills.

- 

Vocabulary knowledge is not something that can ever be fully mastered; it is something that
expands and deepens over the course of a lifetime. Instruction in vocabulary involves far
more than looking up words in a dictionary and using the words in a sentence. Vocabulary
is acquired incidentally through indirect exposure to words and intentionally through explicit
instruction in specific words and word-learning strategies. For this unit, I will use Web
based vocabulary teaching and flash card or Hot Potatoes Cloze quiz or Power Point to teach.
Please see Appendix ? for a list of key terms used in each lesson.





Grammar is a meaning system and Students make use of it when they are µlearning how to
mean¶ ½Halliday,1975) So, we are teaching grammar in order to help students make
meaningful language and not as an end in itself.
Cross ½2002) summarizes factors that draw attention to certain features in input:
   - asking price means at which something is offered for sale ½How Much) and 

usually expresses a suggestion and is reported by the verb   in indirect speech. Use
Target Language in an Interactive way. ½Let¶s).
  3 - use the verb << when someone performs an action, activity or task
  > - 'can' with 'see' 'hear' 'feel' 'smell' 'taste' to talk about something which is happening
now and  be introduced to talk about specific functions or situations.
  ? - Saying what¶s right or correct, Recommending action, Uncertain prediction
different forms of plagiarism and Ss integrate plagiarism prevention techniques in the
classroom. ½Should)

  
 


$ %  


Students should not feel they have no support, but should also take responsibility for keeping
their own conversation going. The final speaking task is intended to be accomplished without
the intervention of the teacher, who is available to advise/motivate groups who have
problems. In the final activities, students are developing their ability to survive in English and
to keep a conversation going, so any intervention defeats these aims.
However, demonstration of the task in whole-class sessions by the teacher and selected
students, allows the teacher to intervene and forestall problems. Prediction and practice of
useful language can also be attempted in the preparatory activities. Practice in turn-
exchanging, checking comprehension, asking for clarification, agreeing/disagreeing,
expressing opinions can all be practiced independently of the tasks in the demonstration
stages.
In large classes,


 by the teacher and active classroom circulation is also
recommended, to further prevent students developing a limited group-code through which
they can communicate among themselves, but with no one else. Some situations may require
the teacher to interrupt the task to demonstrate or troubleshoot, but the main objective of this
set of exercises is to lead students in stages to a fully independent small-group conversation
in English.


& ; 
 
A unit plan gives the lesson a sequence. It means showing a destination teachers want the
students to reach.And it not only helps to remind teachers what they intended to do.but it also
helps to give the students understanding. Teachers should be flexible and always satisfy the
students` needs.Students gain a deeper understanding of the lesson by exploring this sequence.
In these four lessons, students understand more lessons and take notes about the sequence of
events as they follow along.Finally, sequence can help increase their comprehension when
they learn in the classroom. Lesson 1 is ³Introducing New Technology.´ Lesson 2 is
³Netiquette.´ Lesson 3 is ³Changing Technologies.´ Lesson 4 is ³Copyright Issues.´The Unit
Plan ÷
 
 
 is a series of five lessons. Teacher has decided that he would like
his students to have more opportunities to actively participate in their learning. To engage
them with the material teacher is planning on teaching it seems that a good way to interest
students will be through technology. Teacher decides to redesign a lesson plan using
collaborative learning principles and web 2.0 tools to enhance the material.
Nowadays, young students are exposed to more opportunities to learn a Technology through
Internet. Utilizing technology to teach students of any age can be engaging, effective, and
fun. Assessment and learning goals can be reached, and exceeded, by understanding and
properly utilizing the digital tools available to both teachers and students alike.

' 


Teachers provide students with capability of freely exploring material that is considered
relevant for the solution of the tasks they set for themselves. The students typically use the
Internet as a knowledge source as search for relevant knowledge. Therefore they need to
actively ask themselves what materials might be helpful for fulfilling their task and need to
assess, which are documents, journals, books, songs, video clips. In addition, reading
materials would be provided by the teacher in a downloadable format.. For example) Internet
based classroom, white board, power point s/w, pointer, flash cards, pictures, big screen, ball
for game, worksheets, Class bulletin board,

,
%

Applications and extensions of classroom activity help students to learn beyond the
class½Brown,2001). The students are directed to possible sources such as the internet ½ie,
news, web sites), teacher¶s moodle site and journals. Especially Hot Potatoes Quizzes are best
application for checking students¶ understanding.

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  ?     Ss should try to find that you should not do on a Computer and
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by using ³should´


9    

Teachers may feel that they have already tried a cooperative learning approach because they
have occasionally placed their students in small groups, instructing them to cooperate. Yet
cooperative learning requires more than seating youngsters around a table and telling them to
share, work together, and be nice to one another. Such loose, unstructured situations do not
contain the crucial elements and safeguards that make other structured cooperative strategies
work so well.
By Hence, teacher can provide appropriate input and use language in authentic ways. And
teacher provides context and design/use task-based activities. Encourage collaboration and
address grammar consciously and adjust feedback to the situation and Include cultural aspects
of language use. Instructional approaches should engage students in the process of learning
rather than just transmitting information. Activities must be presented that are hands-on in
tactile, auditory and visual modes of instruction. Classroom activities should provide students
the opportunity to work both individually and in small/large groups. Teacher also provides In
multimedia learning with various visual display systems, including digital projectors and
interactive whiteboards. Verbal learning has been the major focus of educational research.
Teachers should seek to explore the proposal that adding pictures to words may be a way of
helping students gain comprehension and mastery.

9  & 

Learning should engage students both intellectually and physically. They need to be active
learners who apply their prior knowledge and experience in new situations. Student role in
education is to be active participants rather than passive. It is also very important to read
ahead of their teacher, try to participate in class activities.


 

Evaluation serves to support learning whenever the goal of evaluation is to support the
student in acquiring knowledge and developing competencies. To fulfill this function,
evaluation must be integrated into the teaching and learning process and be used to
monitor both student learning and teaching practices.

It is defined as the procedures used by "appropriate qualified personnel to determine a

child's initial and continuing eligibility", consistent with the state definition of infants and
toddlers with disabilities' and includes determining the status of the child in each of the
developmental areas ½cognitive development, physical development, including vision and
hearing, communication development, social or emotional development and adaptive
development).