Running Head: DIGITALLY-MEDIATED LEARNING ACTIVITY

Digitally Mediated Learning Activity Elisabeth Clapp Post University

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(Project is available at: http://esl-global.org/coursework/edu520/)

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Introduction Beginning in September 2012, students enrolling in universities in the United Arab Emirates are required to purchase iPads. Instructors are encouraged to integrate iPad-based activities into language learning to the greatest degree possible (Cavanaugh, Hargis, Munns, & Kamali, 2013). Prior to enrolling in a university, students in the UAE are required to demonstrate adequate English proficiency by obtaining a score of Band 5-6 on the International English Language Testing System (IELTS) exam. Many students fail to achieve the required score, and face criticism for lacking motivation and appropriate study skills. Of all Emirati students entering universities, ninety-four percent must take remedial English language courses before beginning their university coursework (Lewis & Bardsley, 2010). An English language activity in a blended environment will allow students to adequately prepare for and demonstrate competency in three learning based outcomes: Reading, writing and oral communication. To assist in language acquisition, Vygotskys theory of social constructivism and Gardner, Day and MacIntyres theory of integrative motivation, incorporate into all aspects of the course, with consideration to the Emirate culture. Theoretical Framework Vygotskys theory of social constructivism is evident through social networking. Second language learners tend to learn from each other effectively when sharing ideas and experiences. Often, Emirati English language students are left feeling isolated and criticized because of their need for remedial English language instruction. Isolation opposes the social situation identified by Vygotsky (Cole & Scribner, 1978) as the ideal learning environment for increased cognitive development. According to Vygotsky, optimal cognitive development occurs in a social

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situation because humans are social creatures (Mishra, 2013). If a person lives in social isolation, no effective learning will occur. Learning a second language promotes social interaction with peers and other members of society. Vygotsky believes teachers should guide or facilitate, rather than merely dictate or dispense information (Cole et al., 1978) and assess students to determine the Zone of Proximal Development or the point between a students level of independent performance and the students level of assisted performance (Mishra, 2013). Teachers identify the students ZPD and focus education at that point in an effort to optimize development and learning. The ZPD works in conjunction with the use of scaffolding (Mishra, 2013). Scaffolding is an approach to support the learning and development of students within their ZPD, with the gradual removal of the scaffolding to build independent learners. Gardner, Day and MacIntyre, propose a theory that motivation has two orientations: Integrative and instrumental (1992). Integrative orientation is the desire by learners to identify with a specific language community, develop an interest in the people and the culture, and adopt their patterns of speech. Integrative is a stronger motivation than instrumental orientation, which originates in the desire to attain high grades or to benefit professionally or economically by using the language (Gardner et al., 1992). According to the theory, formal education of grammar; reading and writing, is not the preferred learning strategy for second language learners (Gardner et al., 1992). Students prefer to practice the language informally than to learn in a formal setting, by focusing on the memorization of vocabulary and grammar. Wlodkowski elaborates on Gardner, Day and MacIntyres theory by recognizing that culture influences motivation. Wlodkowski describes motivation as intangible and only detectable through observation (1999). Emirati students are primarily instrumentally motivated.

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Their own local culture creates a deep sense of comfort and identity for them. According to Wlodkowski, a teachers behavior can either enhance or detract from motivation. Without sensitivity to culture, we teachers may unknowingly contribute to the decline of motivation among our students (Wlodkowski, 1999 p. 9). Vygotskys social constructivism theory necessitates socializing. The English language learning activity incorporates many opportunities for students to socialize with one another in both the classroom and during the field trip. According to Gardner et al., (1992) informal education provides a learning environment more receptive to student engagement and motivation. Opportunities are available for self-directed learning in a blended classroom environment. Bates and Watson refer to the blended classroom as guided discovery which unlike direct instruction in a face-to-face classroom, guided discovery is more appropriate for online learning (2008, p. 40) and aligns with Vygotskys theories. The responsibility of learning then falls on the student, while the teacher assumes the role of facilitator, guiding instruction and gradually releasing the student. Wlodkowski stresses that the focal point of education must center on the Emirate student's culture in order to motivate and engage them to their full abilities. The design and implementation of the activity anticipate student-based motivation. The Emirati culture and the national pride of the students in having the tallest building on earth are primary motivating factors. The design of the activity is to tap into the preexisting patriotism that is very strong among the Emirati. Coupling patriotism with two cultural strengths, a passion and affinity for technology and a very social culture, make this activity highly engaging. Learning activity Emirati students (ages 15 18), scoring below the required Band 5-6 on the IELTS test are the

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participants for the English language learning activity. ECART, presented at the start of the 2011-2012 school year is an online/hybrid program that incorporates an English language curriculum into a blended learning environment and develops students into sustainable independent learners. Students complete writing assignments in a face-to-face classroom as well as through blended and online, both formal and informal learning environments, by means of the iPad, applications and the internet. A student evidence folder is maintained online to validate student learning is occurring (ADEC, 2011). The specific learning activities, which are incorporated into ECART, are from The Worlds Tallest Building Opens in Dubai (Banville, 2010). Location The design of the physical location for the activity is in the classroom, with the accompanying field trip to the Burj Khalifa. The virtual location is as the students would determine. Some students may utilize the iPad on the bus, in a coffee shop or any location a Wi-Fi signal is accessible. The flexibility of the teacher and the students is the key component to the location. A traditional teacher would attempt to have students complete most tasks apart from the field trip in a classroom setting while using the iPads. For the purposes of this activity, components of the activity can be completed both in the classroom, during the field trip and be self-directed by the student at a location of their choosing. Technology In 2012, The UAE National Higher Education system introduced Apple iPads into the classroom. The implementation of this initiative was mandated by the start of the 2012-2013 school year, in an effort to transform the higher education learning experience. One goal for the

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iPad is Increased student participation and motivation (Cavanaugh et al., 2012, p. 1). The use of iPads will help the high percentage of students who enter programs without being proficient in English to enroll in courses taught in English. The initiative iPadagogy, is an effort to create a paperless educational environment and eliminate the use of paper and pens on campuses and will see all coursework and literature online and administered in a digital format (McGintly, 2012, para. 8). As completely portable, iPads are perfect for the learning activity. The internet capability of the iPad allows students to complete all of the sections of the learning activity (Appendix A) using their iPad, whether in the classroom or attending the field trip. Field Notes is a note-taking app that the students can utilize during the field trip. It can locate a students position using GPS and view a satellite map of the location. Students can take notes for the Writing (Appendix A) portion of their activity and collect photographs in georeferenced format then transmit this information by e-mail to other students or the teacher, while still attending the field trip. Dragon Dictation is another useful app for field trips. Students can dictate to the iPad, and it will type what the student is saying. Dictation is most helpful if a student wants to record an aspect of the field trip and later check their English language usage. Assemblee app is for writing notes that are either private or shared with the group. It would be interesting to have the students all using this app while viewing the Burj Khalifa and instantaneously be able to read everyones comments and have them recorded. Learning Outcomes The learning outcomes are present as English language skills increase and integration of these skills are apparent during the social exploration sections of the activity. These outcomes are in

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the ECART project plan AIMS section as well (ADEC, 2011, p. 3). The outcomes will be an increase in English language vocabulary, expressive language usage, understanding specific types of speech in the English language, synonyms, as well as listening, speaking, and writing skills. Students will also be meeting the mandated technology requirement by the utilization and adaptation of the iPad, which teachers both expect and encourage students to use. Students engage in both data gathering as well as communication activities with the teacher and peers. The social expression is unique to this activity. Students are required to hold discussions with peers and the teacher, in English. These discussions will present different challenges for the students that are designed to determine Vygotskys Zone of Proximal Development (Mishra, 2013). The discussions in English require students to use critical thinking skills in making judgments and applications of the information they are gaining during these activities. Formative assessments are incorporated into the classroom practice (Garrison & Ehringhaus, n.d., p. 1) during the multiple choice and fill-in-the-blank exercises (Appendix A), which will determine if a student lacks the skills and knowledge needed to progress in the ECART requirements (Appendix B). The student will then be required to determine if they are able to successfully complete the section of the activity or need the teacher to make adjustments and modifications for them. Again, the structure of the activity allows for peer-to-peer collaboration allowing some students to assume the role of facilitator for the more challenged students. The ultimate goal is English language acquisition and proper usage through cooperative learning. The summative products of students both written and verbal will be based on their own acquired skills with the English language. For a student to present work to the teacher, not their own would be difficult when written and nearly impossible in a verbal form (ADEC, 2011, p. 15).

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Content The content for the learning activity is, as previously mentioned, based on the ECART format (ADEC, 2011, pp. 20-24). The sections of activities (Appendix A) provide a variety and very practical applications of learning for English language learners. The entire learning activity intends to engage students for several days, while the learning takes place in a variety of settings. In applying Vygotskys theory, the first session titled The Article (Appendix A) intends to attract and pique the interest of the students, (Mishra, 2013). The reading is available in both written and audio format, whichever manner is most appropriate for the group or individual student to follow. Comprehension of the reading is paramount to the success of completing the tasks that follow and in meeting the requirements of ECART. As such, the initial reading may be done individually, in pairs, small groups, even round robin is appropriate. It is the teachers responsibility to ensure the students understanding of the reading through questioning stratagem and informal interaction with the students prior to proceeding to the appropriate next steps in the learning activity. The Warm-Up parts of the activity; six in total (Appendix A), may comprise the remainder of the first session of the activity or may carry into the start of the subsequent session. The nature and progression of the student oral communications and interactions, as well as the results of formative assessments, are the determinant factor indicating the number of sessions. The activity and field trip are intended to be completed within one weeks time, allowing flexibility as the teacher deems necessary. Next in the order of the activity are three Before Reading / Listening (Appendix A) tasks and two While Reading / Listening sections (Appendix A). For the nature of the English language learner, it is best practice to have large amounts of communication and conversation.

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The tasks provide that in the forms of oral and written content. The design of these elements of the activity is such that the teacher and even peer to peer informal assessment is taking place. Coupled with this is the potential for formal assessment using the two While Reading / Listening activities (Appendix A). The next part of the activity is the After Reading / Listening exercise (Appendix A), which consists of five elements. Again, variety and peer interaction is a key element of the activity. Students will need to speak English with each other, find answers and bring meaning in English to the tasks, as well as write in English. Peer cooperation and communication is essential to the continued learning throughout this activity. The formative and summative portions of the students work are present in all sections as the teacher adjudges the need relative to the ECART format (Appendix B). The remaining four parts of the activity; Student Survey, Discussion, Language Work and Writing (Appendix A), can be placed into any order the teacher deems most appropriate for the students and their given setting. As with all ECART derived activities, it is most appropriate that students complete several and a variety of tasks over a period of several days (ADEC, 2011). The concluding activities are extensions of the lessons (Appendix A) or can be used for homework. It is the teachers determination via assessment and observation that will determine the application of these extensions, but not all are to be completed prior to attending the field trip. Ideally, the students will visit the Burj Khalifa prior to completing the activity sections titled Writing, Homework and Breaking News English online quiz (Appendix A). The teacher will formatively assess the students progress, based on completion of the previous sections of the learning activity. The teacher may choose to repeat previous sections while traveling to Dubai or while at the mall, depending on the students needs.

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Assessment and Evaluation A study conducted by Aksu Ata concluded a need for alternative methods of assessing English language learners stating it will be pedagogically useful to attach more importance to authentic assessment in curriculum and educational programs of language teaching (2012, p., 16). Authentic assessment is throughout much of the activity and the various aspects of learning. Primarily this takes place among the students and between the students and the teacher when conversing. Assessment is authentic due to the activity requiring students to perform a variety of practical tasks in speaking and writing the English language (Mueller, 2014). Authentic assessment takes place prior to traditional methods of assessment, for the activity. Beginning with The Article reading (Appendix A) and continued throughout the entire activity students are authentically assessed while demonstrating English language usage, both formally in the classroom and informally during the field trip. The formative part of the evaluation are part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening (Garrison et al., n.d., p. 1). The nature of formative assessment provides a rapid feedback timeframe which is crucial for English Language Learners especially when speaking the language. Feedback, corrections or praise, needs to come as soon as possible so changes or corrections and reinforcement for the learner can become manifest in future use and result in growth of the knowledge base for future conversations or writings to occur. It is when teachers use sound instructional practice for the purpose of gathering information on student learning, they are applying this information in a formative way (Garrison et al., n.d., p. 2). Many of the written formative portions of the activity are easily

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scored and thereby recorded in order to monitor student progress. One summative assessment is to be used for this activity. However, as this activity is to be used with ECART the teacher must understand The key is to think of summative assessment as a means to gauge, at a particular point in time, student learning relative to content standards (Garrison et al., n.d., p. 1). As a gauge, one portion of the lesson is summative as it is scored and recorded for the teacher (restart will not be available), as the student completes it: Breaking News Online Quiz (Banville, 2010). The key element for any teacher using this activity is to realize summative assessments occur after the learning has happened. Authentic and formative assessments provide information for the learner and allow the teacher to make instructional adjustments and interventions during the learning process (Garrison et al., n.d., p. 1). Conclusion Vygotskys theory proves to be indispensable for both English language students and their teachers. The application of Vygotsky's theory to the learning activity will be engaging for students and allow the teacher to properly assess their needs. The learning activity is designed to increase English language usage skills for students at the intermediate level. These students !

may be several years away from obtaining a band 5-6 on the IELTS exam and subsequent transition to the University level. However, after completion of the activity students will have expanded their English vocabulary, practiced conversational English for an assigned topic and gained functionality with English language usage both spoken and written. The
tasks within the activity are designed to allow the teacher to monitor the development of each students strengths and weaknesses. Students will have taken the IELTS evaluation prior to the learning activity and perform formative assessments, orally, written and electronically as they

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progress through the activity, to evaluate how well learning outcomes were met and to see the growth of English usage and understanding. Additionally, it should be found in subsequent

work by students; they will possess greater skills in written English and higher fluency levels with verbal English. As a result of this and other ECART formatted activities, subsequent
IELTS scores should show growth and improvement, thereby bringing the student closer to the ultimate goal of entry into the University setting without the need for remedial English language instruction.

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References ADEC. (2011). English continuous assessment: 2011-2012 ecart inquiry process product integrated strand tasks. [Report]. Retrieved from http://djamel.wikispaces.com/file/view/ CA+2011+2012+Amendment+28SEP11.pdf

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Aksu Ata, B. (2012). Foreign language teachers attitude toward authentic assessment in language teaching. The Journal of Language and Linguistic Studies, 8 (2), 7-19. http:// www.jlls.org/vol8no2/7-19.pdf Banville, S. (2010) ESL/EFL lesson plan on the Burj Khalifa. Breaking News English. [Web site]. Retrieved from http://www.breakingnewsenglish.com/1001/100105worlds_tallest_building.html

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Bates, C. & Watson, M. (2008). Re-learning teaching techniques to be effective in hybrid and online courses. [Article]. Journal of American Academy of Business, Cambridge, 13(1), 38-44. Retrieved from https://post.blackboard.com/bbcswebdav/pid-1870578-dtcontentrid19160678_1/courses/EDU520.901238026230/Documents/Relearning %20Teaching%20Techniques%20to%20be%20Effective%20in%20Hybrid%20and %20Online%20Courses.pdf

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Cavanaugh, C., Hargis, J., Munns, S. & Kamali, T. (2013). icelebrate teaching and learning: sharing the ipad experience. Journal of Teaching and Learning with Technology 1(2),1-7. Retrieved from http://jotlt.indiana.edu/article/view/2163

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Cole, M. & Scribner, S. (1978). Vygotsky, L.S., Mind and Society. Cambridge, MA: Harvard University Press. Retrieved from http://www.cles.mlc.edu.tw/~cerntcu/099-curriculum/ Edu_Psy/EP_03_New.pdf

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Garrison, C. & Ehringhaus, M. (2013, August). Formative and summative assessments in the classroom. Association for Middle Level Education. Retrieved from http://www.amle.org/ BrowsebyTopic/Assessment/AsDet/TabId/180/ArtMID/780/ArticleID/286/Formative-andSummative-Assessments-in-the-Classroom.asp

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Gardner, R., Day, J. & Maclntyre, P. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14, 197-214. http://dx.doi.org/10.1017/S0272263100010822

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Lewis, K., & Bardsley, D. (2010, February 23). University remedial English to end. The National. [Web site]. Retrieved from http://www.thenational.ae/apps/pbcs.dll/article?AID=/ 20100223/NATIONAL/702229804&SearchID=73393762668150

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McGinley, S. (2012, September 6). UAE colleges switch to ipad-only classrooms. ITP.net. [Web site]. Retrieved from http://www.itp.net/590333-uae-colleges-switch-to-ipad-onlyclassrooms#.UzcyDvldWa9

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Mishra, R. K. (2013). Vygotskian perspective of teaching-learning. International Journal of Applied Research, 1(1), 21-28. [Article]. Retrieved from http:// ijar.publicationsupport.com/docs/paper/22.pdf

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Mueller, J., (2014) Authentic Assessment Toolbox. [Website]. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

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Wlodkowski, R. J. (1999). Motivation and diversity: A framework for teaching. New Directions For Teaching & Learning, (78), 7-16. Retrieved from https:// post.blackboard.com/bbcswebdav/courses/EDU520.901238026230/Documents/Moiivation %20and%20Diversity_A%20Framework%20for%20Teaching.pdf!

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Appendix A

www.

Breaking News English.com

Worlds tallest building opens in Dubai

Ready-to-use ESL/EFL Lessons by Sean Banville!

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http://www.breakingnewsenglish.com/1001/100105-worlds_tallest_building.html!

Contents

1,000 IDEAS & ACTIVITIES FOR LANGUAGE TEACHERS The Breaking News English.com Resource Book http://www.breakingnewsenglish.com/book.html!

The Article Warm ups Before Reading / Listening While Reading / Listening Listening Gap Fill After Reading / Listening Student Survey Discussion Language Work Writing Homework/link to online quiz Answers
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page 2 page page page page page page page page page page page 3 4 5 6 7 8 9 10 11 12 13

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THE ARTICLE

From http://www.BreakingNewsEnglish.com/1001/100105-worlds_tallest_building.html

The worlds tallest building officially opened in Dubai on January the 4th. The height of the 828-metre Burj Khalifa was kept a secret until the opening ceremony. It is twice the height of New Yorks Empire State Building. Another big surprise at the opening was the renaming of the tower. The building had always been called Burj Dubai. However, Dubais ruler announced it would now be called Burj Khalifa after the ruler of Abu Dhabi, Dubais _eighbor. The oil-rich emirate of Abu Dhabi helped save Dubai from possible financial collapse. The chairman of the company that built the Burj, Mohamed Alabbar, said the building gives hope and optimism. He added: The world has gone through difficult times this is the beginning of a gradual move forward. It is likely the Burj will remain as the worlds tallest building for a while to come. Since the 2008 global financial crisis, there seems to be little appetite for ambitious construction projects from property developers. The Burjs owners, however, are confident the building will be a success. More than 90 per cent of the space has been sold. It cost $22 billion to build and has broken many records. The opening celebrations included the worlds highest fireworks, which lit up the sky above the worlds tallest fountain. The building houses the worlds highest mosque and swimming pool, located on floors 158 and 76. Burj Khalifa has 1,044 luxury apartments, 49 floors of offices and the 160-room Armani hotel. Around 12,000 people will live and work in the tower.

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Worlds tallest building opens in Dubai 5th January, 2010

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WARM-UPS

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Walk around the class and talk to other students about tall buildings. Change partners often. Sit with your first partner(s) and share your findings.

1.TALL BUILDINGS:

2. CHAT:

In pairs / groups, decide which of these topics or words from the article are most interesting and which are most boring: tall buildings / Dubai / opening ceremonies / rulers / neighbours / hope / optimism / a while to come / appetites / ambitious / fireworks / luxury apartments / Armani hotel Have a chat about the topics you liked. Change topics and partners frequently.

3. MOST / BEST:

Whats so good about having the biggest/best things in your city? Complete this table with your partner(s). Change partners and share what you heard. Tallest building: Biggest mall: Highest rents: Most cosmopolitan: Best football club: Poorest area: Good things Bad things

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4. BIG IS BEAUTIFUL:

Students A strongly believe having the biggest building in your city is a wonderful thing; Students B strongly believe the opposite. Change partners again and talk about your conversations.

5. PLACES TO STAY:

What building would you like to stay in most? Rank these and share your rankings with your partner. Change partners and share your rankings again. most expensive hotel tallest building an Amazon rainforest lodge the Taj Mahal Buckingham Palace a safari tent in Kenya an igloo a luxury cabin on a luxury cruise liner

6. BUILDING:

Spend one minute writing down all of the different words you associate with the word building. Share your words with your partner(s) and talk about them. Together, put the words into different categories.

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Worlds tallest building opens in Dubai 5th January, 2010

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BEFORE READING / LISTENING

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Audio

1.TRUE / FALSE:

Read the headline. Guess if a-h below are true (T) or false (F).

a. Everyone knew the height of the worlds tallest building ages ago. T/F b. The Burj Khalifa is three times the height of the Empire State Building. T/F c. The building is named after Dubais ruler. T/F d. A property developer said the Burj is a symbol of good times to come. T/F e. Another project will soon beat the Burj as the worlds tallest building. T/F f. Between 90 and 100 per cent of space in the Burj has been sold. T/F g. The Burj contains the worlds tallest mosque. T/F h. There will be around 20,000 people living and working in the Burj. T/F

! 2. SYNONYM MATCH: !
1. officially 2. twice 3. ruler 4. collapse 5. gradual 6. remain 7. appetite 8. construction 9. lit up 10. houses

Match the following synonyms from the article.

! 3. PHRASE MATCH: !

a. leader b. building c. stay d. illuminated e. ruin f. formally g. accommodates h. desire i. two times j. slow
(Sometimes more than one choice is possible.) a. worlds highest mosque b. difficult times c. to come d. construction projects e. a secret f. a success g. emirate of Abu Dhabi h. of offices i. move forward j. financial collapse

1. kept 2 The oil-rich 3. save Dubai from possible 4. The world has gone through 5. the beginning of a gradual 6. for a while 7. little appetite for ambitious 8. confident the building will be 9. The building houses the 10. 49 floors

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Worlds tallest building opens in Dubai 5th January, 2010

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WHILE READING / LISTENING

GAP FILL:

Audio

Put the words into the gaps in the text.

The worlds tallest building ____________ opened in Dubai on January the 4th. The height of the 828-metre Burj Khalifa was ____________ a secret until the opening ceremony. It is ____________ the height of New Yorks Empire State Building. Another big surprise at the opening was the ____________ of the tower. The building had always been called Burj Dubai. However, Dubais ruler announced it would now be called Burj Khalifa after the ____________ of Abu Dhabi, Dubais _eighbor. The oil-rich emirate of Abu Dhabi helped save Dubai from ____________ financial collapse. The chairman of the company that built the Burj, Mohamed Alabbar, said the building gives hope and ____________. He added: The world has gone through difficult times this is the beginning of a gradual ____________ forward. It is likely the Burj will ____________ as the worlds tallest building for a while to come. Since the 2008 global financial ____________, there seems to be little appetite for ambitious construction projects from property developers. The Burjs owners, however, are ____________ the building will be a success. More than 90 per cent of the ____________ has been sold. It cost $22 billion to build and has broken many ____________. The opening celebrations included the worlds highest fireworks, which ____________ up the sky above the worlds tallest fountain. The building ____________ the worlds highest mosque and swimming pool, located on floors 158 and 76. Burj Khalifa has 1,044 luxury apartments, 49 ____________ of offices and the 160-room Armani hotel. Around 12,000 people will live and work in the tower. Renaming officially twice possible kept move ruler optimism crisis records floors space remain houses confident lit

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Worlds tallest building opens in Dubai 5th January, 2010

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LISTENING

Listen Audio and fill in the gaps

The worlds tallest building __________________ Dubai on January the 4th. The height of the 828-metre Burj Khalifa was __________________ the opening ceremony. It is twice the height of New Yorks Empire State Building. Another big surprise at the opening __________________ the tower. The building had always been called Burj Dubai. However, Dubais ruler announced it would now be called Burj Khalifa __________________ Abu Dhabi, Dubais _eighbor. The oil-rich emirate of Abu Dhabi helped save Dubai ____________________ collapse. The chairman of the company that built the Burj, Mohamed Alabbar, said the building gives hope and optimism. He added: The world has gone through difficult times this is the beginning __________________ forward. It is likely the Burj __________________ worlds tallest building for a while to come. Since the 2008 global financial crisis, there seems to be __________________ ambitious construction projects from property developers. The Burjs owners, however, are confident the building will be a success. More than 90 per cent __________________ been sold. It cost $22 billion to build and has broken many records. The opening celebrations included the worlds highest fireworks, which __________________ the worlds tallest fountain. The building houses the worlds highest mosque and swimming pool, __________________ 158 and 76. Burj Khalifa has 1,044 luxury apartments, 49 __________________ and the 160-room Armani hotel. Around 12,000 people will live and work in the tower.

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AFTER READING / LISTENING

! Keep: ! ! ! ! !

Audio 1.WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms for the words keep and secret.

secret:

Share your findings with your partners. Make questions using the words you found. Ask your partner / group your questions.

2. ARTICLE QUESTIONS: Look back at the article and write down

some questions you would like to ask the class about the text. Share your questions with other classmates / groups. Ask your partner / group your questions.

3. GAP FILL: In pairs / groups, compare your answers to this exercise.

Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning?

4. VOCABULARY: Circle any words you do not understand. In groups,

pool unknown words and use dictionaries to find their meanings.

5. TEST EACH OTHER: Look at the words below. With your partner, try
to recall how they were used in the text: height twice surprise ruler neighbour move remain appetite space lit houses floors

Worlds tallest building opens in Dubai 5th January, 2010

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STUDENT TALL BUILDINGS SURVEY

STUDENT 1
Q.1. Q.2. Q.3. Q.4. Q.5. Q.1. Q.2. Q.3. Q.4. Q.5. Q.1. Q.2. Q.3. Q.4. Q.5.

Write five GOOD questions about tall buildings in the table. Do this in pairs. Each student must write the questions on his / her own paper. When you have finished, interview other students. Write down their answers.

STUDENT 2

STUDENT 3

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Now return to your original partner and share and talk about what you found out.

Change partners often.

Make mini-presentations to other groups on your findings.

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TALL BUILDINGS DISCUSSION

STUDENT As QUESTIONS (Do not show these to student B)

a) What did you think when you read the headline? b) What springs to mind when you hear the word tower? c) Are you impressed by tall buildings? d) Would you like to live on the top floor of the Burj Khalifa? e) Do you think the people of Dubai would like the name change? f) Are you good at keeping secrets? g) Why do you think the name changed from Burj Dubai to Burj Khalifa? h) Why does the new building provide hope and optimism? i) What difficult times has the world been through? j) Would you like the worlds tallest building in your city? STUDENT Bs QUESTIONS (Do not show these to student A) a) Did you like reading this article? b) Why will the Burj Khalifa be the worlds tallest building for a while? c) Would you like to design buildings? d) What was the last ambitious project you worked on? e) What is the most important thing for the worlds tallest building to have? f) What are the pros and cons of living in the worlds tallest building? g) Which of the 165 floors would you like to live on? h) Why do people build such tall big buildings? i) Will there be a building that reaches space one day? j) What questions would you like to ask Mohamed Alabbar about the Burj?

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LANGUAGE MULTIPLE CHOICE

The worlds tallest building officially opened in Dubai on January the 4th. The (1) ____ of the 828-metre Burj Khalifa was kept a (2) ____ until the opening ceremony. It is twice the height of New Yorks Empire State Building. Another big surprise at the opening was the (3) ____ of the tower. The building had always been called Burj Dubai. However, Dubais ruler announced it would now be called Burj Khalifa after the ruler of Abu Dhabi, Dubais _eighbor. The oil-(4) ____ emirate of Abu Dhabi helped save Dubai from possible financial collapse. The chairman of the company that built the Burj, Mohamed Alabbar, said the building gives (5) ____ and optimism. He added: The world has gone through difficult times this is the beginning of a (6) ____ move forward. It is (7) ____ the Burj will remain as the worlds tallest building for a while to come. Since the 2008 global financial crisis, there seems to be (8) ____ appetite for ambitious construction projects from property (9) ____. The Burjs owners, however, are confident the building will be a success. More than 90 per cent of the space has been sold. It cost $22 billion to build and has broken many records. The opening celebrations included the worlds highest fireworks, which (10) ____ up the sky above the worlds tallest fountain. The building (11) ____ the worlds highest mosque and swimming pool, located on floors 158 and 76. Burj Khalifa has 1,044 luxury apartments, 49 (12) ____ of offices and the 160-room Armani hotel. Around 12,000 people will live and work in the tower.

Put the correct words from the table below in the above article.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. (a) highly (a) secret (a) renamed (a) wealth (a) hopeful (a) gradually (a) liked (a) little (a) developing (a) lighting (a) apartments (a) floors (b) (b) (b) (b) (b) (b) (b) (b) (b) (b) (b) (b) high secrecy renaming money hopefully gradual likelihood few developers lightening flats flooring (c) (c) (c) (c) (c) (c) (c) (c) (c) (c) (c) (c) highness secretive renames rich hope graded liking low develops lights houses floored (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) height secrets named loaded hoping grades likely small developed lit villas floor

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WRITING

Write about tall buildings for 10 minutes. Correct your partners paper.

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________!

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HOMEWORK

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1.VOCABULARY EXTENSION: Choose several of the words from

the text. Use a dictionary or Googles search field (or another search engine) to build up more associations / collocations of each word.

2. INTERNET: Search the Internet and find out more about the Burj
Khalifa. Share what you discover with your partner(s) in the next lesson.

3. TALL BUILDINGS: Make a poster about tall buildings. Show your

work to your classmates in the next lesson. Did you all have similar things?

4. RESIDENT: Write a magazine article about people who live on the top
floor of the Burj Khalifa. Include imaginary interviews with them. Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).

5. LETTER: Write a letter to the owner of the Burj Khalifa. Ask him/her
three questions about the building. Give him/her three suggestions on what they should offer people who live there. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

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ANSWERS

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TRUE / FALSE:
a. F b. F c. F d. T e. F f. T g. F h. F

SYNONYM MATCH:
1. officially 2 twice 3. ruler 4. collapse 5. gradual 6. remain 7. appetite 8. construction 9. lit up 10. houses a. formally b. two times c. leader d. ruin e. slow f. stay g. desire h. building i. illuminated j. accommodates

PHRASE MATCH:
1. kept 2 The oil-rich 3. save Dubai from possible 4. The world has gone through 5. the beginning of a gradual 6. for a while 7. little appetite for ambitious 8. confident the building will be 9. The building houses the 10. 49 floors a. a secret b. emirate of Abu Dhabi c. financial collapse d. difficult times e. move forward f. to come g. construction projects h. a success i. worlds highest mosque j. of offices

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GAP FILL:
Worlds tallest building opens in Dubai
The worlds tallest building officially opened in Dubai on January the 4th. The height of the 828-metre Burj Khalifa was kept a secret until the opening ceremony. It is twice the height of New Yorks Empire State Building. Another big surprise at the opening was the renaming of the tower. The building had always been called Burj Dubai. However, Dubais ruler announced it would now be called Burj Khalifa after the ruler of Abu Dhabi, Dubais neighbor. The oil-rich emirate of Abu Dhabi helped save Dubai from possible financial collapse. The chairman of the company that built the Burj, Mohamed Alabbar, said the building gives hope and optimism. He added: The world has gone through difficult times this is the beginning of a gradual move forward. It is likely the Burj will remain as the worlds tallest building for a while to come. Since the 2008 global financial crisis, there seems to be little appetite for ambitious construction projects from property developers. The Burjs owners, however, are confident the building will be a success. More than 90 per cent of the space has been sold. It cost $22 billion to build and has broken many records. The opening celebrations included the worlds highest fireworks, which lit up the sky above the worlds tallest fountain. The building houses the worlds highest mosque and swimming pool, located on floors 158 and 76. Burj Khalifa has 1,044 luxury apartments, 49 floors of offices and the 160-room Armani hotel. Around 12,000 people will live and work in the tower.

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LANGUAGE WORK 1 d 2 a 3 b 4 c 5 c 6 b 7 d 8 a 9 b 10 d 11 c 12 a!

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Appendix B

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Key: C = compliance ORGANIZATION
Overall Plan Product plan including product drafts or design sketches Contents page Appropriate system of organization Meeting Expectations

comments C C C C Demonstrating responsibility criteria 4

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CONTEXT Narrative reading and analysis Narrative character study/rank order Student choice of topic in theme Set of focus questions student will research RESEARCH Research Plan Focus statement Awareness of research skills A range of sources used Referenced sources Awareness of plagiarism Summaries of each research item Evaluation of each research item chosen C C C C C C Summarize criteria Making informed judgments 4 4 4 C C Defining relevant and significant issues criteria 4 4

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Recording research

Organizing research 4 criteria

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STRATEGIES Sustained reading program learning experiences C

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Reading journal Making connections to self, the world, other texts, the UAE A statement of the contribution to humanity Relevant vocabulary list Acquired vocabulary activities Peer discussion REFLECTION AND REVIEW Final reflection Weekly reflection Conferencing with teacher Choosing an appropriate product Working with others Peer reflection / feedback Response to feedback ICT INTEGRATION

C C C C C C

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C C C C Collaborating with others criteria C

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