Shape Moving Activity Learners: EFL/ESL adults of low to intermediate level Goal: Learners will be able to use prepositions of place to describe the location of basic shaped objects and direct their movement. Objectives: By the end of this lesson learners will be able to: 1.
State the names of various two and three dimensional objects
2.
Use prepositions of place to describe the location of specific objects in relation to the place within a room and to each other
3.
Relocate objects while following directions of place and movement
4.
Use verbs of movement to direct the relocation of objects
Prerequisites Learners must have a basic-level of English including the knowledge of: 1.
Pronouns
2.
Adjectives of color
3.
Basic Subject-Verb-Object sentence construction
4.
Know basic verbs such as “put” and “move”
5.
Know basic prepositions of place such as “next to,” “near,” “on top of,” “in front of,” “behind,” “to the left of,” and “to the right of”
6.
Know basic shape names such as: square, rectangle, circle, triangle
7.
Know basic three-dimensional shapes such as: cube, box, cylinder, cone, sphere,
Learners must also be familiar with the Second Life environment and be able to: 1.
Select and object using the right mouse key
2.
Choose the “edit” option to access control of an object
3.
Use x, y and z-axis arrows to move and relocate objects
4.
Use the text-chat feature of Second Life
5.
Use arrow keys to move their avatar and change visual perspective using Alt-arrow keys
Materials The lesson assumes access to a computer, high-speed Internet, and a Second Life account. The lesson requires that a room or space be prepared with the following: 1.
A large wall/barrier which can be walked around but which obstructs the view of users to opposite sides
2.
Two sets of identical objects including spheres, boxes/cubes, cylinders, diamonds, and cones placed on either side of the wall. Objects should be scattered about randomly so as not to have the same configuration prior to the lesson
3.
A note-card to give participants which describes the activity to participants (possibly in
the local language to expedite understanding). Description The lesson begins with learners teleporting to the location of the activity. Upon arriving all members are given the note-card and given time to read it. After a few minutes the instructor explains the activity and demonstrates how it is done with a volunteer. There are several variations in which to do the activity itself. For small classes of lower-level students, the instructor may give directions to each student one at a time. After students have had some practice, they can begin working in pairs with one student giving directions and another following the directions and configuring the objects. For larger spaces, several walls can be created and several teams playing concurrently. Procedure Introduction: The instructor asks all students to gather around.
Gives all their note-cards and
gives them a few minutes to read them. The instructor then shows a quick slideshow demonstrating how to do the activity while explaining what to do. The instructor then demonstrates how to do the activity with a volunteer or assistant. Students stand at the end of the wall on either side so as to be able to see both sides of the wall and watch the activity as it is performed. After the demonstration is completed the instructor gives the learners a few minutes to practice moving objects around. Main Activity: After the introduction is completed learners are paired up. assigns each partner as either “A” or “B.”
The instructor then
The instructor then tells students that student “A” will
give directions first while student “B” follows the directions. Student A is given two minutes to organize his or her objects into whatever configuration he or she wants. Student B is to stand on his or her own side of the wall without looking. The instructor tells all teams to begin. They are given between five and ten minutes to communicate with their partner as to how to configure their objects. During the activity the instructor will walk around and assist students who are having trouble. After the allotted time has expired students will be told they can go around to the other side of the wall to see how well they communicated by comparing their configurations. The closer they are to being identical the better they were at communicating. Students are then told to switch roles and the activity is tried again.
This can go on for as many
rounds as there is time for. Partners can also be switched. Conclusion After the activity is completed, the instructor brings students back together and asks them what difficulties they had and how they overcame those difficulties. If the learners are very low level,
the instructor can ask them to rate the difficulty on a scale from one to ten or can have them go to one side of the room if they thought it was easy, one side for hard and another side for somewhat easy/hard. Follow Up Lessons/Activities This lesson can be followed up with a number of activities. One follow up activity can use specific objects that are part of a theme such as articles of clothing for a clothing unit, travel items for a travel unit, or various foods for a food unit. Students can also use furniture, for example to instruct their partners as to how to decorate a room. Assessment: The assessment of this unit will be done based on how well students were able to meet the objectives of the unit using the rubric below. In order to assess student learning, students will be required to copy the dialogs they had with partners and submit them to the instructor via email. The instructor will then review the transcripts of their dialogs to assess their achievement level.
Shape Moving Activity Rubric 90-100%
75-89%
60-74%
0-59%
Excellent
Good
Satisfactory
Intervention Needed
Say the names
All the names of
All but one or
Three or four
Most of the
of the various
the shapes have
two of the
shapes were not
shapes were not
shapes
been used and
shapes were
mentioned and
mentioned and
spelled correctly.
mentioned and
there were two
spelling was a
there is two or
or three spelling
major problem
three spelling
mistakes that
with consistent
mistakes, but
were consistently
misspellings
they were not
spelled wrong.
which impeded communication.
consistently spelled wrong Use prepositions
All the learned
All but one or
Three or four
Few of the
of place
prepositions of
two learned
learned
learned
properly
place were used,
prepositions of
prepositions of
prepositions of
they were almost
place were used
place were not
place were used;
always used
and most were
used; they were
those used were
correctly; they
used repeatedly;
used incorrectly
only rarely used
were used
they were mostly
30-50% of the
and they were
consistently; they
used properly
time; there was
used incorrectly
were used
with just a few
little repetition of
more than 50%
properly; there
irregularities;
phases usually on
of the time.
were almost no
there were a few
used once or
Spelling was
spelling mistakes.
spelling mistakes,
twice. Spelling
consistently a
but they were
mistakes are
problem and
not consistently
frequent and
impeded
spelled wrong.
consistent.
communication.
Use prepositions
All the learned
All but one or
Three or four
Few of the
of movement
prepositions of
two learned
learned
learned
properly
movement were
prepositions of
prepositions of
prepositions of
used, they were
movement were
movement were
movement were
almost always
used and most
not used; they
used; those used
used correctly;
were used
were used
were only rarely
they were used
repeatedly; they
incorrectly 30-
used and they
consistently; they
were mostly used
50% of the time;
were used
were used
properly with just
there was little
incorrectly more
properly; there
a few
repetition of
than 50% of the
were almost no
irregularities;
phases usually on
time. Spelling
spelling mistakes.
there were a few
used once or
was consistently
spelling mistakes,
twice. Spelling
a problem and
but they were
mistakes are
impeded
not consistently
frequent and
communication.
spelled wrong.
consistent.
Use verbs of
All the learned
All but one or
Three or four
Few of the
movement
verbs of
two learned
learned verbs of
learned verbs of
properly
movement were
verbs of
movement were
movement were
used, they were
movement were
not used; they
used; those used
almost always
used and most
were used
were only rarely
used correctly;
were used
incorrectly 30-
used and they
they were used
repeatedly; they
50% of the time;
were used
consistently; they
were mostly used
there was little
incorrectly more
were used
properly with just
repetition of
than 50% of the
properly; there
a few
phases usually on
time. Spelling
were almost no
irregularities;
used once or
was consistently
spelling mistakes.
there were a few
twice. Spelling
a problem and
spelling mistakes,
mistakes are
impeded
but they were
frequent and
communication.
not consistently
consistent.
spelled wrong.
Use proper word
Proper word
Proper word
Proper word
Proper word
order when
order was used
order was used
order was
order occurred
speaking
nearly 100% of
90% of the time
confused
less than 50% of
the time when
when making
relatively
the time making
making sentences
sentences with
frequently with
sentences with
with subjects,
subjects, verb
consistent
subjects, verb
verb and object
and object
mistakes with
and object in the
in the correct
confused only
subject, verb and
incorrect order
order and
rarely. Self
object order.
and prepositions
prepositions in
correction
Prepositions were
in the wrong
the right
occurred, but not
in the wrong
position more
position. Self
always.
position half of
than 70% of the
the time.
time.
correction occurred often when mistakes were made. Complete the
Students were
Students were
Students were
Students were
activity
able to perform
able to perform
able to perform
unable to finish
the activity in
the activity in
the activity and
in 10 minutes
under five
between 5 and 8
finish just in time
and were or
minutes and were
minutes and were
in 10 minutes or
weren’t able to
within 90%
within 80%
needed just an
complete the
accuracy in their
accuracy in their
extra two
activity within 15
duplication.
duplication.
minutes and were
minutes.
within 70%
Accuracy was less
accuracy in their
than50% in their
duplication.
duplication.