ENGLISH 3 Quarter 2 Week 3: Interaction Through Technology

Subject: English
  |  Educational level: Year III

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QUARTER 2: INTERACTIONS
Week 3: Interaction Through Technology
 
I. OBJECTIVES
 
A. Listening
Listen attentively to given instructions
 
B. Speaking
Express predictions and suppositions correctly
 
C. Reading
          1. Use concept maps to show relationships between and among ideas abstracted from texts
          2. Determine the objective of the essayist and the means employed to attain it
          3. Respond intelligently to the language of information technology
          4. Understand the use of information technology in conveying, receiving and strong information
          5. Demonstrate the ability to use varied ways of organizing information
 
D. Literature
Realize the importance of information technology in people's lives
 
E. Grammar
Use modal would, could, might effectively
 
II. SUBJECT MATTER
 
A. Reading : “The New Teachers” by Isaac Asimov
Source: Asimov, Isaac. 1981. Change! 71 Glimpse of the Future.
Boston: Houghton Mifflin Co.
 
“What Is Information Technology?” by John Hill
Source: Hill, John. 1991. Exploring Information Technology. Italy:
Wayland
 
B. Grammar : (Form) Modals experssing a degree of certainty: will, can, may
(Function) Supposing/Predicting
 
III. PROCEDURE
 
Day 1
 
A. Previewing
What would the teacher of the future be like?
 
B. Tasks
 
Task 1
            Which words go together?
            Match column A with column B.
A
B
______1. communications
a. screen
______2. computer
b. set
______3. radio
c. cassette
______4. laser
d. interaction
______5. television
e. beam
______6. video
f. satellite
______7. viewing
g. waves
______8. human
h. technology
           What do the words in each column have in common? Which one is the exception?
 
Task 2
            Read the title of the selection. What do you think would a new teacher be like?
 
Task 3
           What questions do you think will be answered by the essay? Write them on the board.
 
            As you read the text, look for the answers to your questions.

The New Teachers

      1.   In the fifth essay of this book, "Adult Education", I discussed the fact that the percentage of older people in the world is increasing and that of the younger people decreasing, and that this trend would continue if the birth rate should drop and medicine  continue to extend the average life span.
 
      2.   In order to keep older people imaginative and creative and  to prevent them from becoming an ever growing drag and shrinking   pool of creative young, I recommend that our educational system be  remodeled and that education be considered a lifelong activity.
        
      3.   But how can this be done? Where will all the teachers come from?
       
      4.   Who say, however, that all teachers must be human beings or even animate?
        
      5.   Suppose that over the  next century, communication satellites become numerous and more sophisticated than those we've placed in space so far. Suppose that in place of radio waves the core capacious laser beam of visible light becomes the chief communication medium.
        
      6.   Under these circumstances, there would be room for millions of separate channels for voice, and it is easy to imagine every  human   being  on  earth   having   particular television wavelength assigned to her or him.
        
      7.   Each person (child, adult or elderly) can have his or her own private outlet to which could be attached, at certain desirable period of time, his or her personal teaching machine. It would be far more versatile and interactive teaching machine than anything we could put together now, for computer technology will also have advanced in the interval.
        
       8.   We can reasonably hope that the teaching machine will sufficiently be intricate and flexible to be capable of modifying its own program (that is learning) as a result of the student's print.
        
       9.   In other words, the students will ask questions, answer questions, make statements, offer opinions, and from all this, the machine will be able to gauge the student enough to adjust the speed and intensity of its course of instruction and, what's more shift in the direction of the student interest displayed.
       
      10.  We can't imagine a personal teaching machine to be very big. However, it might resemble a television set in size and appearance. Can so small an object contain enough  information to teach students as much as they want to know, in any  direction intellectual curiosity may lead them? No, not if teaching machine is self-contained – but need it be?
 
      11.  In any civilization with the computer science so advanced as to make teaching machine possible, there will surely be thoroughly computerized central libraries. Such libraries may even interconnected into a single planetary library.
 
      12.  All teaching machines would be plugged into this planetary library and each could then have at its disposal any book, periodical document, recording, or video cassette encoded there. If the machine has its, the student would have it too, either placed directly on a viewing screen, or reproduced in print-on-paper for more leisurely study.
 
      13.  Of course, teachers will not be totally eliminated. In some subjects, human interaction is essential – athletics, drama, public speaking, and so on. There is also value and interest, in groups of students working in a particular field – getting together to discuss and speculate with each other and with human experts, sparkling each other to new insights.
  
      14.  After this human interchange they may return, with some relief, to the endlessly knowledgeable, endlessly flexible, and most of all endlessly patient machine.
        
      15.  But who will teach the teaching machine?
  
      16.  Surely the students who will learn will also teach. Students who learn freely in those fields and activities that interest them are bound to think, speculate, observe, experiment and, now and then come up with  something of their own that may  have  been previously known.
  
      17.  They could transmit that knowledge back to the machine, which will in turn record it (with due credit, presumably) in the planetary library – thus making it available to other teaching machines. All will be put back into the central hopper to serve as new and higher starting point for those who come after. The teaching machines will thus make it possible for human species to race forward to heights and in direction now impossible
       But in describing only the mechanics of learning? What of the  contents? What subjects will people study in the age of the teaching machine? I'll speculate in the next essay.

 
Task 4
            1. What is the objective of the essayist?
            2. What does he predict will happen in the future?
            3. What kind of writer is Isaac Asimov?
            4. What is science-fiction?
            5. How does a sci-fiction writer prepare his readers for life in the future?
            6. How does Isaac Asimov go about setting the scenario for his prediction?
 
Task 5 Concept Mapping
Which of the following maps would you use if you use were to illustrate the text in a graphic presentation?
 
           1. Form a group. Choose one of the concept maps to make a transfer of information gathered from the essay.
           2. Assign roles: Facilitator, recorder, reporter, process observer.
           3. Do the activity in 15 minutes.
           4. Present your output to the class.
           5. The process observer reports on why the group chose the group's thinking map and       describes how it was resolved.
 
C. Closure
           Can human teachers be replaced by teaching machine? Explain.
 
D. Assignment
Make a prediction. What would be the fate of books in libraries in the next five years if a computer chip can hold much of the information one has yet to gather from scattered sources?
 
Day 2
 
A. Recapitulation
No teaching machines can replace human teachers. Do you agree or disagree?
Using databases can be a wonderful means of gathering enormous information technology? Share your journal.
 
What are your predictions about the fate of libraries in the advent of information technology?
 
B. Tasks
 
Task 1
           Use of will, can, and may.
 
           If all teachers were machine, what (would, could, might) this world be like?
                                                                                 Past Form
           1. To express futurity, use will                         would
           2. To express ability, use can                —           could
           3. To express possibility, use may         —            might
 
Task 2
      Complete the following sentences by giving at least 3 possible effects of the given scenarios using the correct form of verbs.
 
           1. Suppose teaching machines became the new teachers...
           2. Suppose the world were run fully by automated robots...
           3. Suppose computers were programmed to love or feel...
           4. Suppose the Philippines became self-sufficient in oil and natural gas...
           5. Suppose people could communicate just thinking...
 
Task 3
           1. Form groups of five. Assign a facilitator, an illustrator, a writer, editor and process observer.
           2. Illustrate on manila paper a scenario of life in the future or an imaginary world.
           3. Write an accompanying text describing this future life using modals of possibility and degree of certainty.
           4. Present your work.
           5. Your work will be evaluated according to the following criteria:
               a. Creativity — 5
               b. Use of appropriate forms — 5
               c. Quality — 5
 
C. Closure
           Choose a partner. Select one of the situations and work on it.
 
Below are problem situations that need to be resolved. Explore possibilities in trying to resolve them. Identify your possible solutions as Plan A and Plan B.
 
          1. Your school is holding its Foundation Day in October which is a rainy month.
          2. Supposing it rained. What could be Plan A? Plan B?
          3. Your school wants to integrate computers in instruction. But computers are expensive and the school does not have the budget for them. Supposing you didn't have enough resources...
          4. Your school wants to be known for its academic excellence. But students drop out in middle of the school year got economic reasons. Supposing that were the case...
          5. Your basketball team is playing against a rival school for the championship game. Plan your strategy. Supposing strategy 1 didn't work...
 
D. Assignment
           1. What is information technology? What effects does it have on our life?
           2. Cite examples of latest technologies used in everyday living in the following:
home, school, offices, agriculture, hospitals, laboratories, etc.
 
Day 3
 
A. Recapitulation
Could the world be better off without information technology?
 
Technology has definitely changed our lives.
[Check the students homework.]
 
B. Tasks
 
Task 1
Fill the K-W-L chart. What do you already know about information technology? What do you want to know? The last column will be complete later.
KNOW
WANT TO KNOW
LEARNED
 
 
 
 
 
Task 2 Note-taking from Listening to a Taped Information
           1. Pair off.
           2. Listen to the recorded information.
           3. Take down notes.
           4. Listen again.
           5. Review your notes.
           6. Compare notes with your partner.
           7. Write about what information technology is.
      [The teacher turns the tape on.]
What is Information Technology?
 
People thirst for information in order to answer questions and solve problems. Engineers need information about materials; teachers need information to plan their lessons; doctors need information about diseases; businessmen need to know about costs: farmers need to know about the weather and everyone needs to know how to cross the road safely.
 
The advent of information technology ha resulted to “information explosion”. Content of newspapers, encyclopedias, maps, films, videos, and about 10,000 million books in the world can now be stored and organized in different ways through information technology.
 
You often need to be able to tell someone what you have found out. Sometimes, you can talk to that person face to face or leave a note. However, if he or she lives many miles away, perhaps in a different country, you have to telephone, send a telegram, or even send a message through a satellite in space.
 
Information Technology (IT) is about different ways that information can be handled by electronics. The "technology" part helps people to do things to the information part. People collect and supply information. Electronic technology is used to organize the information in different ways.
IT is a combination of using computers to organize and store information. Electronic communication machines (such as telephone) are used to send messages very quickly. For example, sending a telephone message from Paris to Rome takes a few thousandths of a second, whereas sending it by a messenger in a car would probably take two days.
IT enables us to store vast amount of information in small space. The contents of a 50-volume encyclopedia can be stored electronically in a space smaller than a matchbox.
The information technology world is growing very rapidly. It includes offices, factories, homes, and of course, your school.
 
Task 3
           Share your notes with your classmates
 
C. Closure
Fill the last column of the K-W-L chart with what you have learned from the sharing. [Teacher writes on the board the answer to the last column.]
 
D. Assignment
          1. What is your idea of information processing?
          2. Clip samples of concept maps illustrating how textual information can be organized.
 
Day 4
 
A. Recapitulation
Graphic organizers provide readers an easy way of processing information. Text transferred into visuals save readers from the tedious task of reading volumes of information.
 
B. Tasks
Task 1
[Homework Check]
In groups of five, organize your clippings of graphic presentations on manila paper. Label them accordingly. All groups will display their work on the board for viewing by the whole class.
Task 2 Organizing information from a reading text.
           1. Read the text silently. You have 2 minutes.
           2. With your groupmates, organize the text into a graphic or concept map.
           3. Decide which organizer suits your topic.
           4. Put it on manila paper.
           5. Present it to the class.
Processing Information
There are many different ways by which information can be processed (sorted) depending on the questions that you want answered. The first is to decide exactly what your questions are, what information needs to be. The second step is to decide where the information is needed, how exact the information is and where the information can be found. It might be in a book or a newspaper. You might have to talk to somebody, take some measurements or carry out an experiments.
Once you have collected your information, it must then be organized, recorded and perhaps stored for future use. The collection of pieces of information is called database (data are information). Your school timetable is a database. Another example of database is a list of pop groups, their performers, musical instruments, and hits. You need to decide how information can be processed, so that you can find the answer to your questions.
Information can be sorted in alphabetical or numerical order. It can also be arranged in tables, or drawing a chart or a graph.
Task 3 Present your work.
Explain the link between and among the ideas extracted from the text.
 
C. Closure
Enumerate the different ways of visual presentations of texts that you have learned from today's lesson.
 
D. Assignment
In your journal, write about your experience in transcoding information to visuals.
 
Day 5
 
A. Recapitulation
How can you make information presentations easier for your readers or listeners?
 
B. Tasks
 
Task 1
Our mind can explore many possibilities. Do you agree that nothing is impossible in a creative mind?
 
Think and write about the future ten years from now. Imagine how you would be...
           1. riding from home to school?
           2. washing dishes?
           3. cooking your favorite recipe?
           4. scrubbing your floor?
           5. building your house?
           6. lifting heavy objects?
           7. sending messages?
 
Task 2
           Share your journal. Ask your classmates fro comments and suggestions.
 
C. Closure
Write a full-blown essay about life or society in the future.
 
D. Assignment
           1. What are the issues on environment management?
           2. Explain: “Think globally, act locally.”
           3. What should be the attitude of every Filipino on the problem regarding environment?

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