EDU520 Final

Running Head: DIGITALLY-MEDIATED LEARNING ACTIVITY 1

!!!!!!!!!!!!!!Digitally Mediated Learning Activity

Elisabeth Clapp

Post University

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

DIGITALLY-MEDIATED LEARNING ACTIVITY ! 2

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, Vygotsky’s theory of social

constructivism and Gardner, Day and MacIntyre’s theory of integrative motivation, incorporate

into all aspects of the course, with consideration to the Emirate culture.

Theoretical Framework

Vygotsky’s 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


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 student’s level

of independent performance and the student’s 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 MacIntyre’s theory by recognizing that

culture influences motivation. Wlodkowski describes motivation as intangible and only

detectable through observation (1999). Emirati students are primarily instrumentally motivated.


Their own local culture creates a deep sense of comfort and identity for them. According to

Wlodkowski, a teacher’s 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).

Vygotsky’s 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 Vygotsky’s 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


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 World’s 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


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 student’s 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 geo-

referenced 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 everyone’s 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


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 Vygotsky’s 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).


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 Vygotsky’s 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 teacher’s

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.

http://www.breakingnewsenglish.com/1001/100105-worlds_tallest_building.mp3


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 student’s 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

teacher’s 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 student’s 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 student’s needs.


Assessment and Evaluation

A study conducted by Aksu Ataç 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


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

Vygotsky’s 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

student’s 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

http://www.breakingnewsenglish.com/0707/070723-burj_dubai-t.htm


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

!Aksu Ataç, 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/1001/100105-

worlds_tallest_building.html

!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-dt-

contentrid19160678_1/courses/EDU520.901238026230/Documents/Relearning

%20Teaching%20Techniques%20to%20be%20Effective%20in%20Hybrid%20and

%20Online%20Courses.pdf

!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

http://djamel.wikispaces.com/file/view/CA+2011+2012+Amendment+28SEP11.pdf


!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

!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-and-

Summative-Assessments-in-the-Classroom.asp

!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

!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

!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-only-

classrooms#.UzcyDvldWa9

!


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

!Mueller, J., (2014) Authentic Assessment Toolbox. [Website]. Retrieved from

http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

!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

http://ijar.publicationsupport.com/docs/paper/22.pdf

http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm


Appendix A

!www.Breaking News English.com

Ready-to-use ESL/EFL Lessons by Sean Banville World’s tallest building opens in Dubai

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 page 2

Warm-ups page 3

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

http://www.breakingnewsenglish.com/1001/100105-worlds_tallest_building-t.htm


THE ARTICLE From http://www.BreakingNewsEnglish.com/1001/100105-worlds_tallest_building.html !The world’s 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 York’s Empire State Building. Another big surprise at the opening was the renaming of the tower. The building had always been called Burj Dubai. However, Dubai’s ruler announced it would now be called Burj Khalifa after the ruler of Abu Dhabi, Dubai’s _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 world’s 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 Burj’s 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 world’s highest fireworks, which lit up the sky above the world’s tallest fountain. The building houses the world’s 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. !!!!!!!!!!!!!!!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 2


WARM-UPS !

1.TALL BUILDINGS: 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. !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: What’s 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. Good things Bad things Tallest building: Biggest mall: Highest rents: Most cosmopolitan: Best football club: Poorest area: !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. !!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 3


BEFORE READING / LISTENING 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 world’s 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 Dubai’s 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 world’s 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 world’s tallest mosque. T/F h. There will be around 20,000 people living and working in the Burj. T/F !2. SYNONYM MATCH: Match the following synonyms from the article. !1. officially a. leader 2. twice b. building 3. ruler c. stay 4. collapse d. illuminated 5. gradual e. ruin 6. remain f. formally 7. appetite g. accommodates 8. construction h. desire 9. lit up i. two times 10. houses j. slow !3. PHRASE MATCH: (Sometimes more than one choice is possible.) !1. kept a. world’s highest mosque 2 The oil-rich b. difficult times 3. save Dubai from possible c. to come 4. The world has gone through d. construction projects 5. the beginning of a gradual e. a secret 6. for a while f. a success 7. little appetite for ambitious g. emirate of Abu Dhabi 8. confident the building will be h. of offices 9. The building houses the i. move forward 10. 49 floors j. financial collapse !!!!!!!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 4



WHILE READING / LISTENING Audio

GAP FILL: Put the words into the gaps in the text. !The world’s 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 York’s Empire State Building. Another big surprise at the opening was the ____________ of the tower. The building had always been called Burj Dubai. However, Dubai’s ruler announced it would now be called Burj Khalifa after the ____________ of Abu Dhabi, Dubai’s _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 world’s 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 Burj’s 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 world’s highest fireworks, which ____________ up the sky above the world’s tallest fountain. The building ____________ the world’s 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 !!!!!!!!!!!!!!!!!!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 5



LISTENING – Listen Audio and fill in the gaps !The world’s 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 York’s Empire State Building. Another big surprise at the opening __________________ the tower. The building had always been called Burj Dubai. However, Dubai’s ruler announced it would now be called Burj Khalifa __________________ Abu Dhabi, Dubai’s _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 __________________ world’s tallest building for a while to come. Since the 2008 global financial crisis, there seems to be __________________ ambitious construction projects from property developers. The Burj’s 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 world’s highest fireworks, which __________________ the world’s tallest fountain. The building houses the world’s 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. !!!!!!!!!!!!!!!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 6 !



AFTER READING / LISTENING Audio 1.WORD SEARCH: Look in your dictionary / computer to find

collocates, other meanings, information, synonyms … for the words ‘keep’ and ‘secret’. !

Keep: 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 !!

World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 7



!!!STUDENT TALL BUILDINGS SURVEY 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 1 Q.1. Q.2. Q.3. Q.4. Q.5. STUDENT 2 Q.1. Q.2. Q.3. Q.4. Q.5. STUDENT 3 Q.1. Q.2. Q.3. Q.4. Q.5. !

• 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. !!!!!!!!!!!!!!!!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 8


TALL BUILDINGS DISCUSSION STUDENT A’s 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 world’s tallest building in your city? STUDENT B’s QUESTIONS (Do not show these to student A) a) Did you like reading this article? b) Why will the Burj Khalifa be the world’s 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 world’s tallest building to have? f) What are the pros and cons of living in the world’s 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? !!!!!!!!!!!!!!!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 9 !


!LANGUAGE – MULTIPLE CHOICE !The world’s 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 York’s Empire State Building. Another big surprise at the opening was the (3) ____ of the tower. The building had always been called Burj Dubai. However, Dubai’s ruler announced it would now be called Burj Khalifa after the ruler of Abu Dhabi, Dubai’s _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 world’s 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 Burj’s 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 world’s highest fireworks, which (10) ____ up the sky above the world’s tallest fountain. The building (11) ____ the world’s 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. (a) highly (b) high (c) highness (d) height 2. (a) secret (b) secrecy (c) secretive (d) secrets 3. (a) renamed (b) renaming (c) renames (d) named 4. (a) wealth (b) money (c) rich (d) loaded 5. (a) hopeful (b) hopefully (c) hope (d) hoping 6. (a) gradually (b) gradual (c) graded (d) grades 7. (a) liked (b) likelihood (c) liking (d) likely 8. (a) little (b) few (c) low (d) small 9. (a) developing (b) developers (c) develops (d) developed 10. (a) lighting (b) lightening (c) lights (d) lit 11. (a) apartments (b) flats (c) houses (d) villas 12. (a) floors (b) flooring (c) floored (d) floor !!!!!!!!!!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 10


!WRITING Write about tall buildings for 10 minutes. Correct your partner’s paper. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ !!!!!!!!!!!!!!!!!!!!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 11


HOMEWORK

!1.VOCABULARY EXTENSION: Choose several of the words from

the text. Use a dictionary or Google’s 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. !!!!!Breaking News English online quiz !!!!!!!!!!!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 12 !

http://www.breakingnewsenglish.com/1001/100105-worlds_tallest_building-t.htm


ANSWERS !TRUE / FALSE: a. F b. F c. F d. T e. F f. T g. F h. F !!SYNONYM MATCH: 1. officially a. formally 2 twice b. two times 3. ruler c. leader 4. collapse d. ruin 5. gradual e. slow 6. remain f. stay 7. appetite g. desire 8. construction h. building 9. lit up i. illuminated 10. houses j. accommodates !PHRASE MATCH: 1. kept a. a secret 2 The oil-rich b. emirate of Abu Dhabi 3. save Dubai from possible c. financial collapse 4. The world has gone through d. difficult times 5. the beginning of a gradual e. move forward 6. for a while f. to come 7. little appetite for ambitious g. construction projects 8. confident the building will be h. a success 9. The building houses the i. world’s highest mosque 10. 49 floors j. of offices !GAP FILL: !World’s tallest building opens in Dubai The world’s 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 York’s Empire State Building. Another big surprise at the opening was the renaming of the tower. The building had always been called Burj Dubai. However, Dubai’s ruler announced it would now be called Burj Khalifa after the ruler of Abu Dhabi, Dubai’s 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 world’s 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 Burj’s 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 world’s highest fireworks, which lit up the sky above the world’s tallest fountain. The building houses the world’s 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. !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 !!!World’s tallest building opens in Dubai – 5th January, 2010 More free lessons at www.BreakingNewsEnglish.com – Copyright Sean Banville 2009 13 !


Appendix B !!!!!Key: C = compliance ORGANIZATION comments

Overall Plan C !4

Product plan including product drafts or design sketches

C

Contents page C

Appropriate system of organization C

Meeting Expectations Demonstrating responsibility criteria

4 !!CONTEXT

Narrative reading and analysis C 4

Narrative character study/rank order C

Student choice of topic in theme Set of focus questions student will research

Defining relevant and significant issues criteria

4 !!RESEARCH

Research Plan C 4

Focus statement C

Awareness of research skills C

A range of sources used C

Referenced sources C

Awareness of plagiarism C

Summaries of each research item Summarize criteria 4

Evaluation of each research item chosen Making informed judgments

4 !!Recording research Organizing research

criteria4 !!

STRATEGIES

Sustained reading program learning experiences C !!


!!

Reading journal C !4

Making connections to self, the world, other texts, the UAE

C

A statement of the contribution to humanity C

Relevant vocabulary list C

Acquired vocabulary activities C

Peer discussion C

REFLECTION AND REVIEW

Final reflection C 4

Weekly reflection C

Conferencing with teacher C

Choosing an appropriate product C

Working with others Peer reflection / feedback Response to feedback

Collaborating with others criteria

4

ICT INTEGRATION C 4 !