(1833) REMEMBRANCE DAY: A MICRO-SCENARIO-BASED TEACHING OF ENGLISH AS A FOREIGN LANGUAGE EMPLOYING MICROACTIVITIES IN A DIGITAL ENVIRONMENT

摘要

Educational micro-scenarios in language learning refer to teaching scripts that include the minimum amount of information required to be comprehensible and reproducible in the classroom. Teaching micro-scenarios typically consist of time-allotted modules or else micro-activities that are often Information Communication Technology (ICT) enhanced. The present micro-scenario, namely “Remembrance Day” pertains a 2-hour teaching of English as a foreign language mapped at a B2/C1 Common European Framework of Reference for Languages (CERF) level and intended for older teenagers and adults. The lesson is designed to fit with the First World War Memorial Day observed on 11th November in and outside the Commonwealth and in remembrance of the end of the hostilities that formally occurred at the 11th hour of the 11th day of the 11th month. The lesson explores vocabulary related to the First World War, authentic historical sources and poetic speech in English. Educational objectives involve familiarizing students with the traditions, literary production and culture of other countries and understanding the devastating consequences of war and the extent of the human losses of the First World War. Furthermore, students will have the opportunity to improve their oral, communication and visual literacy skills by collaborating and producing audiovisual material. By the end of the lesson, students will hopefully appreciate the importance of memorial events and the role of art in them as well as understand that the events of the First World War have left their mark on the English language. Finally, learning outcomes are boosted by further relevant activities in collaboration with United Kingdom (UK) bodies that involve students acting as ambassadors and raising awareness on Remembrance Day to the rest of the school and the local community. The micro-scenario is designed to evolve in two phases plus evaluation phase in a web-based environment at a suitable setting that promotes synchronous and asynchronous interactions with peers e.g. the school's Information Technology (IT) lab. Evaluation phase is a two-fold process that involves exit-ticket handouts followed by plenary discussion on students' own attitudes and perceptions of commemorative events and whether those have shifted as a result of the lesson.