AI/Corpus-based teaching material and a lesson plan

Must vs. Have to: Let's Explore the Differences!


Hello, my dear readers!

Today, I would like to tell you about the teaching material I designed with my groupmates, Beyza and Aslı. Our material is supported by Corpus and AI to teach 10th-grade students the differences between ‘’must’’ and ‘’have to’. Our goal is to help them discover the subtle differences between these two expressions.


Our process begins with a "Test Your Knowledge" section, where students demonstrate their prior knowledge with a fill-in-the-blank activity. Then, we introduce them to CorpusMate to have them find three examples of "must" and three examples of "have to." They encounter ‘’discovery table’’ that allows them to compare these sentences and identify the rules themselves.


In the next section, students use ChatGPT. They compare the corpus examples they discovered with the examples they received from ChatGPT, discussing the output produced by the two resources. In the next step, they examine two visuals and move on to generating sentences using ‘’must’’ and ‘’have to’’. The final stage focuses on a pair work activity. Following the teacher's prompt, only one of the students in the pair asks ChatGPT to generate a high school scenario involving internal and external obligations. A short dialogue is then written based on this scenario. Roles will be kept secret in the dialogue by allowing the class to make predictions.


My main purpose during the material designing process was to create a discovery-based lesson that integrates both corpus and AI technologies, where students play an active role in learning. However, we may encounter some challenges in the classroom. These include: Students may experience difficulties with the use of technological materials and understanding tasks. Furthermore, internet connection issues may arise. Despite this,
I believe that with careful guidance and a flexible plan that addresses each student's learning differences and levels, as mentioned in the Evaluation section, our material will be quite adequate and effective.


***In the second draft of our material, as a group we adjusted and added some numbers as well as qr codes to make it easier for learners to access the intended source. We also made the instructions clearer. We removed the word "can" from the questions in the "discovery" section. For the last part, we changed the 20-30 seconds acting out role play time to "approximately one minute".


You can access our Teaching Material and Lesson Plan from the links below. 

Enjoy reading!

First Draft: click here 

***Second Version: click here



Yorumlar

Yorum Gönder

Bu blogdaki popüler yayınlar

AR/VR Integrated Teaching Material

Resim
Hello everyone!! Today I want to talk about our AR/VR integrated teaching material that my classmates (İrem Zehra, Lisa, Şevin) and I created. First, in our activity, we take 360° virtual tours of three locations in Prague. Two of them are the “Prague Astronomical Clock” and the “Charles Bridge.” The other is the ‘’New Building of the National Museum’’. First, we explain how students access the sites. We have them scan QR codes from the images, and we also put links on the images so they can click on them to access the link. We ask four general, basic, and historical questions about the first two locations, the Astronomical Clock and the Charles Bridge. Then, we ask four questions about their thoughts, personal opinions, and feelings while touring the museum. We introduce famous Prague food and drinks. Finally, we give them a role-playing activity to do in pairs so they can talk about the city together. We have them write short sentences about the city. We conclude our material. Now le...
Devamı

Flipped Teaching Video

Resim
  Hello everyone again!! I don't know if you missed me, but even though it wasn't long ago, I missed you! Today, I want to share another group project with you. This time, we prepared a flipped teaching video. We haven't finished it completely, but I'll share the final version with you as soon as possible. First, let me briefly explain the flipped classroom approach. It allows students to learn the material before class by watching videos, presentations, or short explanations. This method makes class time more productive. Students have more opportunities to participate in activities, practice, and ask questions. However, not every student coming to class prepared can be a disadvantage. In the video we prepared for this lesson, we explained the Future Tense with everyday examples and added a short quiz to help students reinforce their understanding.  Our sections are:  1. When to use future tense + Future Expressions (İrem Zehra) 2. Will (Şevin) 3. Going To (Hilal, that ...
Devamı