Analyse learners

• Learner Characteristics: High school prep students, ages 14- 15, similar cultural background, high socio-economic level, intermediate English proficiency.
• Entry Competencies: Students can make basic sentences, understand and interpret spoken and written English at an intermediate level. They can conduct research according to their level and evaluate findings. They are proficient in using digital tools and online resources for learning.
• Learning Styles: The majority of students are visual learners, benefiting from visual aids like videos, diagrams, and charts. They also excel in individual research tasks, enjoying independent exploration of topics. Many students participate in lessons using tablets and smartphones, preferring digital resources over traditional textbooks. Additionally, students are also strong auditory learners, effectively learning through listening to lectures, discussions, and audio materials.

State objectives

• After completing targeted exercises such as circling the correct option, matching phrases with their meanings, and constructing grammatically correct sentences, high school prep students will be able to accurately use the verbs "get" and "take" in their various meanings (e.g., buy, become, receive, grab, carry) by conducting research and applying their findings, without confusion.

Select instructional methods, media, and materials

• Instructional Strategies: Blended learning, incorporating direct instruction and guided discovery through hands-on corpus exploration and interactive activities.
• Technology: Corpus tools for language exploration, Canva editor for visual support and worksheet design.
• Media: Audio file (Sound Cloud) for listening activity, corpus-based digital texts.
• Materials: Printed worksheets, internet-connected devices (mobile phones or tablets), projector for demonstrations.

Utilize media and materials

 Preview the Technology:

• Test and ensure the QR code on the worksheet is working properly. Check that the "Skell" corpus website is accessible on student devices (tablets and smartphones) for research purposes. Also, verify the audio file on SoundCloud is uploaded and accessible for the practice activity.

Prepare the Materials:

• Prepare the worksheets with the QR code linking to the "Skell" corpus. Ensure the worksheets are printed and distributed to students before the lesson. Prepare the audio file on SoundCloud for the practice activity, ensuring it's ready for playback during the lesson.

Prepare the Environment:

• There will be no significant changes in classroom setup. Desks will remain arranged as usual. Ensure that students have their tablets or smartphones available and charged.

Provide the Learning Experience:

• Start the lesson by distributing the worksheets and guiding students to scan the QR code to access the "Skell" corpus. Students will follow the necessary steps to conduct their research and gather relevant information. After completing their research, they will return to the worksheet and fill in the appropriate sections with their findings. Once they have a solid understanding of the topic, they will complete a practice activity. Finally, students will check their answers by listening to the teacher's audio file on SoundCloud to ensure accuracy and correct their responses.

Require learner participation

Engagement:

• After activating Ss prior knowledge, the lesson will begin by explaining the purpose of using the "Skell" corpus for data-driven learning. Students will be motivated by understanding that the research activity will help them connect language patterns to real-world examples. This introduction will set the stage for active participation and spark interest in the task ahead.

Active Research:

• During the research phase, students will actively engage with the "Skell" corpus, exploring language patterns and gathering data relevant to their topic. This hands-on approach encourages critical thinking and problem-solving as students analyze and interpret authentic language data, which they will then apply to complete their worksheets.

Practice and Reflection:

• After completing their research, students will practice through topic-related questions. At the end of the lesson, they will reflect on their learning in a “What Did We Learn?” activity, check their answers by listening to the teacher’s SoundCloud audio, and then complete a self-assessment table to compare their performance.

Evaluate and revise

 Assessment of Learner Achievement:

• Students' achievements will be assessed through their completed worksheets, checking the accuracy of the data gathered from the "Skell" corpus. Their participation in the "What Did We Learn?" activity will also be reviewed, along with the results from the self-assessment table after listening to the SoundCloud audio.

Evaluation of Strategies & Technology:

• The effectiveness of the "Skell" corpus, tablets, and smartphones will be evaluated based on student engagement and their ability to conduct research. The use of the SoundCloud audio will also be reviewed to determine how well it helped students check and improve their responses.

Revisions:

• Depending on student performance, adjustments can be made by providing more guided practice or simplifying worksheets for students who find Corpus research difficult. The difficulty and number of questions on the self-assessment grid can also be revised to better suit students’ needs.