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Video conferencing
Video conferencing
Video conferencing
Video conferencing
Video conferencing
Video conferencing
Video conferencing
Video conferencing
Video conferencing
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Video conferencing

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  • 1. Video Conferencing Video conferencing is an interactive communication medium which lets students and teachers to have a visual link to those they are working with whether they are down the hall, across the street or on the other side of the globe. (Schutte 1998)
  • 2. Benefits & how to integrate video conferencing?Virtual field trip can often be arranged via videoconferencing especially when distance, time andcost factors become the problems to conduct thereal field trip. (Schutte, 1998) Provides real and moving experience for the students. (Smith, 2002 )Uberman (1998) “Video conferencing is highlymotivating and entertaining and it cangive shy students more opportunity to expresstheir opinions and feelings.”
  • 3. Promotes collaborative work as it allows students in multiple schools around the world to work together on relevant issues. (Svitak, 2010)Enable students to practise theirlanguage skills with native speakersfrom the target culture.(Dowd, 2004 ) Enable teachers who are sick, injured or not available in school to have class virtually with their pupils.
  • 4. Lesson Plan Target Group(Listening Skills) 5 Harmony (Upper Intermediate) Theme World of knowledgeTopicBeautiful Malaysia Previous Knowledge • Pupils are familiar with verbs. (Pour, Soak, Draw) Language Focus • Sequence Connectors (Firstly, Next, Then, After that, Finally)
  • 5. Learning OutcomeLesson Plan 1.4 Listen to and follow simple(Listening Skills) instructions and directions accurately. Curriculum Specifications 1.4.1 Listen to and follow simple instructions 1.4.2 Listen to and follow simple instructions in a process Lesson Objectives • Pupils should be able to number 6 out of 8 procedures of making batik in a correct order. • Pupils should be able to rewrite 6 out of 8 procedures of making batik using correct sequence connectors.
  • 6. 1. Teacher divides the class in groups of six.2. Teacher introduces a person from the batik industry to the pupils via video-conferencing. 3. Next, the person takes over the class. 4. He will explain and demonstrate the procedures of making batik.5. Pupils need to listen to the explanations given.6. After the person has completed all the procedures of making the batik, pupils need to discuss in groups and pose questions to the person if they have any doubts.
  • 7. 7. After the question and answer session has ended; teacher distributes a task sheet to each of the pupils.8. Next, the person from the batik industry will demonstrate the procedures of making batik once again. 9. Pupils need to fill in the blanks with the correct sequence connectors based on the procedure listened. 10. Teacher checks the answers and corrects the pupils if there are any mistakes.
  • 8. Task Sheet Procedures No pour the hot melted wax into a “canting”. put the cloth to dry outside when the whole design has been outlined. soak the cloth into the boiling water to remove the wax. 1 draw your design on a piece of white cloth. dry out the cloth and iron it out. remove the cloth from the frame after it is completely dried. use a small fine brush to colour the design with batik dye. stretch the white cloth over a wooden frame so that you can apply the wax easily.
  • 9. B. Rewrite the procedures accordingly using the correct sequence connectors._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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