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Activity/ Task Objective
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Learning event
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teacher's role
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learner's role
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resources
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tools
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other comments
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| 1. generate interest in the topic
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self-reflection
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ask questions about tax havens, the difference between avoidance and evasion
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think about their existing knowledge on the subject
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initial questions posted by teacher
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forum - either synchronous or asychronous
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the interaction is for the whole class to participate
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| 2. pre-teach a tricky term | reception | get
students to write down the term "asset protection" and think about what
it means. Describe the situation of a rich person who wants to have
assets in Lichtenstein | interpret the term and react | presented on a separate web page to draw attention to it. | html - students may want to copy it into notebooks or other media | this is key to understanding the text | |
| 3. set a simple overall task. | explores | deliver instructions quickly look at the text and decide who wrote it and why | read and interpret the text | text of a letter to print out on PDF | printer - in students' homes or support centre | students will post their answers in stage four | |
| 4 discuss task | debate | observe the forum discussion, correct any serious misunderstandings | explain the reasons for their answers | initial question posted by teacher | forum in "question and answer format" | the forum only allows students to read after they have posted their initial response | |
| 5. closer study of the material | explores | deliver instructions to highlight discourse markers in the text such as "although", "despite this" and "furthermore" | classify the markers according to their function in the text | group making exercise made using Hot Potatoes | browser to view the exercise which is a web page with javascript | Feedback is given automatically | |
| 6. writing | creation | Observe
as ss write a letter comparing Lichtenstein and Panama as havens for
asset protection. Get them to use mind-mapping software to plan it. | plan and draft a letter to a client | use the text as a model. information on Panamanian foundations | word processor, mind-mapping software | students are especially encouraged to re-write their texts and think carefully about the structure of paragraphs | |
| 7. feedback and improvement | (partly) imitation | suggest some helpful phrases that would fit into the letters drafted | adopt some of the teacher's ideas and write them into the letter | teacher's feedback using Markin | The feedback is an htm page sent individually to students | summarise the useful phrases in step 8. | |
| 8. make a summary of new things from the lesson | meta-learning | collect links to ss blog entries | write a blog entry on the experience of writing the letter and the new things you learned. | teacher's blog...what I thought was interesting / important | blogs either as part of the VLE or a separate host. | one of the issues is whether to encourage commenting on blog posts. | |