The weekly column

Article 39, November 2000

University studies - suggestions for a CALL/Internet lesson

By Rolf Palmberg

Department of Teacher Education
Abo Akademi University
Finland

The purpose of the lesson plan outlined below is to suggest ways in which a CALL program entitled Campus (click to download) can be used with intermediate and advanced EFL learners to practise basic language functions (suggesting alternatives, arguing, agreeing, disagreeing, persuading and defending) and vocabulary items relating to educational systems, student life and budgeting (including notions such as scholarships, exams, credit units, student loans and financial aid).

Suggested pre-computer work

Write the words "university studies" on the blackboard and ask the learners individually to write down all content words relating to university studies that they come to think of. After a couple of minutes, ask them to form pairs or groups of three and share their word lists with each other.

Organise a learner survey on the topic: "If you were a university student, how much time would you devote to each of the following activities: studies, gainful employment, having fun?" Next allow a few minutes for a whole-class discussion for the learners get an overall picture of the results.

Organise small-group discussions about the likely long-term outcome of oversized proportions of time devoted to any of the three categories indicated above. Again, allow a few minutes for group presentations for everyone to get an overall picture of the general opinion.

Suggested computer work

Introduce the Campus program and divide the learners into groups of three for each computer. Start the program and tell the learners that since the program demands constant decision-making, they are repeatedly forced to discuss and agree among themselves as to what actions to take and what alternatives to choose. The consequences of each decision will become evident immediately after a choice has been entered, and the learners may then analyse the new situation and decide upon further action. If relevant for later classroom work, ask them to make notes of their choices and decisions.

Remember that your instructions need not be "realistic". You could, for example, challenge the learners to compete for example for the longest time of study, the highest monthly salary, or the best annual exam results. Or, you could give the learners different roles to play, by asking one learner in each group to argue in favour of full-time studies, another to speak for earning money and the third for having fun. Or, alternatively, you could ask one group to concentrate on studies, one group on gainful employment and one on having fun. The groups could then compare their respective situation at regular time intervals (every five minutes would be fine).

Move from group to group while the learners are working, and be prepared to provide help whenever necessary. You may also have to remind them that all conversation must be carried out in English.

When the learners have finished the program, you have two major options. You may either continue working with the computers or go on with a suitable post-computer activity.

Suggested follow-up task on the Internet

Tell the learners that there are certain things they must find out about university studies from the Internet. More specifically (depending on the classroom time available and the goals of the learning session), ask them to select an existing university (in the UK or elsewhere, depending on your or their choice) and find out about its entrance requirements, credit unit system, programme options, degrees and diplomas offered, fees, tuition, tests etc. Ask the learners to work in groups of three or four, to make notes of their findings and to be prepared to present the results to their classmates.

Suggested post-computer work

Ask the learners to present the university selected in accordance with the instructions given. When all groups have finished their presentations, the information thus accumulated could be used as a basis for class discussion about one of the universities presented by the learners. Or, you could ask the learners to discuss any differences between the selected universities in general or compare in detail one or two of the facts investigated and discuss whatever they have found interesting.

If you decided not to introduce an Internet follow-up task, divide the learners into groups of three or four and ask them to compare the outcome of their time as university students. Did they manage to complete their studies? If not, why not? What aspects of the program did they find realistic? Which were unrealistic? What aspects of the program did they like? Which didn't they like? Next, ask them to form new groups and share their findings and always to give reasons for their opinions.

Organise a role-play activity involving one-to-one interviews (with one learner in each pair playing the part of a reporter and the other one that of a university student) in order to provide the learners with yet another opportunity to practise the program vocabulary and relevant language functions. Or, if you want to transfer the emphasis onto specific grammar points instead, for example practising conditional sentences, ask the learners to discuss in pairs what they think would have happened if ..., what they think they ought to have done differently, or, what they would in fact do differently if they were to do the computer simulation again? Again, ask the learners to give reasons for their opinions.

CAMPUS - about the program

Campus is a computer program which simulates university studies. The task of the learners (who assume the roles of university students) is to try to survive (financially and mentally) until they have completed the studies required to secure them an academic degree.

When the game starts, the learners have a student loan of GB£ 1.000 at their disposal. While playing, they can at any time engage in a range of activities including study, work or leisure (or any combination of the three), taking relaxing holidays, gambling for money, and finding out facts about the game. There is a PROGRESS REPORT window displayed on the screen
at all times which shows the current YEAR, MONTH, STUDY DEBTS, AVAILABLE CASH, YEAR'S PAY, CREDIT UNITS and STRESS INDEX.

Time and money are two important variables in the program. Successful studies are rewarded with scholarships, whereas slow studies lead to premature repayment of the student loan. The learners must therefore plan their financial situation carefully and take into account not only their monthly rent and food expenses and regular loan interest and repayments, but also the facts that salaries are progressively taxed above a certain annual income bracket and that gambling and applying for new bank loans add to their stress index. The program also includes regular academic assessment (university terminology tests) and as in real life, the learners may meet with various unpredictable eventualities such as car accidents and love affairs.

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