Assignment 6 – Creating a Lesson in Audio
Jack Kelly
Jkelly85@vt.edu
10/26/2011
I. Abstract
The main purpose of this lesson is to begin exposing first grade students to the
French language. Learning a language early helps aid in life long retention of the
language. The lesson covers two different subtopics: the numbers zero to nine, and some
names of animals. First graders will already know these numbers and have had the names
of animals in their vocabulary, which will be beneficial as recall of prior knowledge
when the lesson is taught.
Students will first be exposed to the numbers by hearing the count from zero to
nine in French: zéro, un, deux, trois, quatre, cinq, six, sept, huit, and neuf. Then students
are presented new material with a visual and audio of each number. They are provided
with a learning opportunity and a performance of the French is elicited from the students.
At the end of this subtopic, students are assessed by listening to a sequence of numbers in
French and must translate the sequence to English. Students should successfully identify
7 of the 10 numbers in the sequence.
Students learn the names of seven different animals: le chat, le chien, la poule, la
vache, le renard, l’oiseau, and la grenouille. Images and text of each animal is provided
and an audio clip provides the French pronunciation of the animal. Images are used to
stimulate recall during the first pass of assessment for the animals. A final assessment of
the animal names has students listen to the French animal names and write down the
English translation. The students are then shown the names of the animals so that they
can correct their own assessments. They should get 5 of the 7 animal names correct.
II. Goal/Purpose Statement (about 4 sentences answering the following two questions)
Learning a foreign language is a long-term endeavor and this lesson introduces
French to first graders using numbers and vocabulary terms they will have recently
learned in English, their native language. First graders will be able to count from 0 to 9 in
French as well as distinguish between those numbers when heard in French, identifying 7
of the 10 digits correctly. Also these first graders will be able to say dog, cat, hen, cow,
fox, bird, and frog in French and distinguish between these animals when heard in
French, identifying 5 of the 7 animals correctly.
III. Needs Assessment
A. Instructional Problem
Most children in the United States learn the English language during early
development in the home and preschool environments through exposure to hearing words
and seeing images and/or text in children’s books. English is usually the language they
learn and can comprehend before they begin elementary school.
By the time children finish their K-12 education, they should be fluent in a second
language like French so that they can participate more effectively in our global society.
Achieving linguistic fluency requires both visual and auditory stimulation to enhance and
engage student learning. The multimedia will provide effective communication of the
French language.
B. Literature Review
Hearing a foreign language during instruction or remediation enhances students
learning of the language. C. C. Clarke concluded the phonograph provided success of the
foreign language speech record in teaching pronunciation.1 Providing instruction similar
to remediation used in a language lab is beneficial to students. Before language labs grew
in use in the United States, E. D. Allen’s research indicated that foreign language lab
groups performed the same or higher in standardized tests at the end of a school year.2
Incorporating audio into multimedia instructional materials can be beneficial as
long as it plays an appropriate role. B. Kerr identifies those roles: picture defines sound,
sound defines picture, sound parallels picture, and sound counterpoints picture.3 In the
case of a foreign language, the audio will help define and/or parallel any images or text
included in the presentation. In a study of English vocabulary learning for middle school
students in Seoul, South Korea, participants learned better when receiving visual text,
spoken text, and added graphics.4
C. Learner Profile
First graders move from a world of play into a world of symbols and
concepts. They are typically 6 or 7 years old. They tend to prefer playmates of the same
sex. They have increased problem-solving ability intellectually but usually have short
attention spans. They learn best through discovery and active involvement, being able to
do and make mistakes. They begin to think about how others see them and may be self1 Clarke, C.C. (1918). The phonograph in modem language teaching. Modern Language Journal 3, 116-22.
2 Allen, E.D. (1960). The effects of the language laboratory on the development of skill in a foreign language.
Modern Language Journal 44, 355-58.
3 Kerr, B. (1999 March). Effective Use of Audio in Multimedia Presentations. Murfreesboro, TN: Proceedings of
the Mid-South Instructional Technology Conference (ERIC Document Reproduction Service No. ED 436121).
4 Kim, D. (2008-01-01). Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary
Learning. Educational technology & society, 11(3), 114-126.
conscious. Previously during the year as part of vocabulary, these first graders will have
learned the numbers 0 through 9, as well as the words dog, cat, hen, cow, fox, bird, and
frog. They have had exposure to audio during music lessons where they heard songs and
learned to sing them.
IV. Storyboard (will be completed in detail as lesson 7 include link in this document)
http://people.virginia.edu/~jlk4p/itma/07_digaud/lesson7/lesson7.doc
V. Lesson/Audio Clip (1 to 5 minute audio clip; based on storyboards from lesson 7)
http://people.virginia.edu/~jlk4p/itma/07_digaud/lesson7/lesson7.pptx