Moving to a New

Neighborhood in Chicago
LING 487 - CALL
By: Catherine

Class Context

High Beginner/Low Intermediate students

IEP in Chicago (various L1s)

10-15 students in class

18-35 years old

Technologically literate

Semester-long project

Why CALL?

Student Age

L2 Culture

Multimodality of Task (Gonzlez-Lloret, M. & L. Ortega, 2014.)

Goals
Sub Task 1:
Students will choose one neighborhood in Chicago to give specific information
about.
Sub Task 2:
Students will become familiar with relevant vocabulary and considerations to
take into account when looking at online apartment ads.
Sub Task 3:
Students will become familiar with cultural norms related to voicemails and
emails in order to make contact with potential landlords.
Sub Task 4:
Students will become familiar with specific language related to appointment
confirmations, viewing the apartment, and contacting moving companies.

Task:
Moving to a New Neighborhood in Chicago
Sub Task 1:
Find a
Neighborhood

Sub Task 2:
Search for an
Apartment

Reading/Culture
Read About a
Neighborhood
(evalmaker)

Reading/Vocabulary
Label Rooms
(padlet, thinglink)

Listening
Listen to Voicemails
(zaption)

Listening
Confirm an
Appointment
(zaption)

Writing
Write About a
Neighborhood
(padlet)

Listening/Culture
10 Questions to Ask
(PPT, vialogues,
screencast-o-matic)

Speaking/Culture
Leave Voicemails
(vocaroo)

Writing/Grammar
What to Look For
(thinglink)

Writing
Map Locations
(Google maps,
screencast-o-matic)

Reading/Vocabulary
Craigslist Ads
(thinglink, padlet)

Reading
Read Emails
(piazza)

Reading
Find a Moving
Company
(piazza)

Speaking/Vocabulary
Give Directions
(quizlet, vocaroo)

Speaking
Choose an Ad
(screencast-o-matic)

Writing/Culture
Write Emails
(piazza)

Speaking
Call a Moving
Company
(vocaroo)

MP 9
MP 3
MP 4

Sub Task 3:
Make
Contact

MP 5
MP 4
MP 3

Sub Task 4:
Visit and
Move In

MP 5
MP 6
MP 4
MP 10

Sub Task 1: Find a Neighborhood

Goal: Students will choose one neighborhood in Chicago to give specific
information about.

Activity 1: Read about a Neighborhood

Objective: to read a short passage about their chosen neighborhood and answer
related comprehension questions. (Doughty & Long, 2003.)

Activity 2: Write about a Neighborhood

Objective: to write key facts about one neighborhood by synthesizing information
from the reading. (Doughty & Long, 2003.; Robin, 2011.)

Activity 3: Map Locations

Objective: to label important locations in one neighborhood. (Doughty & Long, 2003.;
Robin, 2011)

Activity 4: Give Directions

Objective: to give spoken directions from one key location to another in their
chosen neighborhood. (Doughty & Long, 2003.; Robin, 2011.; Mayer, 2015.)

References
Doughty, C.J. & M.H. Long. 2003. Optimal Psycholinguistic Environments for
Distance FL Learning. Language Learning and Technology 7(3). 50-80.
Gonzlez-Lloret, M. & L. Ortega. 2014. Technology-mediated TBLT: Researching
Technology and Tasks. Philadelphia, PA: John Benjamins North America.
6:1-22.
Mayer, R. E. 2015. Cognitive Theory of Multimedia Learning. The Cambridge
Handbook of Multimedia Learning. Cambridge University Press. 31-48.
Robin, R. 2011. Listening comprehension in the age of web 2.0. Interpersonal
Communication in Intracultural CMC. 93-127.