Saturday, March 27, 2010
Friday, March 19, 2010
WWW Lesson Plan.!?
Let’s Become More Healthy.!?
FORM : FORM 2
LEVEL : INTERMEDIATE
TIME : 1 HOUR 10 MINUTES (DOUBLE PERIODS)
TOPIC : The Benefits of Playing Outdoor Games
LANGUAGE SKILLS : Listening, Reading, writing & speaking skills
PREVIOUS KNOWLEDGE : Students were being taught on how to operate a computer
WEBSITES:
http://www.fulhamfc.com/Images/MainNews/NewsPages/Competitions/VCSpottheBall/ArsenalHome.gif
http://redcliffe-challenge.co.uk/images/image22jun/spottheball.jpg
http://www.thoseemails.co.uk/phots/photos/paulrobinson1.jpg
http://www.realbuzz.com/articles/how-playing-netball-gets-you-fit/
http://www.playerdevelopment.usta.com/content/fullstory.sps?iNewsid=114688&itype=7418
http://benefitof.net/benefits-of-playing-hockey/
http://www.bupa.co.uk/health_information/html/healthy_living/lifestyle/exercise/football.html
AIMS:
1) To be able to locate specific information in a website.
2) To be able to transfer the information into table.
3) To write an essay based from the information in the website.
TECHNICAL REQUIREMENTS:
1) A computer for each students
2) Internet connection
3) Web Browser (preferably Mozilla Firefox)
PREPARATION:
1) Find websites about outdoor games
2) Check the suitability of the website to be used in the lesson
3) Prepare worksheets based from topic and website
PROCEDURE:
SET INDUCTION (5 minutes)
1) Teacher (T) starts the lesson by showing some pictures.
2) Teacher asks the students to name some of the famous sportsmen that they are familiar with.
3) Teacher discusses with students on the achievements of some of the sportsmen in Malaysia.
DEVELOPMENTAL STAGE
ACTIVITY 1 (25 minutes)
1) Teacher discussed the kind of outdoor games that are available in Malaysia.
2) Teacher distributes Worksheet 1 to each student and asks them to read the instruction and read through the worksheet.
3) Teacher helps the students to operate the computer as well as any difficult words found while surfing the websites.
4) Teacher provided 5 minutes for students to complete the worksheet based from the websites surfed.
5) Teacher discusses the answers with the students.
ACTIVITY 2 (30 minutes)
1) Teacher instructs the students to form groups consist of 2 to 3 students per group.
2) Based from the second worksheet, teacher asks students to choose one of the outdoor games that interest them the most.
3) Teacher then asks the students in their groups to discuss and to complete the task found in the worksheet.
4) Students then were asked to present for 2 to 3 minutes per group on the outdoor game that interest them the most.
CONCLUSION
FOLLOW-UP ACTIVITY (10 minutes)
Teacher asks students to browse for any other types of outdoor games found in any place around the world. Students then need to write an essay on the interesting information regarding the kind of outdoor games that they chosen. The essay needs to be type written, the length must be at least a page and 1.5 lines spacing.
Monday, March 15, 2010
Saturday, March 13, 2010
Hypertext / Hypermedia
How to Dribble a Ball in a Soccer Game..
The most basic of all soccer skills is dribbling, the ability to carry the ball past an opponent while being in control, whether by using a series of simple taps or a fantastic move around a foe. If a player can't dribble a ball, then he cannot play the game. There are many ways on how to dribble a ball. Here are some of the examples of skills you may apply while playing soccer :-
- The Cruyff Move: Named after Dutch master Johan Cruyff, the Cruyff move is used to surprise the opponent by shifting your weight in one direction and running in another direction. To do this move, fake like you're kicking the ball with your right instep and then step past the ball with your supporting foot (left foot). Then rotate your right foot so that your toes point downward. Then use the inside of your right foot to make contact with the ball so that it rolls behind the support foot before you play the ball with your left foot.
- Scissors Move: Like the Cruyff move, the scissors move is used to unbalance a foe. Use this move to switch the ball from one foot to another in an attempt to confuse the opponent. The ball starts on your right foot. Step over the ball with your right foot as you shift your weight until the ball is under your left foot. Then dribble away with the outside of your left foot.
- Zico Move: Brazilian midfielder Zico originated this move, which also leaves a foe unbalanced and a step or two behind. You fake to hit a pass with your foot. You then step over the ball with your right foot as it winds up in front of your supporting (left foot). Spin clockwise, while keeping your body between the ball and defender. Then use your instep to take the ball with your left foot before accelerating.
- Shielding the ball: Sometimes you can't pass the ball when you want to because you're waiting for a teammate to get into position. That means you have to keep the ball away from the defender. To shield the ball, stand sideways to the defender, keeping your body between the opponent and the ball. You also should extend your arm closer to the opponent for balance and to make more room between you and the defender. While doing all of this, keep the ball and your foot away from the opponent and your head up to see what options are open.
Sunday, February 28, 2010
Second Assignment (Article Review)
URL: http://iteslj.org/Articles/Ybarra-Technology.html
Title : Using Technology to Help ESL/ EFL Students Develop Language Skills
In essence, the authors of this journal article posit that computers can be used as a constructive tool to help the English language learners (ELL) develop their language skills as well as to supply them with meaningful language experiences. This article enlightens the advantages of utilizing computer-assisted instruction (CAI) with English language learners. Based on the various research findings put forward by the authors, the following benefits are evident in improving vital language skills such as verbal interaction, vocabulary development, reading and writing. Liaw (1997) conducted a study where computer books were used. These computer books are interactive stories which appear on the computer screen as an actual book with text and illustrations. Students may opt from the different alternatives to read the story which include real voices that read aloud, music and sound effects. Readers manage to follow along since the texts are highlighted. Liaw (1997) analyzed the types of speech they used with each other and found out that they engaged in various modes of language functions. Additionally, the quality of the talk was not omitted. Liaw (1997) measured the amount of computer related talk and story related talk. Though initially, there was a lot of computer related talk, however students later become engaged with more story related talk as they become more familiar with the software and format of the stories. Therefore, the study concluded that computers do assist ELL to develop their language functions. Besides that, computers can also be used to facilitate English beginners to develop their vocabulary. Kang & Dennis (1995) conducted a study in Seoul, Korea on 5th grade students. The studies were definitions, picture & context. They were assigned to three groups wherein the 1st group learn English vocabularies with the aid of definition written in Korean (merely rote memorization), the 2nd group was given definitions as well as pictures, and the 3rd group was given a situational context exploiting the English words followed by definion & pictures. Though primarily the 1st and 2nd group scored higher than the 3rd group, subsequently, after a few sessions, in testing their retention, the 3rd group significantly surpassed those of the first two groups. Kang & Dennis (1995) concluded that the "context" group subjects require more time and ultimately, the contextual approach is unmistakably proven to be much more effective in promoting meaningful long-term recall of vocabulary. Apart from that, CAI also increases interaction with texts, attention to individual needs, and increased independence through an ability to read texts they would not otherwise be able to read" (Case & Truscott, 1999). Landerholm, Karr, and Munshi (2000) created a three year program wherein one child in the program read nearly 300 books in one year (Landerholm, et al. 2000). Last but not least, computers can help ELL develop their writing skills where Trenchs (1996) ultimately discovered electronic mail complements the classroom curriculum. The students are self-motivated to use their new language in an unfamiliar but creative way. The major benefit of using e-mail as a language learning activity is students exercise meaningful language learning & authentic text.
I must say, the findings do changed my views since technology and me does not get along too well. Basically, I think it is somewhat interesting to make use of technology to facilitate the teaching and learning process especially for ESL in Malaysian context as we can see that the old method that is currently being implement is consider not applicable for Malaysian context as it does not shows any progress so far. Since this journal article has affirmed through various studies that the benefits of using technology to develop learners’ language skills are evident, I think that it is possible to utilize the technology in Malaysian classrooms. This aids is believe can benefits the teachers in many ways as the teaching and learning process will become much more easier and time saving. As stated by the authors, the technology does not only facilitate learners in core academic subjects such as reading and writing but also in improving their vocabulary and verbal language development. Students can easily get bored with the old methods of teaching and learning process, hence, the usage of technology may become the best solution towards the problems. Therefore, the implementation of computer books is believe can fascinated the students to learn English language better. As a conclusion, I find this article interesting as it reveals tremendous results which to me are important as a guideline in ensuring the successfulness of the teaching and learning process of ESL in Malaysian context.
Title : Using Technology to Help ESL/ EFL Students Develop Language Skills
In essence, the authors of this journal article posit that computers can be used as a constructive tool to help the English language learners (ELL) develop their language skills as well as to supply them with meaningful language experiences. This article enlightens the advantages of utilizing computer-assisted instruction (CAI) with English language learners. Based on the various research findings put forward by the authors, the following benefits are evident in improving vital language skills such as verbal interaction, vocabulary development, reading and writing. Liaw (1997) conducted a study where computer books were used. These computer books are interactive stories which appear on the computer screen as an actual book with text and illustrations. Students may opt from the different alternatives to read the story which include real voices that read aloud, music and sound effects. Readers manage to follow along since the texts are highlighted. Liaw (1997) analyzed the types of speech they used with each other and found out that they engaged in various modes of language functions. Additionally, the quality of the talk was not omitted. Liaw (1997) measured the amount of computer related talk and story related talk. Though initially, there was a lot of computer related talk, however students later become engaged with more story related talk as they become more familiar with the software and format of the stories. Therefore, the study concluded that computers do assist ELL to develop their language functions. Besides that, computers can also be used to facilitate English beginners to develop their vocabulary. Kang & Dennis (1995) conducted a study in Seoul, Korea on 5th grade students. The studies were definitions, picture & context. They were assigned to three groups wherein the 1st group learn English vocabularies with the aid of definition written in Korean (merely rote memorization), the 2nd group was given definitions as well as pictures, and the 3rd group was given a situational context exploiting the English words followed by definion & pictures. Though primarily the 1st and 2nd group scored higher than the 3rd group, subsequently, after a few sessions, in testing their retention, the 3rd group significantly surpassed those of the first two groups. Kang & Dennis (1995) concluded that the "context" group subjects require more time and ultimately, the contextual approach is unmistakably proven to be much more effective in promoting meaningful long-term recall of vocabulary. Apart from that, CAI also increases interaction with texts, attention to individual needs, and increased independence through an ability to read texts they would not otherwise be able to read" (Case & Truscott, 1999). Landerholm, Karr, and Munshi (2000) created a three year program wherein one child in the program read nearly 300 books in one year (Landerholm, et al. 2000). Last but not least, computers can help ELL develop their writing skills where Trenchs (1996) ultimately discovered electronic mail complements the classroom curriculum. The students are self-motivated to use their new language in an unfamiliar but creative way. The major benefit of using e-mail as a language learning activity is students exercise meaningful language learning & authentic text.
I must say, the findings do changed my views since technology and me does not get along too well. Basically, I think it is somewhat interesting to make use of technology to facilitate the teaching and learning process especially for ESL in Malaysian context as we can see that the old method that is currently being implement is consider not applicable for Malaysian context as it does not shows any progress so far. Since this journal article has affirmed through various studies that the benefits of using technology to develop learners’ language skills are evident, I think that it is possible to utilize the technology in Malaysian classrooms. This aids is believe can benefits the teachers in many ways as the teaching and learning process will become much more easier and time saving. As stated by the authors, the technology does not only facilitate learners in core academic subjects such as reading and writing but also in improving their vocabulary and verbal language development. Students can easily get bored with the old methods of teaching and learning process, hence, the usage of technology may become the best solution towards the problems. Therefore, the implementation of computer books is believe can fascinated the students to learn English language better. As a conclusion, I find this article interesting as it reveals tremendous results which to me are important as a guideline in ensuring the successfulness of the teaching and learning process of ESL in Malaysian context.
Friday, January 29, 2010
1. Why do you think evaluation of CALL courseware, websites, materials etc important?
Basically to me it is important because it help to determine the quality of a certain courseware and websites. To me using a courseware and websites as parts of teaching aids is somewhat interesting in classroom. Most importantly maybe it can attract students to participate and to learn. However, in choosing an appropriate courseware and websites materials is important as well as it let us to decide whether or not the materials is suitable to be used in Malaysian context. By evaluating them as well, we are able to identify the weakness of the materials. Hey nothing is perfect in this world rite?? Hence, I do believe that recommendations and suggestions are important to tackle with such weakness. Who knows maybe one day one of us is able to form or create our own courseware or websites materials to teach language.
2. How do you think Hot Potatoes JCloze may help your students learn English?
To me, new method or approaches need to be introduced to help students to learn language in a more meaningful ways. The Ministry of Education had focus on using the old method which is the pen and paper to teach for quite sometimes now and the result is not very satisfying so why not we try new methods that may or may not works. Hey we would know until we actually tried it rite?? Therefore, using this new method, the Hot Potatoes JCloze is maybe what best to tackle with the students interest in learning. The big question here is how to trigger the students interest and so far the old method does not seems to work as it only made the students feels bored in class. Using Hot Potatoes JCloze will enable the teacher to enhance their creativity to an extend where they will be able to introduce new learning pattern which could not be found in the textbooks.
Basically to me it is important because it help to determine the quality of a certain courseware and websites. To me using a courseware and websites as parts of teaching aids is somewhat interesting in classroom. Most importantly maybe it can attract students to participate and to learn. However, in choosing an appropriate courseware and websites materials is important as well as it let us to decide whether or not the materials is suitable to be used in Malaysian context. By evaluating them as well, we are able to identify the weakness of the materials. Hey nothing is perfect in this world rite?? Hence, I do believe that recommendations and suggestions are important to tackle with such weakness. Who knows maybe one day one of us is able to form or create our own courseware or websites materials to teach language.
2. How do you think Hot Potatoes JCloze may help your students learn English?
To me, new method or approaches need to be introduced to help students to learn language in a more meaningful ways. The Ministry of Education had focus on using the old method which is the pen and paper to teach for quite sometimes now and the result is not very satisfying so why not we try new methods that may or may not works. Hey we would know until we actually tried it rite?? Therefore, using this new method, the Hot Potatoes JCloze is maybe what best to tackle with the students interest in learning. The big question here is how to trigger the students interest and so far the old method does not seems to work as it only made the students feels bored in class. Using Hot Potatoes JCloze will enable the teacher to enhance their creativity to an extend where they will be able to introduce new learning pattern which could not be found in the textbooks.
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