computer, listening room , proyektor , movie , radio , book , and many more that made student active and creative .
Sabtu, 26 April 2014
Media to teach
computer, listening room , proyektor , movie , radio , book , and many more that made student active and creative .
How to teach english as a foreign language
Many people all over the world will be embarking on English language courses this summer, and the Guardian Teacher Network
has inspiring resources to help teachers of English as a foreign
language (EFL), many of which will also be useful for teachers of
English as a second language (ESL) or an additional language (EAL)
working with foreign pupils in the UK.
Start with one of the most popular teaching resources on the Guardian Teacher Network, the Big grammar book, 101 photocopiable English grammar worksheets. It's ideal to use in class with entry-level English and also ESL pupils. The book covers all the basics including writing numbers, the alphabet, spelling days and months correctly, irregular vowels, elementary homophones, comparatives and superlatives, compound nouns, full stops and using capital letters. Learn how to pronounce English like a native speaker gives students an opportunity to practise working with connected speech in spoken English in a self-study environment. The Big resource book is packed with worksheets that will really inspire learners, covering a huge variety of language areas from grammar to vocabulary to speaking and listening. And the Big activity book is a compilation of English language worksheets and activities for active English lessons.
Matt Purland, the man behind www.Englishbanana.com, has shared a whole host of useful English language teaching resources based on his philosophy of demystifying the English language. Find an introduction to the You are the course book method, together with an amusing explanation of why and how he designed it after years of frustration working in language schools. You are the course book two offers more. Matt's Talk a lot English course is another great set of resources. Start with Foundation to help students get from written words on a page to spoken English using sounds, stress and connected speech. Find Elementary book one, which is a complete 12-week spoken English course for beginners, Elementary book two and book three. Students can take their English learning to the next level with Intermediate book one.
For more advanced EFL students, the Guardian has created a number of fantastic teaching resources based on adaptations of Guardian articles. Each one is a full lesson plan, with student tasks and activities that will really enrich lessons and increase confidence, as well as build cultural understanding. Mars mission lesson plan uses a US millionaire's funded trip to work on verb patterns to express future plans. Berlin Wall's most iconic paintings under threat will help students with examples of the passive test. This lesson on hidden gifts in an art gallery explores question formation and prepositions of place.
Pollution awareness in China is an inspiring lesson based on an article about Chinese multimillionaire Chien Guangbiao giving away air-filled cans in Beijing to raise awareness of pollution. Here's a lesson looking at the latest entertainment and communications technology that is popular in the UK, which provides great cultural context for EFL students.
Also find EFL resources on illegal fishing in Sierra Leone, Bolivia's child workers, tourists' use of scarce water in exotic holiday destinations and rooftop fish farms in Germany. This list of commonly misspelt English words is invaluable: print out and learn!
Teaching EAL and ESL to children in UK primary and secondary schools is obviously very different from teaching EFL and requires distinct teaching resources, expertise and training. This key stage 1 resource Saying how you feel is an imaginative route to looking at daily life in what will be a new country for many pupils.
Mo and Hassan Farah – identical twins different lives is an inspiring resource linked to the www.teachingenglishtoolkit exploring the story of Mo Farah, who came to live in London when he was eight while his identical twin stayed in Somalia. It can be used as a starting point for EAL and ESL work in a variety of topics.
And don't miss Mike Gershon's EAL toolkit, which provides more than 50 strategies for helping learners across the key stages who are learning English as an additional language. The strategies are non-subject and non-age specific. Many of the strategies can be adapted for EFL teachers.
Start with one of the most popular teaching resources on the Guardian Teacher Network, the Big grammar book, 101 photocopiable English grammar worksheets. It's ideal to use in class with entry-level English and also ESL pupils. The book covers all the basics including writing numbers, the alphabet, spelling days and months correctly, irregular vowels, elementary homophones, comparatives and superlatives, compound nouns, full stops and using capital letters. Learn how to pronounce English like a native speaker gives students an opportunity to practise working with connected speech in spoken English in a self-study environment. The Big resource book is packed with worksheets that will really inspire learners, covering a huge variety of language areas from grammar to vocabulary to speaking and listening. And the Big activity book is a compilation of English language worksheets and activities for active English lessons.
Matt Purland, the man behind www.Englishbanana.com, has shared a whole host of useful English language teaching resources based on his philosophy of demystifying the English language. Find an introduction to the You are the course book method, together with an amusing explanation of why and how he designed it after years of frustration working in language schools. You are the course book two offers more. Matt's Talk a lot English course is another great set of resources. Start with Foundation to help students get from written words on a page to spoken English using sounds, stress and connected speech. Find Elementary book one, which is a complete 12-week spoken English course for beginners, Elementary book two and book three. Students can take their English learning to the next level with Intermediate book one.
For more advanced EFL students, the Guardian has created a number of fantastic teaching resources based on adaptations of Guardian articles. Each one is a full lesson plan, with student tasks and activities that will really enrich lessons and increase confidence, as well as build cultural understanding. Mars mission lesson plan uses a US millionaire's funded trip to work on verb patterns to express future plans. Berlin Wall's most iconic paintings under threat will help students with examples of the passive test. This lesson on hidden gifts in an art gallery explores question formation and prepositions of place.
Pollution awareness in China is an inspiring lesson based on an article about Chinese multimillionaire Chien Guangbiao giving away air-filled cans in Beijing to raise awareness of pollution. Here's a lesson looking at the latest entertainment and communications technology that is popular in the UK, which provides great cultural context for EFL students.
Also find EFL resources on illegal fishing in Sierra Leone, Bolivia's child workers, tourists' use of scarce water in exotic holiday destinations and rooftop fish farms in Germany. This list of commonly misspelt English words is invaluable: print out and learn!
Teaching EAL and ESL to children in UK primary and secondary schools is obviously very different from teaching EFL and requires distinct teaching resources, expertise and training. This key stage 1 resource Saying how you feel is an imaginative route to looking at daily life in what will be a new country for many pupils.
Mo and Hassan Farah – identical twins different lives is an inspiring resource linked to the www.teachingenglishtoolkit exploring the story of Mo Farah, who came to live in London when he was eight while his identical twin stayed in Somalia. It can be used as a starting point for EAL and ESL work in a variety of topics.
And don't miss Mike Gershon's EAL toolkit, which provides more than 50 strategies for helping learners across the key stages who are learning English as an additional language. The strategies are non-subject and non-age specific. Many of the strategies can be adapted for EFL teachers.
Learning Theories
Learning Theories
There is a variety of research about student motivation and how
students process information. The links in this section offer short
overviews of various aspects of this research and how it can be applied
to instruction.
A list of seven basic principles that underlie
effective learning. These principles are distilled from research from a
variety of disciplines.
A list of seven principles designed to make
teaching both more effective and more efficient, by helping instructors
create the conditions that support student learning.
This site contains a vast array of basic information about learning theory.
Provides an overview of major learning theories
and models, organized by paradigm (behaviorism, cognitivism,
constructivism, humanism, and others)
This resource describes the Learning Partnerships
Model (LPM), a set of assumptions and principles about student learning
in college that are intended to shape practice. The LPM reinforces the
longstanding principle of challenge and support and emphasizes the
freedom and responsibility of the learner in the partnership.
Summary of Mezirow’s Transformative Learning theory and strategies from Stanford professors on how to apply it in the classroom.
Identifies teaching practices, policies, and
institutional conditions that result in a powerful and enduring
undergraduate education.
Outlines 4 key elements of an integrated view of
learning that can help educators promote student learning and personal
development.
Free on-line text of a seminal work on learning, development, and schooling
close to students when teaching
Language teachers have been.........
Language teachers have been avid users of technology for a very long
time. Gramophone records were among the first technological aids to be
used by language teachers in order to present students with recordings
of native speakers’ voices, and broadcasts from foreign radio stations
were used to make recordings on reel-to-reel tape recorders. Other
examples of technological aids that have been used in the foreign
language classroom include slide projectors, film-strip projectors, film
projectors, videocassette recorders and DVD players. In the early
1960s, integrated courses (which were often described as multimedia
courses) began to appear. Examples of such courses are Ecouter et Parler (consisting of a coursebook and tape recordings) and Deutsch durch die audiovisuelle Methode
(consisting of an illustrated coursebook, tape recordings and a
film-strip - based on the Structuro-Global Audio-Visual method).
During the 1970s and 1980s standard microcomputers were incapable of producing sound and they had poor graphics capability. This represented a step backwards for language teachers, who by this time had become accustomed to using a range of different media in the foreign language classroom. The arrival of the multimedia computer in the early 1990s was therefore a major breakthrough as it enabled text, images, sound and video to be combined in one device and the integration of the four basic skills of listening, speaking, reading and writing (Davies 2011: Section 1).
Examples of CALL programs for multimedia computers that were published for multimedia computers on CD-ROM and DVD from the mid-1990s onwards are described by Davies (2010: Section 3). CALL programs are still being published on CD-ROM and DVD, but Web-based multimedia CALL has now virtually supplanted these media.
Following the arrival of multimedia CALL, multimedia language centres began to appear in educational institutions. While multimedia facilities offer many opportunities for language learning with the integration of text, images, sound and video, these opportunities have often not been fully utilised. One of the main promises of CALL is the ability to individualise learning but, as with the language labs that were introduced into educational institutions in the 1960s and 1970s, the use of the facilities of multimedia centres has often devolved into rows of students all doing the same drills (Davies 2010: Section 3.1).There is therefore a danger that multimedia centres may go the same way as the language labs. Following a boom period in the 1970s, language labs went rapidly into decline. Davies (1997: p. 28) lays the blame mainly on the failure to train teachers to use language labs, both in terms of operation and in terms of developing new methodologies, but there were other factors such as poor reliability, lack of materials and a lack of good ideas.
Managing a multimedia language centre requires not only staff who have a knowledge of foreign languages and language teaching methodology but also staff with technical know-how and budget management ability, as well as the ability to combine all these into creative ways of taking advantage of what the technology can offer. A centre manager usually needs assistants for technical support, for managing resources and even the tutoring of students. Multimedia centres lend themselves to self-study and potentially self-directed learning, but this is often misunderstood. The simple existence of a multimedia centre does not automatically lead to students learning independently. Significant investment of time is essential for materials development and creating an atmosphere conducive to self-study. Unfortunately, administrators often have the mistaken belief that buying hardware by itself will meet the needs of the centre, allocating 90% of its budget to hardware and virtually ignoring software and staff training needs (Davies et al. 2011: Foreword). Self-access language learning centres or independent learning centres have emerged partially independently and partially in response to these issues. In self-access learning, the focus is on developing learner autonomy through varying degrees of self-directed learning, as opposed to (or as a complement to) classroom learning. In many centres learners access materials and manage their learning independently, but they also have access to staff for help. Many self-access centres are heavy users of technology and an increasing number of them are now offering online self-access learning opportunities. Some centres have developed novel ways of supporting language learning outside the context of the language classroom (also called 'language support') by developing software to monitor students' self-directed learning and by offering online support from teachers. Centre managers and support staff may need to have new roles defined for them to support students’ efforts at self-directed learning: v. Mozzon-McPherson & Vismans (2001), who refer to a new job description, namely that of the "language adviser".
The launch of the (free) Hot Potatoes (Holmes & Arneil) authoring tool, which was first demonstrated publicly at the EUROCALL 1998 conference, made it possible for language teachers to create their own online interactive exercises. Other useful tools are produced by the same authors.
In its early days the Web could not compete seriously with multimedia CALL on CD-ROM and DVD. Sound and video quality was often poor, and interaction was slow. But now the Web has caught up. Sound and video are of high quality and interaction has improved tremendously, although this does depend on sufficient bandwidth being available, which is not always the case, especially in remote rural areas and developing countries. One area in which CD-ROMs and DVDs are still superior is in the presentation of listen/respond/playback activities, although such activities on the Web are continually improving.
Since the early 2000s there has been a boom in the development of so-called Web 2.0 applications. Contrary to popular opinion, Web 2.0 is not a new version of the Web, rather it implies a shift in emphasis from Web browsing, which is essentially a one-way process (from the Web to the end-user), to making use of Web applications in the same way as one uses applications on a desktop computer. It also implies more interaction and sharing. Walker, Davies & Hewer (2011: Section 2.1)list the following examples of Web 2.0 applications that language teachers are using:
During the 1970s and 1980s standard microcomputers were incapable of producing sound and they had poor graphics capability. This represented a step backwards for language teachers, who by this time had become accustomed to using a range of different media in the foreign language classroom. The arrival of the multimedia computer in the early 1990s was therefore a major breakthrough as it enabled text, images, sound and video to be combined in one device and the integration of the four basic skills of listening, speaking, reading and writing (Davies 2011: Section 1).
Examples of CALL programs for multimedia computers that were published for multimedia computers on CD-ROM and DVD from the mid-1990s onwards are described by Davies (2010: Section 3). CALL programs are still being published on CD-ROM and DVD, but Web-based multimedia CALL has now virtually supplanted these media.
Following the arrival of multimedia CALL, multimedia language centres began to appear in educational institutions. While multimedia facilities offer many opportunities for language learning with the integration of text, images, sound and video, these opportunities have often not been fully utilised. One of the main promises of CALL is the ability to individualise learning but, as with the language labs that were introduced into educational institutions in the 1960s and 1970s, the use of the facilities of multimedia centres has often devolved into rows of students all doing the same drills (Davies 2010: Section 3.1).There is therefore a danger that multimedia centres may go the same way as the language labs. Following a boom period in the 1970s, language labs went rapidly into decline. Davies (1997: p. 28) lays the blame mainly on the failure to train teachers to use language labs, both in terms of operation and in terms of developing new methodologies, but there were other factors such as poor reliability, lack of materials and a lack of good ideas.
Managing a multimedia language centre requires not only staff who have a knowledge of foreign languages and language teaching methodology but also staff with technical know-how and budget management ability, as well as the ability to combine all these into creative ways of taking advantage of what the technology can offer. A centre manager usually needs assistants for technical support, for managing resources and even the tutoring of students. Multimedia centres lend themselves to self-study and potentially self-directed learning, but this is often misunderstood. The simple existence of a multimedia centre does not automatically lead to students learning independently. Significant investment of time is essential for materials development and creating an atmosphere conducive to self-study. Unfortunately, administrators often have the mistaken belief that buying hardware by itself will meet the needs of the centre, allocating 90% of its budget to hardware and virtually ignoring software and staff training needs (Davies et al. 2011: Foreword). Self-access language learning centres or independent learning centres have emerged partially independently and partially in response to these issues. In self-access learning, the focus is on developing learner autonomy through varying degrees of self-directed learning, as opposed to (or as a complement to) classroom learning. In many centres learners access materials and manage their learning independently, but they also have access to staff for help. Many self-access centres are heavy users of technology and an increasing number of them are now offering online self-access learning opportunities. Some centres have developed novel ways of supporting language learning outside the context of the language classroom (also called 'language support') by developing software to monitor students' self-directed learning and by offering online support from teachers. Centre managers and support staff may need to have new roles defined for them to support students’ efforts at self-directed learning: v. Mozzon-McPherson & Vismans (2001), who refer to a new job description, namely that of the "language adviser".
Internet
The emergence of the World Wide Web (now known simply as "the Web") in the early 1990s marked a significant change in the use of communications technology for all computer users. Email and other forms of electronic communication had been in existence for many years, but the launch of Mosaic, the first graphical Web browser, in 1993 brought about a radical change in the ways in which we communicate electronically. The launch of the Web in the public arena immediately began to attract the attention of language teachers. Many language teachers were already familiar with the concept of hypertext on stand-alone computers, which made it possible to set up non-sequential structured reading activities for language learners in which they could point to items of text or images on a page displayed on the computer screen and branch to any other pages, e.g. in a so-called "stack" as implemented in the HyperCard program on Apple Mac computers. The Web took this one stage further by creating a world-wide hypertext system that enabled the user to branch to different pages on computers anywhere in the world simply by pointing and clicking at a piece of text or an image. This opened up access to thousands of authentic foreign-language websites to teachers and students that could be used in a variety of ways. A problem that arose, however, was that this could lead to a good deal of time-wasting if Web browsing was used in an unstructured way (Davies 1997: pp. 42–43), and language teachers responded by developing more structured activities and online exercises (Leloup & Ponterio 2003).Davies (2010) lists over 500 websites, where links to online exercises can be found, along with links to online dictionaries and encyclopaedias, concordancers, translation aids and other miscellaneous resources of interest to the language teacher and learner.The launch of the (free) Hot Potatoes (Holmes & Arneil) authoring tool, which was first demonstrated publicly at the EUROCALL 1998 conference, made it possible for language teachers to create their own online interactive exercises. Other useful tools are produced by the same authors.
In its early days the Web could not compete seriously with multimedia CALL on CD-ROM and DVD. Sound and video quality was often poor, and interaction was slow. But now the Web has caught up. Sound and video are of high quality and interaction has improved tremendously, although this does depend on sufficient bandwidth being available, which is not always the case, especially in remote rural areas and developing countries. One area in which CD-ROMs and DVDs are still superior is in the presentation of listen/respond/playback activities, although such activities on the Web are continually improving.
Since the early 2000s there has been a boom in the development of so-called Web 2.0 applications. Contrary to popular opinion, Web 2.0 is not a new version of the Web, rather it implies a shift in emphasis from Web browsing, which is essentially a one-way process (from the Web to the end-user), to making use of Web applications in the same way as one uses applications on a desktop computer. It also implies more interaction and sharing. Walker, Davies & Hewer (2011: Section 2.1)list the following examples of Web 2.0 applications that language teachers are using:
- Image storage and sharing
- Social bookmarking
- Discussion lists, blogs, wikis, social networking
- Chat rooms, MUDs, MOOs and MUVEs (virtual worlds)
- Podcasting
- Audio tools
- Video sharing applications and screen capture tools
- Animation tools - comic strips, movies, etc.
- Mashups
Basics of English Grammar
Basics of English Grammar
Study all the lessons below and incorporate your learning into your speaking and writing.
Here We Are
Hello guys,
here we are ...
we are from unindra university as english education departmen ..
member of admin this blog are :
Diki Zakaria
Trimey Harbayetno
Muh Febri
Halim Saputra
Nurfita S Herda
Nurhanah Muldasari
we are on 6 smester ... and this blog include share about learning englis as
Computer assisted language learning , and manything about english education .
hope you all enjoy the matterials .
here we are ...
we are from unindra university as english education departmen ..
member of admin this blog are :
Diki Zakaria
Trimey Harbayetno
Muh Febri
Halim Saputra
Nurfita S Herda
Nurhanah Muldasari
we are on 6 smester ... and this blog include share about learning englis as
Computer assisted language learning , and manything about english education .
hope you all enjoy the matterials .
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