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izz aty

EFL/ESL Teaching Techniques from The Internet TESL Journal - 0 views

iteslj.org/Techniques

esol efl esl materials resources teaching learning english language learning language english education teaching reference lesson plans activities ideas classroom management internet technology speaking listening reading writing oral culture drama grammar

shared by izz aty on 21 Feb 12 - Cached
  • Adults
  • Adapting the L2 Classroom for Age-related Vision ImpairmentsBy Jessica A. ThonnTeaching Adult ESL LearnersBy Yi Yang
  • Authentic Materials / Realia
  • ...53 more annotations...
  • Effective Ways to Use Authentic Materials with ESL/EFL StudentsBy Charles Kelly, Lawrence Kelly, Mark Offner and Bruce VorlandAuthentic Materials and Cultural Content in EFL ClassroomsBy Ferit KilickayaUsing Creative Thinking to Find New Uses for RealiaBy Simon Mumford
  • Autonomy
  • My Philosophy for Teaching English for BusinessBy Lawrence BaronUsing Authentic Business Transcripts in the ESL ClassroomBy Jonathan CliftonTeaching Business Communication to LEP StudentsBy Ken LauFrameworking in Business English ClassesBy John AdamsonTeaching Tips for ESL University Business English InstructorsBy William BrooksMethodology for Using Case Studies in the Business English Language ClassroomBy Peter Daly
  • Becoming a Better Teacher
  • Matching Teaching Styles with Learning Styles in East Asian ContextsBy Rao ZhenhuiTeam Teaching Tips for Foreign Language TeachersBy Rebecca Benoit and Bridget HaughThe Importance of Eye Contact in the ClassroomBy Robert Ledbury, Ian White and Steve Darn
  • Business English
  • Three Activities to Promote Learners' AutonomyBy Galina KavaliauskienëGetting Students Actively Involved Using "The Mistake Buster" TechniqueBy Hai K.P. Huynh
  • Classroom Management
  • Perpetual Motion: Keeping the Language Classroom MovingA technique that allows students to practice with as many different partners as possible.By Christopher KelenInteresting Ways to Call Roll in JapanBy Lawrence KlepingerLet Your Students Teach Their ClassBy Naoyoshi Ogawa and Dennis WilkinsonEncouraging Students to Interact with the TeacherBy Roger NunnWhat to Do with Failing StudentsBy Marty DawleyCultural Kickboxing in the ESL Classroom: Encouraging Active ParticipationBy Jan Guidry LacinaA Group Introduction Activity to Create a Safe AtmosphereBy Clay Bussinger
  • Computers
  • Using Presentation Software to Enhance Language LearningBy Miriam Schcolnik and Sara KolQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisUsing PowerPoint for ESL TeachingBy Don L. Fisher
  • Culture
  • Encouraging English Expression through Script-based ImprovisationsBy Manette R. BerlingerTeaching Conversation Skills With Content Based MaterialsBy Greg GoodmacherUsing Pair TapingBy Peter H. SchneiderTeaching Conversation Strategies Through Pair-TapingBy Nancy Washburn and Kiel ChristiansonBoosting Speaking Fluency through Partner TapingBy David E. Kluge and Matthew A. TaylorOvercoming Chinese-English Colloquial Habits in WritingBy Ted KnoyCommunicative Language Teaching in a Multimedia Language LabBy Shih-Jen Huang and Hsiao-Fang LiuIt's on the Cards: Adapting a Board-game Communicative ActivityBy Bob Gibson Leaving the Room: An Introduction to Theme-Based Oral EnglishBy Stewart Wachs
  • The Talking Stick: An American Indian Tradition in the ESL ClassroomBy Kimberly FujiokaRole Playing/SimulationBy Patricia K. TompkinsBrainstorming Before Speaking TasksBy Brian CullenTeach Students to Interact, Not Just TalkBy Gerard CounihanFive Steps to Using Your Textbook to Build a More Dynamic EFL Conversation ClassBy Stephen B. RyanDialog Performances: Developing Effective Communication Strategies for Non-English Majors in Japanese UniversitiesBy Susan Gilfert and Robert CrokerOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. RyanDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnTips for Teaching Conversation in the Multilingual ESL ClassroomBy Cara PulickTeaching "How are You" to ESL StudentsBy Brendan DalyUsing Games to Promote Communicative Skills in Language LearningBy Chen, I-JungFacilitating English Conversation Development in Large ClassroomsBy Gerry GibsonHelping EFL/ESL Students by Asking Quality QuestionsBy Nasreen HussainSuccessful Classroom Discussions with Adult Korean ESL/EFL LearnersBy Hye-Yeon Lim & W. I. GriffithIncreasing Authentic Speech in Classroom DiscussionsBy Georgia SmyrniouDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnA Practical and Effective Way to Enhance the ESL Students' Oral CompetenceBy Yichu Qi
  • Conversation / Oral English
  • Practical Techniques for Teaching Culture in the EFL ClassroomBy Brian Cullen and Kazuyoshi SatoRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaCompliments: Integrating Cultural Values into Oral English ClassesBy Chou, Yen-LinRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaGuidelines to Evaluate Cultural Content in TextbooksBy Ferit Kilickaya
  • Drama
  • Drama Techniques for Teaching EnglishBy Vani Chauhan
  • Four Skills
  • Using Picture Dictation Exercises for Practising All Four SkillsBy Sylvia Sao Leng IeongTeaching the Four Skills in the Primary EFL ClassroomBy Marcos Peñate Cabrera and Plácido Bazo
  • Ideas
  • The Structural Drill in Remedial TeachingBy Felix MosesClassroom Techniques for Contextualization:How to make "This is a pen." a pragmatically motivated utterance.By Yoshinori SasakiA Technique for Practising Conditional SentencesBy Galina KavaliauskieneGrammar Correction in ESL/EFL Writing Classes May Not Be EffectiveBy Ronald GrayDoing Things with Sentences in the ESL ClassroomBy Simon MumfordTeaching ESL Students to "Notice" GrammarBy Francis J. Noonan IIIUsing Simple Poems to Teach GrammarBy Hawanum HusseinCommunicative Grammar -- It's Time to Talk.By Noriko NishiguchiEmpowering English Teachers to Grapple with Errors in GrammarBy Caroline Mei Lin HoHelping Students with ModalsBy Michael ThompsonA Technique for Practising Conditional SentencesBy Galina Kavaliauskiene
  • Humor
  • Using Humour in the Second Language ClassroomBy Paul-Emile Chiasson
  • Grammar
  • Using the Internet in ESL Writing InstructionBy Jarek KrajkaSome Possibilities for Using On-line Newspapers in the ESL ClassroomBy Jarek KrajkaGetting Your Class ConnectedSome ideas on using e-mail and homepages.By Dennis E. WilkinsonActivities for Using Junk Email in the ESL/EFL ClassroomBy Suggested ways to use junk mail and some ready-to-use handouts for the classroom.By Michael IvyLet the E-mail Software Do the Work: Time Saving Features for the Writing TeacherBy Ron BelisleDiscussion Forums for ESL LearningBy Peter ConnellReport on a Penpal Project, and Tips for Penpal-Project SuccessBy Vera MelloUsing E-mail in Foreign Language Teaching: Rationale and SuggestionsBy Margaret Gonglewski, Christine Meloni and Jocelyne BrantHow to Build a Multimedia Website for Language StudyBy Randall S. DavisMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardInteractivity Tools in Online LearningBy Chien-Ching LeeTeaching Search Engines to ESL Students: Avoiding the AvalancheBy Kirsten LincolnTeaching EFL/ESL Students How to Use Search Engines and Develop their EnglishBy Rupert HeringtonInteractivity Tools in Online LearningBy Chien-Ching LeeMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardHow to Build a Multimedia Website for Language StudyBy Randall S. DavisQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisCreating a Learning Community Through Electronic JournalingBy Anne BollatiA Model of Team Teaching in a Web-mediated EAP CourseBy Mihye Harker & Dimitra KoutsantoniUsing LiveJournal for Authentic Communication in EFL ClassesBy Aaron Patric CampbellWeblogs for Use with ESL ClassesBy Aaron Patric Campbell
  • 75 ESL Teaching IdeasBy Hall Houston
  • Redesigning Non-Task-Based Materials to Fit a Task-Based FrameworkBy Kevin RooneyA Holistic Classroom Activity - The Class SurveyBy Roger NunnThree Activities to Promote Learners' AutonomyBy Galina Kavaliauskienë
  • Music and Song in DiscussionBy Brian CullenSong DictationBy Brian CullenTeaching Phrasal Verbs Using SongsBy Subrahmanian UpendranHelping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation ClassesBy Natalia F. OrlovaFocused Listening with SongsBy Isaiah WonHo Yoo
  • Getting the Most from Textbook Listening ActivitiesBy Thomas LavelleTraining for Impromptu Speaking and Testing Active Listening With a Focus on Japanese StudentsBy Cecilia B-IkeguchiDictation DrawingBy Brian GroverReal Audio to Augment Real Listening in the ESL ClassroomBy Frank TuziSelf-Instruction by Audio CassetteBy John SmallDictation as a Language Learning DeviceBy Scott AlkireFocused Listening with SongsBy Isaiah WonHo YooListening Activities for Effective Top-down ProcessingBy Ji LingzhuDictation as a Language Learning DeviceBy Scott Alkire
  • Material Development / Activity Ideas
  • Internet
  • Motivation
  • Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment ProgramBy Supyan Hussin, Nooreiny Maarof, and J. V. D'CruzHelping ESL Learners to See Their Own ImprovementBy Upendran SubrahmanianCommunicating SuccessBy Trevor SargentCreative and Critical Thinking in Language ClassroomsBy Muhammad Kamarul KabilanLearner Training for Learner Autonomy on Summer Language CoursesBy Ciarán P. McCarthyEncouraging Students to Become Stakeholders in the ESL ClassroomBy Karen BordonaroMotivation in the ESL ClassroomBy William T. Lile
  • Music and Songs
  • Listening
  • Pronunciation
  • Some Techniques for Teaching PronunciationBy David F. DaltonTesting Some Suprasegmental Features of English SpeechBy Mehmet CelikTeaching English Intonation to EFL/ESLStudentsBy Mehmet CelikReverse Accent Mimicry: An Accent Reduction Technique for Second Language LearnersBy Laurence M. HiltonA Quick Way to Improve /r/ and /l/ PronunciationBy Tim GreerTeaching English Intonation to EFL/ESLStudentsBy Mehmet Celik
  • Teaching Debate to ESL Students: A Six-Class UnitBy Daniel KriegerGuiding ESL Students Towards Independent Speech MakingBy Françoise Nunn and Roger NunnA Genre Approach to Oral PresentationsBy Fiona Webster
  • Public Speaking
  • Teaching EFL/ESL Students How to Read Time and NewsweekBy J. Ignacio BermejoGraffiti for ESL ReadersDescribes an activity using content-based articles.By Brent BuhlerReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireHow to Read Nonfictional English Text Faster and More EffectivelyBy Helmut StiefenhöferWhat Do We Test When We Test Reading Comprehension?By Akmar MohamadTeaching ESL Reading Using ComputersBy Saad AlKahtaniAn Integrated Approach to Teaching Literature in the EFL ClassroomBy Christine SavvidouA Fun Reading Quiz GameBy Madhavi Gayathri RamanReading Aloud (Out Loud) in Conversational English Classes By Derek KellyUsing Children's Literature with Young LearnersBy Eowyn BrownUsing News Stories in the ESL ClassroomBy Robin Antepara
  • Reading
  • Testing
  • A Method for Oral Testing in University English Programs at Korean UniversitiesBy David B. KentMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Video
  • Developing Film Study GuidesBy Donna Hurst TatsukiDeveloping an English for Specific Purposes Course Using a Learner Centered Approach: A Russian ExperienceBy Pavel V. SysoyevVideotaping an English Mini-drama in Your ClassroomBy David G. MagnussonUsing CNN News Video in the EFL ClassroomBy Alan S. MackenzieContent Video in the EFL ClassroomBy Michael FurmanovskyCaptioned Video: Making it Work for YouBy Randall S. DavisUsing Movie Trailers in an ESL CALL ClassBy John GebhardtVideo Production in the Foreign Language Classroom: Some Practical IdeasBy Sebastian Brooke
  • Vocabulary
  • Personal Vocabulary NotesBy Joshua KurzweilLearner-centered Vocabulary Building PracticeBy Sadia Yasser AliA Learner-Centred Approach to Vocabulary Review Using BingoBy Galina KavaliauskienëSongs, Verse and Games for Teaching GrammarBy Arif Saricoban & Esen MetinDeductive & Inductive Lessons for Saudi EFL Freshmen StudentsBy Mohammed Y. Al-KharratWarm-up Exercises in Listening ClassesBy Zhang Yi JunGetting Japanese Children to Make Use of Naturally-sounding English in the ClassroomBy Junko YamamotoVocabulary Teaching Using Student-Written DialoguesBy Alice Dana Delaney WalkerTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareDrilling Can Be FunBy Simon MumfordThe Use of Corpora in the Vocabulary ClassroomBy Yu Hua ChenBuilding Vocabulary Through Prefixes, Roots & SuffixesBy William PittmanPersonal Vocabulary NotesBy Joshua KurzweilTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareMeasuring Word Recognition Using a PictureBy Jungok Bae
  • Writing
  • Secret Partner Journals for Motivation, Fluency and FunBy Timothy StewartReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireA Peer Review Activity for Essay OrganizationBy Bob GibsonMaking Jigsaw Activities Using Newspaper ArticlesBy David DycusUsing Postcards in the ClassroomBy Peter LobellLess Is More: Summary Writing and Sentence Structure in the Advanced ESL ClassroomBy George L. GreaneyTeaching Integrated Writing SkillsBy Cecilia B-IkeguchiCorrecting Students' WritingBy Bryan MurphyUsing E-mail in EFL Writing ClassesBy Eui-Kap LeeApproaching Writing Skills through Fairy TalesBy Silvia BrutiTeaching ESL/EFL Students to Write BetterBy Yesim CimcozEnglish Writing Program for Engineering StudentsBy Hui Mien TanFreewriting, Prompts and FeedbackBy Kenneth J. DicksonPortfolios and Process Writing: A Practical ApproachBy Simon ReaInteractive Writing in the EFL Class: A Repertoire of TasksBy María Palmira Massi
  • Using Cooperative Learning to Integrate Thinking and Information Technology in a Content-Based Writing LessonBy Gabriel Tan, Patrick B Gallo, George M Jacobs and Christine Kim-Eng LeeEncouraging Engineering Students to Write Simple EssaysBy Thevy RajaretnamIntegrating Writing with ReadingBy Yang ShuyingThe Process Writing MethodBy Daniel J. JarvisSuggestions for Evaluating ESL Writing HolisticallyBy Matthew W. CurrierDeveloping Writing Skills in a Foreign Language via the InternetBy Roger C. KenworthyCreating a Writing Course Utilizing Class and Student BlogsBy Andrew JohnsonA Fun Way to Generate Ideas for Comparison ParagraphsBy Melodie CookSeeing is Understanding: Improving Coherence in Students' Writing By Chien-Ching LeeDeveloping Task-based Writing with Adolescent EFL StudentsBy Maria CabralProviding Feedback on ESL Students' Written AssignmentsBy Jason Gordon WilliamsSimple Steps to Successful Revision in L2 WritingBy Catherine ColemanTeaching TESOL Undergraduates to Organize and Write Literature ReviewsBy Roberto CriolloThe Process Writing MethodBy Daniel J. JarvisIntegrating Writing with ReadingBy Yang ShuyingEncouraging Engineering Students to Write Simple EssaysBy Thevy Rajaretnam
  • Other
  • Maximizing Study Trips AbroadBy Howard HigaThe Application of Universal Instructional Design to ESL TeachingBy Kregg C. StrehornBaFa BaFa: Does it Work with University EFL Learners?By Donald Glenn CarrollA Tutor-Guided Learning Scheme in a Self-Access CentreBy Lai Lai KwanImproving Science Students' Fluency through Project WorkBy Nebila Dhieb-HeniaUsing Service-Learning as Part of an ESL ProgramBy James M. MinorIncorporating Critical Thinking Skills Development into ESL/EFL CoursesBy Andy HalvorsenHelping ESL Learners to Minimize Collocational ErrorsBy Rotimi TaiwoUsing Concept Maps to Gauge Students' UnderstandingBy Lee Chien ChingContent Based ESL Curriculum and Academic Language ProficiencyBy Clara Lee BrownUsing Pictures from MagazinesBy Joep van der WerffEnhancing Critical Thinking with Structured Controversial DialoguesBy Hanizah Zainuddin & Rashid A. MooreUsing Expectations to Improve LearningBy Gena BennettIntegrating Language Learning Strategy Instruction into ESL/EFL LessonsBy Catherine Y. KinoshitaUsing Checklists to "Standardise" ContentBy Chien-Ching LeeGames in the ESL and EFL ClassBy Angkana DeesriOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. Ryan
izz aty

Issues about Outcomes Based Education - 0 views

www.leaderu.com/...obe.html

OBE uniklguidelines education

shared by izz aty on 05 Jun 15 - Cached
  • Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America's educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.
  • According to William Spady, a major advocate of this type of reform, three goals drive this new approach to creating school curricula. First, all students can learn and succeed, but not on the same day or in the same way. Second, each success by a student breeds more success. Third, schools control the conditions of success. In other words, students are seen as totally malleable creatures. If we create the right environment, any student can be prepared for any academic or vocational career. The key is to custom fit the schools to each student's learning style and abilities.
  • Outcome-based education will change the focus of schools from the content to the student
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  • The teacher's role in the classroom will become that of a coach. The instructor's goal is to move each child towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion
  • the focus is no longer on content. Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information--some reformers would argue more important.
  • Where traditional curricula focused on the past, reformers argue that outcome-based methods prepare students for the future and for the constant change which is inevitable in our society.
  • Reformers advocating an outcome-based approach to curriculum development point to the logical simplicity of its technique. First, a list of desired outcomes in the form of student behaviors, skills, attitudes, and abilities is created. Second, learning experiences are designed that will allow teachers to coach the students to a mastery level in each outcome. Third, students are tested. Those who fail to achieve mastery receive remediation or retraining until mastery is achieved. Fourth, upon completion of learner outcomes a student graduates.
  • According to William Spady, a reform advocate, outcomes can be written with traditional, transitional, or transformational goals in mind. Spady advocates transformation goals.
  • Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science
  • Many teachers find this a positive option for challenging the minimal achiever
  • An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency.
  • Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the "highest evolution of the OBE concept." Central to the idea of transformational reform is the notion of outcomes of significance.
  • Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs
  • little mention is made about specific things that students should know as a result of being in school.
  • The focus is on attitudes and feelings, personal goals, initiative, and vision--in their words, the whole student.
  • It is in devising learner outcomes that one's world view comes into play. Those who see the world in terms of constant change, politically and morally, find a transformation model useful. They view human nature as evolving, changing rather than fixed.
  • Advocates of outcome-based education point with pride to its focus on the student rather than course content. They feel that the key to educational reform is to be found in having students master stated learner outcomes. Critics fear that this is exactly what will happen. Their fear is based on the desire of reformers to educate the whole child. What will happen, they ask, when stated learner outcomes violate the moral or religious views of parents?
  • Under the traditional system of course credits a student could take a sex-ed course, totally disagree with the instruction and yet pass the course by doing acceptable work on the tests presented. Occasion-ally, an instructor might make life difficult for a student who fails to conform, but if the student learns the material that would qualify him or her for a passing grade and credit towards graduation.
  • If transformational outcome-based reformers have their way, this student would not get credit for the course until his or her attitudes, feelings, and behaviors matched the desired goals of the learner outcomes.
  • Another goal requires students to know about and use community health resources. Notice that just knowing that Planned Parenthood has an office in town isn't enough, one must use it.
  • transformational outcome- based reform would be a much more efficient mechanism for changing our children's values and attitudes about issues facing our society
  • the direction these changes often take is in conflict with our Christian faith
  • "Who has authority over our children?"
  • Outcome-based education is an ideologically neutral tool for curricular construction; whether it is more effective than traditional approaches remains to be seen. Unfortunately, because of its student-centered approach, its ability to influence individuals with a politically correct set of doctrines seems to be great. Parents (and all other taxpayers) need to weigh the possible benefits of outcome-based reform with the potential negatives.
  • who will determine the learner outcomes for their schools
  • consideration of what learner outcomes the public wants rather than assuming that educators know what's best for our children. Who will decide what it means to be an educated person, the taxpaying consumer or the providers of education?
  • If students are going to be allowed to proceed through the material at their own rate, what happens to the brighter children? Eventually students will be at many levels, what then? Will added teachers be necessary? Will computer-assisted instruction allow for individual learning speeds? Either option will cost more money. Some reformers offer a scenario where brighter students help tutor slower ones thereby encouraging group responsibility rather than promoting an elite group of learners. Critics feel that a mastery- learning approach will inevitably hold back brighter students.
  • With outcome-based reform, many educators are calling for a broader set of evaluation techniques. But early attempts at grading students based on portfolios of various kinds of works has proved difficult. The Rand Corporation studied Vermont's attempt and found that "rater reliability--the extent to which raters agreed on the quality of a student's work--was low." There is a general dislike of standardized tests among the reformers because it focuses on what the child knows rather than the whole child, but is there a viable substitute? Will students find that it is more important to be politically correct than to know specific facts?
  • whether or not school bureaucracies will allow for such dramatic change? How will the unions respond? Will legislative mandates that are already on the books be removed, or will this new approach simply be laid over the rest, creating a jungle of regulations and red tape?
  • although districts may be given input as to how these outcomes are achieved, local control of the outcomes themselves may be lost.
  • Many parents feel that there is already too much emphasis on global citizenship, radical environmentalism, humanistic views of self-esteem, and human sexuality at the expense of reading, writing, math, and science.
  • education may become more propagandistic rather than academic in nature
izz aty

English Banana.com's Big Activity Book - 0 views

www.englishbanana.com/...y-book-english-worksheets.html

english esol worksheets resources language learning reference

shared by izz aty on 02 Aug 13 - No Cached
  • izz aty on 02 Aug 13
     
    " This is the fourth compilation of worksheets and activities from the popular English Banana.com website. The aim this time is to engage learners from about Level 1 (Intermediate) upwards in active English lessons. This extensive new collection provides a varied and interesting set of resources for practising a range of English language skills, from grammar to reading, and vocabulary building to developing research skills. It's divided into subject areas and there is a comprehensive answer section, which also gives notes for how to use the material. We have included two special sections in this book. The first is a collection of classroom games that have been tried and tested and really work. Some may be familiar while others are totally original. In publishing descriptions of these games and activities we are not in any way laying claim to having invented them. Our only aim is to disseminate ideas that work well at a range of levels and always seem to get a great response from learners. The second special section is for reference and lists rhyming words, using the vowels and diphthongs from the International Phonetic Alphabet (IPA). These pages provide support for learners as they come to identify spelling patterns and match together words with the sounds of English. However you use the book, we hope that you'll enjoy learning English and come to a deeper understanding and appreciation of this fabulous language - which can be so entirely frustrating at times and so difficult to learn! If you enjoy this book why not get online and log onto our website for more original and fun activities for learning English. Best of all, everything on the website is absolutely free! So for access to free printable worksheets, as well as fun online games and quizzes, get your mouse moving in our direction today - click on www.englishbanana.com."
izz aty

205 Ways to Praise a Student/Learner - 0 views

callcentergal.com/...raise-a-studentlearner-batch-1

classroom praise compliment positive motivation education reference teaching learning language english

shared by izz aty on 23 Aug 11 - No Cached
  • izz aty on 23 Aug 11
     
    When was the last time you received a compliment from someone? Did you like it? Did you feel the sincerity that comes with the statement? I remembered before how we were praised in the classroom. It's common to hear a teacher who would say "very good", "good" or "excellent" to praise a student. Now that we're part of the workforce, our superiors would most likely say, "good job","great job" or "excellent job" to express their satisfaction for a job well done. Do you share the same observation? Now let's go back to my personal call center training experience. One of the things I learned in doing call center training is that I have to explore a lot of ways to acknowledge what learners do best. Another is to use effective acknowledgment expressions to celebrate the learners' improvement/ achievement. That's why I am very thankful when my Senior Trainer shared a copy of these acknowledgment expressions that I can use in my training sessions. On the other hand, you can use this list not only when praising a student. You can also use this whenever you have the chance. Just check the list and let me know what you think ok?
izz aty

Bloom's Taxonomy of Learning Domains - 0 views

www.nwlink.com/...bloom.html

bloom taxonomy learning learning styles education reference theory curriculum documents knowledge attitude skills technology

shared by izz aty on 31 Jul 15 - Cached
  • Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA (Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude. While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least three psychomotor models created by other researchers.
  • izz aty on 31 Jul 15
     
    The Three Types of Learning: A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities: Cognitive: mental skills (Knowledge); Affective: growth in feelings or emotional areas (Attitude); Psychomotor: manual or physical skills (Skills). Domains can be thought of as categories. Trainers often refer to these three categories as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes.
izz aty

The Goal of Learning Everything « Scott H Young - 0 views

www.scotthyoung.com/...he-goal-of-learning-everything

learning goal education learner schooling learning intention self-improvement positive

shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    Recently, I wrote about my goal of learning everything. This is more than a tad ambitious, and probably impossible. Even learning a small fraction of everything can have huge benefits that ripple outwards towards every other area of life. Unfortunately, most people fall into a group I'll call "functional" learners, and severely cut off their potential.
izz aty

Mohd Yusof et al 2011 Teachers' Perceptions on the Blended Learning Environment for Spe... - 1 views

www.ipedr.com/6-T00006.pdf

malaysian special ed ICT education

shared by izz aty on 18 Oct 14 - No Cached
  • izz aty on 18 Oct 14
     
    Challenges: several factors shown in the model that defined challenges in learning environment according to the teachers' perceptions. They had shared that, they have limited content on ICT based materials to apply and implement in the learning environment. These also included the lack of digital resources suitable for special needs learners, the non-digitalized assessment and tasks. Moreover, the elements of interactivity are limited in the learning environment. In terms of connection, the space and the facilities for special education is still limited. Moreover, it has been assumed that the special needs learners had limited confidence to use the ICT facilities and to operate it. The teachers felt that they could not the ICT facilities in learning because they lacked the skill and experience to operate the ICT facilities. "Although access to ICT is not a problem; teachers felt they lack the necessary skills to integrate ICT"(Ngah & Masood, 2006, p. 238). The government has provided the facilities, however, the teachers are unable to utilise it. Benefits In term of benefits of a blended learning environment, the teachers felt that ICT will give them the opportunity to enhance their computer literacy skills. They might only know what it is, but they can learn and use it in their teaching. Moreover, it wills build-up teacher creativity to build their own learning environment that suits the students. For example, the animation project helped the special needs students to learn a new skill and enhance their attention and motivation (Yusof & Aziz, 2010; Yusof & Song, 2010). According to previous research by Mayer & Moreno (2002), Mayer's principle had shown the benefit of using the multimedia as the tool help enhance student engagement. He also stated the guideline to ensure the suitable elements in the multimedia content (Mayer & Moreno, 2002; Yusof & Aziz, 2010). The use of ICT helps them to minimize the use of paper, and the activities on a computer ca
izz aty

Idioms and Phrases Dictionary - Android Apps on Google Play - 0 views

play.google.com/...details

english esol esl education language language learning idioms vocab vocabulary phrases reference

shared by izz aty on 10 Feb 13 - No Cached
  • izz aty on 10 Feb 13
     
    "Largest archive of 1000s of idioms, phrases, sayings, expressions and their meanings. FREE!!! Learn and practice a lot of great phrases for your upcoming conversations, from this app. An idiom is a phrase where the words, when used together, have a meaning that is different from the idiom dictionary definitions of the individual words. The group of words in an idiomatic expression do not mean what they appear to mean. This at times can make idioms hard for students and learners to understand. This app lists the English idioms and Phrases, idiomatic expressions, proverbs and sayings, in alphabetical order by theme, with their meaning and an example. It has clear and crisp explanations and illustrations, perfectly suitable for homework as well as general spoken English learning & usage."
izz aty

They Already Read It, But Did They Get It? 10 Ways to Check Reading Comprehension - 0 views

busyteacher.org/eck-reading-comprehension.html

comprehension reading understanding english esol esl language learning educatio teaching learning assessment

shared by izz aty on 22 Jul 12 - No Cached
  • sequencing activity. Write the major points of the story on note cards, put those cards into a grab bag, and shake it up. Each member of a small group should then pull one of the cards from the bag and place in its correct place in a sequence. Once group members have put all the cards in their correct place in the timeline, ask the rest of the class to check if the sequencing is correct. If it is, the group should then retell the story using the cards.
  • give each person a blank comic page in which to retell the story. (You can find dozens of empty templates online.) Your students should then retell the major events in the story by filling in the empty blocks with pictures and dialogue (when appropriate
  • When your students find a character they love in something you have read, ask them to write about the further adventures of that character. This will not only help them understand what they read, it will give them practice using vocabulary specific to that character found in the piece your class read. You can compile all these short fan fiction pieces into a book for the rest of the class to read at their leisure during independent reading time.
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  • create your own big book for a story you have just read. Prepare 5-8 pieces of poster board for the book and write a description at the bottom of each page retelling each piece of the story. Working in groups, have your students illustrate what is described at the bottom of the page. Once all the pictures are complete, let your students decide what order they should appear in the book. Then secure the pages, read the book back to your class and make it available to your students during independent reading time
  • share his or her favorite moment from the reading selection, and have him write it on a notecard or write it on one yourself. Ask another student and then another to do the same. When you have about a dozen cards completed, ask your students to organize them in any way that is logical. There may be several organizations which are possible
  • create a map of the setting for the story or book. They can either draw the setting or create a three dimensional model of it using cardboard cutouts. Have your students include any characters in the map as well.
  • two notecards and have him write true on one and false on the other. Then, read aloud a statement about the selection your class read. Make sure some of your statements are true and others are false. Each person should hold up his vote and his card after you read each statement. Have students check each other to make sure all agree. For the false statements, ask your students what they would need to do to make them true.
  • act out in class with this post reading activity. Ask individuals or groups of students to pose as the characters in the story in a particular scene. Then, take a photo of your students. After printing the pictures out, bring them to class the next day and ask your students to explain what it happening in the book at the moment they are acting out!
  • ask pairs of students to write a description of each of the characters in detail. Then, have the pair decide which of their classmates is most like the characters in the story. If you like, you may want to have the students then reenact parts of the story.
  • izz aty on 22 Jul 12
     
    The process of reading, being able to connect semantic input with the letters on the page, does not mean much if language learners cannot understand what they have read. The following exercises, modified from Sherrill Flora's Everyone Reads! will give you and your students some fun ways to make sure the meaning came through the words on the page.
izz aty

Academic Word List - School of Linguistics and Applied Language Studies - Victoria Univ... - 0 views

www.victoria.ac.nz/...academicwordlist

academic academic word list english vocabulary corpus eap esol word frequency wordlists language language learning education resources reference

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  • izz aty on 21 Feb 12
     
    Averil Coxhead developed and evaluated The Academic Word List (AWL) for her MA thesis. This list is a very useful resource for English for Academic Purposes teachers and learners.
izz aty

Five-Minute Film Festival: 8 Interactive Video Tools for Engaging Learners | Edutopia - 0 views

www.edutopia.org/...eractive-video-tools-resources

video visualisation visual aid education tools social media film short story short film learning resources language teaching

shared by izz aty on 28 Feb 14 - No Cached
  • Huzzaz (26) is about discovery and curation of videos -- it's an easy way to collect, sort, and take notes on your playlists, from both YouTube and Vimeo. If you love gathering videos on themes, you'll find this tool very powerful. Or, have your students curate playlists on choice topics! See an example (27).
  • Similar to Zaption, teacher-founded eduCanon (23) allows you to supplement a chosen video with all manner of add-ons to make it more interactive, from "reflective pauses" to audio clips to multiple-choice questions. You can also track responses with this tool. See an example (24).
  • VideoNot.es (20) is an app that allows you to take live time-coded notes on any video, and skip around by clicking on those notes -- and even better, it's integrated with Google Drive so saving and syncing your notes is simple. You have to install it to see this example (21).
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  • Add Questions and Quizzes to YouTube Videos! (17) (00:45) This one is on the bare bones side, as YouTube has plenty of other features to work on -- but if you need something quick and easy, you can also add questions to your own uploaded YouTube videos with YouTube's Questions Editor (18) (still in beta mode).
  • Wanting to string a few videos together and add text and graphics overlays? Metta (15) is the tool for you -- although it had one of the more confusing interfaces on the list. Still, it's unique from the others in that it's creating less of a wrapper than a whole new media experience, a mashup -- for some applications, this could be amazing. See an example (16).
  • How to Use Vialogues (10) (04:54) If you'd like to have a discussion around a particular video, Vialogues (11) is a useful way to allow threaded conversations on a clip. You can also add surveys and open-ended questions with this tool, which was developed by the EdLab at Columbia University Teachers College (12). See an example (13).
  • TED-Ed Website Tour (7) (03:08) Most educators know TED-Ed (8) publishes amazing animations, but did you know their platform allows users to build lessons by adding questions and notes to any video on YouTube? The elegant interface allows your students to watch and then dig deeper into resources you've provided, via a unique URL that allows you to track their responses. See an example (9).
  • With Zaption (4), transform your students from passive watchers to active learners by adding links, multiple-choice questions, polls, discussions, and more to any video to create a "tour" -- or group a few together for a more complex lesson. Check out the tutorials on Zaption's YouTube channel (5); they also offer analytics to see if your tours are engaging. See some examples (6).
  • izz aty on 28 Feb 14
     
    "It's no secret that I am a passionate advocate for using video in the classroom. When used well, videos can help students make connections to people and ideas beyond their usual frame of reference. That's why I've been really excited to see a wave of new (and mostly free or low-cost!) tech tools recently that enable teachers to take favorite clips and make them more valuable for educational use. Whether you use videos to flip your classroom or you just appreciate the power of video to engage kids, maybe one of the tools in my playlist below will help you go deeper in 2014."
izz aty

Awesome Chart Comparing Traditional Versus 21st Century Learning ~ Educational Technolo... - 0 views

www.educatorstechnology.com/...art-comparing-traditional.html

education learning

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  • Dewey’s discussion of experiential and progressive learning. What in the chart is labelled 21st century learner is in fact the kind of learner Dewey theorized in his work more than half  a century ago. Therefore, the ethos are not new but the circumstances are different.
  • dichotomizing traditional and 21st century learning does not necessarily favour the latter over the earlier though 21st century model of learning is what is expected in our classes but more importantly it raises educators critical awareness of the affordances and of inconveniences of each model  in the hope of constructing a robust model that meets the learning needs of individual students.
  • This chart is created by Like to Write  which has two interesting resources: liketowrite.com and liketoread.com .
izz aty

The Art of Learning Better: 101 Tips to Find and Fit Your Learning Style | Teaching Tips - 0 views

www.teachingtips.com/...nd-and-fit-your-learning-style

learning styles learning education teacher students studying VAK study tips strategies

shared by izz aty on 08 Dec 10 - Cached
  • izz aty on 08 Dec 10
     
    Sometimes, information is hard to understand just because it's presented in a manner that just doesn't quite appeal to the way we like to learn best. While it isn't always possible to take every class or complete every project in a way that fits into your individual style, there are ways that you can help to ensure that you're making the most of the material at hand. Here are a few tips to help you start improving your learning experience by helping make it work a little better with your needs, whether you're a visual, auditory or kinesthetic learner.
izz aty

EFL Classroom 2.0 Catalogue | Diigo Groups - 0 views

groups.diigo.com/...efl-classroom-20

resources teachers learning interactive classroom tech online tools teaching web2.0 education efl language esl english

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  • izz aty on 08 Dec 10
     
    EFL Classroom 2.0 is an international community of educators and learners discovering better ways to teach and learn the wonderful language of English. http://eflclassroom.ning.com
  • izz aty on 08 Dec 10
     
    Useful catalogue of links elated to English-teaching, albeit in an EFL context. Can still be used/adapted to Malaysian students though. :)
izz aty

The Best Way to Learn a Language | The Live in Asia Blog - 0 views

www.liveinasiablog.com/best-way-to-learn-a-language

language learning education language learning esol strategies reference grammar learner learning styles study tips studying

shared by izz aty on 31 May 11 - No Cached
  • 1. Define fluency for your own purposes.
  • There are different levels of fluency. At the very least, being “fluent” means being able to communicate well enough to take care of daily tasks, including shopping, ordering food, communicating with drivers, getting medical care, etc. That’s a lot different, for example, than being fluent in the business lingo of your target language. To keep focused, and motivated, define your fluency goals based on your own needs. Then, when you reach a fluency goal, congratulate yourself on a job well done. After that, if you so desire, make a new fluency goal. Doing this will give you motivational “victories” in what can otherwise seem like a never-ending conquest.
  • 2. Get Structure
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  • Some people can grab a book, start practicing, and, after some time, master a new language. For the other 99% of us, the best way to learn a language is to use a product that provides some structure. For me, computer-based learning is the best. I can study whenever I feel like it. I can study at my own pace, and I can focus on the topics that I find most meaningful.
  • 3. Be consistent.
  • The best way to learn a language is to study it every day. That is not to say that you have to study it all day, every day. It just means that all of your high school teachers, and your parents, were right—cramming is not an effective way to learn something. You will learn far more if you study one hour a day five times per week than if you study five hours on Monday and take the rest of the week off. Be consistent.
  • 4. Speak Out!
  • speaking out is the most important part of learning a language. You can memorize a million vocabulary words, but if you are not actively using them, you will not be able to recall them when you need them most. I don’t know what it is, to be honest, but there is something about actually getting the words to come out of your mouth that makes them stick in your head. Linguists often say, “Once you use a word three times in conversation, you own it.”
  • 5. How to Speak Out.
  • You don’t even need a speaking partner. This is one of the only situations in life where it’s perfectly acceptable to have conversations with yourself. Or, even better, sing to yourself. It’s a great way to learn!
  • Of course, at some point, you are going to want to talk to a real person. For that, turn to the language learner’s best Internet friend—Skype. Skype is a free Internet chat program that has both video and sound. Get yourself a free Skype account, search forums for a language learning partner, and then get talking! There are millions of people on the Internet who want to speak in your target language. Don’t be shy! Get out there and talk to them–it’s the best way to learn a language fast!
  • 6. Categorize
  • The human brain naturally likes to categorize things. If you want the best way to learn a language, be good to your brain and give it what it wants. You’ll be glad you did.
  • 7. Work in Phrases
  • Understand that you can get a great deal done knowing just a little bit of your target language; it’s amazing how repetitive daily conversation is. The quickest way to learn a language, at least at a rudimentary level, is to learn these basic survival phrases.
  • The key is to remember that you are trying to communicate, not trying to show how eloquent you are. You can be eloquent later.
  • 8. Use Flash Cards
  • If you want to speak another language, you have to memorize vocabulary. There is no way around it! The simplest, most effective way to learn vocabulary is to make your own flash cards.
  • With new vocabulary words, do not make stacks of more than 25-30 cards. It is not efficient to memorize too many words at once. Also, make sure you continue to shuffle the cards as you learn; otherwise, your mind will memorize the order of the words, and you will have difficulty recalling their meanings in a different context.
  • 9. Review Basic English Grammar
  • review the basics. I’m talking about knowing the difference between nouns, pronouns, verbs, adjectives, and adverbs. I’m talking about understanding subjects, predicates and articles. Understand basic sentence structures.
  • when you learn the sentence structure of a new language, you will not just “know how to use it.” You will have to learn, for example, where to place verbs and nouns in a sentence.
  • if you can’t recall what articles and verbs are, you will not be able to take advantage these learning tips, and it will take you much longer to figure out how to structure sentences.
  • 10. Figure out what kind of learner you are.
  • Each of us learns differently. Find out what learning style works best for you and focus on learning in that way.
  • when learning a new language, you should always use a variety of strategies. For example, you should not just read and memorize, even if that is your best learning strategy. Focus on that, but also listen to recordings, speak dialogues, write sentences, and learn grammar rules.
izz aty

Top 20 Foreign Language Learning Tools & Resources - 0 views

www.online-degrees-today.com/...guage-learning-tools-resources

techniques language learning language learning reference resources study independent learning education word tools

shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    Gone are the days when learning a new language was a big hassle. In this information age, you could start learning it on the internet and could even master it if you are a dedicated self-learner. This article informs you about 20 great tools and resources available on the world wide web that could help you get started with learning a foreign language. Check them out.
izz aty

English, Jack: Frequency and collocations - 0 views

english-jack.blogspot.com/...requency-and-collocations.html

collocations english language language learning grammar teaching learning education

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  • izz aty on 31 May 11
     
    According to Wikipedia, "collocation is defined as a sequence of words or terms which co-occur more often than would be expected by chance." While language learners can build knowledge of collocations through extensive reading and listening, this is not something that we can do effectively by design in the classroom. Here are a few things for teachers to keep in mind when they consider teaching collocations.
izz aty

Six Word Stories - Teaching Village - 0 views

www.teachingvillage.org/...six-word-stories

teaching language learning language english fun ideas lesson lesson plan education

shared by izz aty on 31 May 11 - No Cached
  • The process is simple: Students choose a picture and tell a story in six words. I had so much fun doing the activity myself I decided to use it with both my young learners and my more mature learners. It worked beautifully! Six words doesn’t intimidate anyone, so even my weakest writers enjoyed thinking of their stories. Six words also creates an effective framework for activating some micro-grammar awareness—especially word order in sentences, and the need for pesky little words in English (like BE verbs and articles).
izz aty

Giving Children the Tools is Not Enough | edte.ch - 0 views

edte.ch/...ildren-the-tools-is-not-enough

education learning independent learning teaching resources teach teachers students tools technology strategies

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  • izz aty on 31 May 11
     
    Planning for technology integration in classrooms needs to be done with a big pair of binoculars, ones that preferably can see into the future. I can remember when I planned my first suite of computers in a school all I talked about was "future proofing" everything. It was like some rubber stamp I had marked everything with. But planning for the lifespan of the hardware is one thing, where it fits in with your school's vision is another. Sometimes schools can get a bit fixated with provision. We like to reel off a list of the various and wondrous hardware that adorns every nook and cranny of the school building. But it is not simply about provision. I have often heard that "an interactive whiteboard does not make a poor teacher any better". well in the same vein, "technology provision alone does not make independent, confident learners."
izz aty

Carol Read's ABC of Teaching Children - 0 views

carolread.wordpress.com

teaching children primary education language learning language english esl writing reading teacher resources reference blog

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  • izz aty on 31 May 11
     
    The aim of this blog is to share practical ideas, tips and resources for teaching young learners which I've accumulated over the last 25 years or so, as well as occasional illustrative anecdotes from my own teaching experience. In order to give the blog a structure and keep me on track, my plan is to do this in the form of an ABC.
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