Here's a link to download.
https://www.dropbox.com/s/mx9o57clmo6t598/autorun.exe?dl=0
I'm sorry for not being able to hand-in with a CD.
Wednesday, 21 January 2015
Thursday, 18 December 2014
Assignment 3 - Web Based Lesson Plan
ENGLISH FORM TWO
LESSON PLAN
Form: Two
Level: Advanced
Theme: Literature
Topic: Literature – One is One and
All Alone
Objective:
- To enable students to create a graphic short story of their own.
Learning Outcomes:
At the end of the lesson, students should be able to:-
- Discuss the five features of plot.
- Identify the plot of the short story ‘One is One and All Alone’.
- Create a graphic short story of ‘One is One and All Alone’ using
StoryBird.com
Technical
Requirement:
- Computers.
- Internet Connection
- LCD Projector.
Language Skills:
- Reading Skills – Identifying the plot of the short story.
- Writing Skills – Writing their version of ‘One is One and All Alone’.
TEACHING PROCEDURES:-
STAGE
|
TEACHING ACTIVITY
|
LEARNING ACTIVITY
|
Set Induction
(5 minutes)
|
1. Teacher greets students and
asks them about the short story they have learnt last week.
|
1. Students respond to teacher.
|
Development
(30 minutes)
ACTIVITY 1
ACTIVITY 2
ACTIVITY 3
|
1. Teacher draws the plot triangle
on the board and asks students to name each features.
2. Teacher labels the plot diagram
and asks students to identify the plot of the short story ‘One is One and All
Alone’.
1. Teacher divides students into groups
of three. Teacher informs students that they need to create a short graphic
story of the same short story using StoryBird.com.
2. Teacher shows the students how
to go about using StoryBird.com and shows a sample story.
3. Teacher asks each group to draw
the plot diagram. Then, teacher asks students to start create their story on
StoryBird.com
1. Teacher asks each group to present
their graphic short story to their friends.
2. Teacher asks other groups to
give feedback. Teacher shares her feedback as well.
|
1. Students answers teacher’s
question.
2. Students identify the five
features of plot using the short story ‘One is One and All Alone’.
1. Students sit in their groups. Students
listen to teacher’s explanation.
2. Students study the sample short
story.
3. Students discuss and draw the
plot diagram. Students start creating their story.
1. Students present their graphic
short story on the projector.
2. Other groups provide feedback
to the presenters.
|
Conclusion
(5 minutes)
|
1. Teacher reviews and highlights
the lesson by asking questions to the students what they have done today.
|
1. Students answer teacher’s
questions.
|
Follow-up activity:
- Students are required to prepare their own short story using
StoryBird.com
Monday, 17 November 2014
Assignment 2 - Article Review
With the vast advancement in technology, learning second or foreign language has been made easier. In the article 'Enhancing Vocabulary with the use of Mobile Technology', Deanna Nisbet and Dayna Austin highlighted a few apps to be used for adult learners in learning second language. According to Nisbet and Austin, smart phones and tablets are effective tools to be used by adult learners to learn English. Software program, or apps, can be downloaded to these tools and the mobility of the tools makes learning the language easier now than ever. The new technologies should be incorporate in adult learners' learning so that they are up to date in term of knowledge as well as skills.
The benefits of using these tools include opportunities for increased learner's autonomy and choice. These helps students to be able to learn language even without the presence of a teacher. Apart from that, the transferability of skills to other areas is also another benefit of learning English with these medium. It helps in the sense that English, as we all know, is a universal language. Therefore, the idea that English is used beyond the classroom walls is important. Students are more likely to be confident in using the language as well. The immediate feedback that the learners received also benefits them. It is also easier to track progress of learners self-selected goals. For instance, a learner set goals to be able to pronounce a number of words correctly. Using suitable apps, the learners can practice their pronunciations.
The article has compiled recommended applications that can be utilised for vocabulary teaching and learning. In learning vocabulary, there are two types of apps suitable to be used, namely dictionary apps and translation apps. By using dictionary apps such as Dictionary.com, learners are no longer required to carry heavy large dictionaries to ease learning. In fact, Dictionary.com also provided numerous functions such as the availability of thesaurus as well as a voice note to listen to the correct pronunciation. Translation apps, on the other hand, are also abundant. However, learners need to choose a reliable apps. Apps such as English Launchpad is a multipurpose language apps that offer a lot of activities such as flash cards, quiz generators and many more. Clear Speech App is based on Cambridge University to help students to improve their listening skills as well as refining their own pronunciation.
The article focuses on specifically on adult learners. Since younger learners are more likely to learn a second language in school, it differs for adult learners. Adult learners learn the language not in the conventional way. Apart from that, the language ego of adult learners is bigger than young learners. Therefore, the use of apps could ease their attempt to master the language. The apps mentioned in the article are only a few examples. There are many other apps that can be used. Some are free and some need to be paid a small amount of money. However, the idea of having apps to enhance vocabulary is due to the mobility and usability of the apps to the adult learners.
The benefits of using these tools include opportunities for increased learner's autonomy and choice. These helps students to be able to learn language even without the presence of a teacher. Apart from that, the transferability of skills to other areas is also another benefit of learning English with these medium. It helps in the sense that English, as we all know, is a universal language. Therefore, the idea that English is used beyond the classroom walls is important. Students are more likely to be confident in using the language as well. The immediate feedback that the learners received also benefits them. It is also easier to track progress of learners self-selected goals. For instance, a learner set goals to be able to pronounce a number of words correctly. Using suitable apps, the learners can practice their pronunciations.
The article has compiled recommended applications that can be utilised for vocabulary teaching and learning. In learning vocabulary, there are two types of apps suitable to be used, namely dictionary apps and translation apps. By using dictionary apps such as Dictionary.com, learners are no longer required to carry heavy large dictionaries to ease learning. In fact, Dictionary.com also provided numerous functions such as the availability of thesaurus as well as a voice note to listen to the correct pronunciation. Translation apps, on the other hand, are also abundant. However, learners need to choose a reliable apps. Apps such as English Launchpad is a multipurpose language apps that offer a lot of activities such as flash cards, quiz generators and many more. Clear Speech App is based on Cambridge University to help students to improve their listening skills as well as refining their own pronunciation.
The article focuses on specifically on adult learners. Since younger learners are more likely to learn a second language in school, it differs for adult learners. Adult learners learn the language not in the conventional way. Apart from that, the language ego of adult learners is bigger than young learners. Therefore, the use of apps could ease their attempt to master the language. The apps mentioned in the article are only a few examples. There are many other apps that can be used. Some are free and some need to be paid a small amount of money. However, the idea of having apps to enhance vocabulary is due to the mobility and usability of the apps to the adult learners.
Friday, 26 September 2014
Assignment 1 - Web Evaluation
Assalamualaikum.
The ESL website that I have chosen is Teach Children ESL! Here is the link (www.teachchildrenesl.com)
The website covers a lot of things including some grammar components, pronunciations and comprehension tasks. The website also has an abundance of flash cards that can be downloaded and printed for free. The exercises provided by the website are mostly worksheets such as fill in the blanks and word games. Everything in the website requires the user to download and print the content. Thus, there is no immediate feedback provided for the users. Looking at who would benefit the most from the website would be teachers with beginner students. There is nothing for advanced level users.
The only thing that the visitors need to do in order to learn the contents provided in the website is to download and print the materials. Web-based learning activities is not yet available for the visitors. According to the website, the feature is 'coming soon'. For the time being, there is nothing much that the visitors can do, especially for students who want to learn on their own. The website is more likely to be used by teachers. Another good thing about this website is that the visitors are not required to register or log in when they want to download the materials available on the site.
Honestly speaking, I used a lot of materials from the website during my practicum, especially the flash cards. I also adapted the worksheets for my students. The two classes that I taught have low proficiency. In fact, my students (the last class, that is), can be considered as foreign language learners. They can barely differentiate 'he' or 'she'. They have no idea what is a chair or table (I wanted to teach them countable and uncountable nouns and asked them to tick (/) for things that they can count). At first, I thought that they were just fooling around but when everyone started to ask and some got the answers wrong, I realised that they were not joking. So, the classes after that, I had to use a lot of graphics so that they can see the words that I said. Hence, the use of flash cards really helped me during my days of practicum.
The website does not actually provide learners with new things that cannot be done in a textbook or workbook. The website, I considered, as something traditional. It is nothing more than a workbook, online. However, considering the types of students that I had to deal with as well as the facilities available, this is the best that I could provide the students with something not from the textbook. Some of my students are not allowed to use the computer lab due to their misbehaviour. I made sure that I use the theme and topic from the syllabus but I always tried to use materials not from the textbook.
The website lacks activities that could give immediate feedbacks to the users. For language learners, the website may not be as much beneficial. However, teachers who teach ESL, may benefit from the website. The materials may be a hassle to be used since they have to be printed. However, in a traditional classroom, the materials would be considered as acceptable. Thus, it can be said that the website does not fulfill the criterion of a CALL program. It does have the activities and tasks for language learning but it is limited to be used by teachers only.
I would use the application in my future work provided that the school lacks of facilities such as adequate numbers of computers. I may even opt for materials from the website to teach low proficiency students. However, the application can be considered as old-fashioned and may not be interesting for students in urban areas.
Sunday, 21 September 2014
Task 2 - Electronic Worksheet
Assalamualaikum, peeps!
Well, here is the link for an electronic worksheet that I've done using Microsoft Words. It's a grammar worksheet for countable and uncountable nouns. Toodles!
Click here to download.
Well, here is the link for an electronic worksheet that I've done using Microsoft Words. It's a grammar worksheet for countable and uncountable nouns. Toodles!
Click here to download.
Thursday, 11 September 2014
Task 1 Sept 2014
Well. Hello and Assalamualaikum.
My name, as stated on my IC is S. Rabiatul Adawiyah bt Ahmad Khazali. I prefer to be called Rynn but you can call me Rabiatul just for professional purposes. I was born in Kuala Lumpur but raised in Kuching, Sarawak. I'm half Malay and half Melanau. I'm pretty proud to be known as a Melanau simply because I think that it's exotic.
My computer skills are not much. I consider myself as a novice. I have no problem downloading stuff, using the internet, searching for things or information, shopping, creating blogs and whatnot but that's pretty much it. I still have problems understanding Excel.
When it comes to computer software and hardware knowledge that I have, I can safely say that I have no (well, not much) problem using Microsoft Office. Computer hardware, on the other hand, may be something quite alien to me. When I have hardware problem, I will just a) ignore it until something more severe happens or b) send my laptop to someone who have the skills.
I can say that I experienced learning via the computer nearly all the time that I use it. I don't actually use the computer for leisure (unless it's for watching series) because I would usually do that with my phone or iPad. So, when I switch the computer (or in my case, the netbook) on, I would usually do it for educational purposes such as searching for online articles, searching for stuff that I can use for teaching etc. Once, I experienced 'helping' someone for an online course that he/she needed to score.
During my practicum, I tried to incorporate technology in my lesson but it failed. It was for the weakest class. I wanted to show them a video on friendship (It was a Vodafone video for friendship day). I managed to capture their attention by bringing them to the APD room (because the teachers would not bring them there) but once they were in the room, they started playing among themselves. They watched the video a few times but they somehow couldn't get it. I asked them questions about the video (what happened? Why do you think the girl acted that way? Would you do the same? etc) but they gave me answers that were meant to be funny. This was from the boys. The girls could actually answer my questions. The main reason of my failure was due to my inability to control the class when they were in the room. That was the first and last time I incorporated technology during my lesson. I wanted to do something with my other class but due to some limitations, I did not have the opportunity to do it.
I think, using computer/technology in language teaching is a great idea. The students in the current generation are more exposed to technology. It is a great way to show them that English is not limited within the walls of the classroom. It can help to show to the students that learning may not necessarily happens at school. Not to mention, their fondness towards social media could actually encourage them to learn English.
By the end of this course, I hope that I can improve my computer skills and actually use the computer more than to watch series or finish my assignments. The idea of developing a courseware excites me since that would be enough for me to consider myself as a tech-savvy (well, a self-proclaimed tech-savvy). Knowing how to analyse data for my AE would really really REALLY help me (T.T)
Speaking of AE, my chosen topic is 'Job Satisfaction Level of ESL Teachers'. I have big dreams for my topic. I hope that someday, someone out there would realise how much work ESL teachers actually have and how important it is for the students to be grouped according to their level of proficiency. People always think that being a teacher is easy and teachers have a lot of holidays. Maybe, someone out there would understand that being a teacher is never easy and being an ESL teacher is actually much much more worse. My supervisor is Prof Dr. Assoc Abu Bakar. My plan in order to finish my AE on time is to actually deal with Chapter 2 first. For me, it is the most difficult, pain-staking chapter to do. Once I'm done with Chapter 2, Chapter 1 and Chapter 3 would not be a problem. Right now, I also need to prepare for my questionnaire and my interview questions so that I can proceed with that as soon as possible.
My name, as stated on my IC is S. Rabiatul Adawiyah bt Ahmad Khazali. I prefer to be called Rynn but you can call me Rabiatul just for professional purposes. I was born in Kuala Lumpur but raised in Kuching, Sarawak. I'm half Malay and half Melanau. I'm pretty proud to be known as a Melanau simply because I think that it's exotic.
My computer skills are not much. I consider myself as a novice. I have no problem downloading stuff, using the internet, searching for things or information, shopping, creating blogs and whatnot but that's pretty much it. I still have problems understanding Excel.
When it comes to computer software and hardware knowledge that I have, I can safely say that I have no (well, not much) problem using Microsoft Office. Computer hardware, on the other hand, may be something quite alien to me. When I have hardware problem, I will just a) ignore it until something more severe happens or b) send my laptop to someone who have the skills.
I can say that I experienced learning via the computer nearly all the time that I use it. I don't actually use the computer for leisure (unless it's for watching series) because I would usually do that with my phone or iPad. So, when I switch the computer (or in my case, the netbook) on, I would usually do it for educational purposes such as searching for online articles, searching for stuff that I can use for teaching etc. Once, I experienced 'helping' someone for an online course that he/she needed to score.
During my practicum, I tried to incorporate technology in my lesson but it failed. It was for the weakest class. I wanted to show them a video on friendship (It was a Vodafone video for friendship day). I managed to capture their attention by bringing them to the APD room (because the teachers would not bring them there) but once they were in the room, they started playing among themselves. They watched the video a few times but they somehow couldn't get it. I asked them questions about the video (what happened? Why do you think the girl acted that way? Would you do the same? etc) but they gave me answers that were meant to be funny. This was from the boys. The girls could actually answer my questions. The main reason of my failure was due to my inability to control the class when they were in the room. That was the first and last time I incorporated technology during my lesson. I wanted to do something with my other class but due to some limitations, I did not have the opportunity to do it.
I think, using computer/technology in language teaching is a great idea. The students in the current generation are more exposed to technology. It is a great way to show them that English is not limited within the walls of the classroom. It can help to show to the students that learning may not necessarily happens at school. Not to mention, their fondness towards social media could actually encourage them to learn English.
By the end of this course, I hope that I can improve my computer skills and actually use the computer more than to watch series or finish my assignments. The idea of developing a courseware excites me since that would be enough for me to consider myself as a tech-savvy (well, a self-proclaimed tech-savvy). Knowing how to analyse data for my AE would really really REALLY help me (T.T)
Speaking of AE, my chosen topic is 'Job Satisfaction Level of ESL Teachers'. I have big dreams for my topic. I hope that someday, someone out there would realise how much work ESL teachers actually have and how important it is for the students to be grouped according to their level of proficiency. People always think that being a teacher is easy and teachers have a lot of holidays. Maybe, someone out there would understand that being a teacher is never easy and being an ESL teacher is actually much much more worse. My supervisor is Prof Dr. Assoc Abu Bakar. My plan in order to finish my AE on time is to actually deal with Chapter 2 first. For me, it is the most difficult, pain-staking chapter to do. Once I'm done with Chapter 2, Chapter 1 and Chapter 3 would not be a problem. Right now, I also need to prepare for my questionnaire and my interview questions so that I can proceed with that as soon as possible.
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