I just love Shakira! But this is an R-rated video so I can only put up the image only.Some people can't handle her sexiness :P
Level: Intermediate-Advance level for Form 4 students
Time: 105 minutes (3 period)
Aims: To be able to search for specific information via the internet and use the acquired information to complete the tasks given.
Technical Requirements:
The teacher needs a computer and a projector to show a video in front of the lab.
One computer for each pair of students equipped with an Internet connection and a Web Browser (example Mozilla Firefox).Students also need to bring a set of colour pencil/crayons to class
Website: www.jpop.com
www.jrock.com
Preparation:
1. Find any website(s) that has any information about Japanese Rock (JRock) and Japanese Pop Asian music culture.
2. Using the information about the stage image of JRock and Jpop artists, create the worksheets.
Procedure:
1. Teacher asks students to sit in pairs and share a computer.
2. Then, ask the students if they like any music genres (ex: Pop, Rock, Metals), and ask them specifically if they know about JPop and JRock.
3. Inquire them if they know anything about the stage image look don by the JPop and JRock artists.
4. Allow the students to browse the chosen websites and guide them on how to gain any information from the websites.
5. Provide the prepared worksheets to each student. Each worksheets contain an activity. Ask the students to do Activity 1 first. The first activity is to be done in pairs.
6. Explain to the students that they need to answer all the questions provided by browsing the website to gain information.
7. Inform the students all the answers can be found from the website chosen.
8. Before that, demonstrate the very first question and show them how to find the answer from the website.
9. Give them around 20 minutes, then check the answers together.Explain any unknown words or phrases.
10. Show a video about JRock makeup tutorial (10 minutes) Website: Kisaki
12. Then ask the students to do Activity 2 which is provided in the second worksheet. The students need to do the activity individually.
13. The activity requires the students to use their creativity to apply makeup on the face sketch. They can choose either they want to create a JPop or JRock look.
14. Examples again, can be found at the websites and also from the video shown earlier.
15. Tell the students their creativity is unlimited and they are given 25-30 minutes to finish up their work.
16. After that, each of them has to present their artwork in front of the class.
17. While they are presenting, teacher can guide them in using new words for students (example like pointing out the color of 'Fuschia', instead of Red or 'Cyan' instead of light blue.)
Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.
After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.
During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.
Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.
The article that I have chosen is entitled Opportunities in Technology-Enhanced Language Learning (TELL) Classroom Environments, taken from IATEFL Poland Special Computer Interest Group , Teaching English with Technology, a Journal for Teachers, Volume 4, Issue 4, October 2004. The authors responsible for this article are Hee-Jung Jung from Washington State University, Pullman, WA, USA and Sang Hyun Kim from University of Mississippi University, MS, USA.
The authors offered this study by unraveling on how the teachers of EFL have opened the opportunity for the students to meet their language literacy goals by tackling the positive benefits of technology-enhanced language learning classroom environments. This qualitative study’s aim therefore is to underscore the importance of language learning environments rather than technology itself. The idea is that EFL and ESL teachers shouldn’t rely too much on computers and ignores other learning factors that can hinder the outcomes of language learning process. The authors presented other previous studies from other researchers as citation backups for their journals, although the researches were not similar, but they conclude one outcome, which is the high need to study language classroom environments more holistically. This review presents CALL studies in three areas, which are those that investigate CALL in comparison with traditional methods, those that look at instructional strategies and also the research that examine attitudes and interactions through CALL.
Studies were done a lot to determine either a computer does help students to learn better or not. The research done was typically between a CALL-materials provided group and also the traditional method controlled group. Unfortunately, the research ignore several factors that may hinder the outcomes of the experiment, which are ignoring the nature of the learning tasks, the characteristics of the learners, and the characteristics of technological application when the research is designed and interpreted. Clearly the authors realised if they didn’t specifically point out any factors that may hinder the process of learning, then they might not understand the specific student’s trait that may actually influence the outcome of the experiment. Another comparison study was conducted by doing dialogue journal between a group using e-mail as the medium and a group using traditional pen and paper method. The result showed that the e-mail group showed more session entries, more active participation by asking and answering more questions with their teacher, used greater variety and applied effective language functions more frequently, and were less formal and communicate better with the teacher. In another ESL study, researchers found that all the students participated in the electronic discourse while half participated in face-to-face discussions. The study was to examine the effectiveness of technology itself and not considering the classroom environments factor of learning. The author stressed out that this cannot be done for the reason that learners learning style, the nature off learning task, characteristic of technological applications should be put together when the research was done. Then, another study investigates the discourse function and syntactic complexity in ESL learner output achieved through two different modes of computer-mediated communication; asynchronous and synchronous. In this study, two instructors and twenty five advanced ESL writing students participated. The result showed the discourse function type in synchronous discussions were almost the same to the modes interaction of the face-to-face conversations to acquire second language acquisition while the asynchronous discussions were more constrained and similar to the question-response-evaluate sequence like in the traditional learning classroom. Concluded with the concern of syntactic complexity, the slow process of asynchronous discussions gave more opportunities for learners to produce a syntactically more complex language. That was the conclusion of the study.
The research in my opinion is quite interesting to me despite the fact it didn’t give quite the steady outcome due to the fact that they missed a lot on controlling the factors that may hinder the sharpness of the findings. Therefore the research was rather not well conducted. But it gives us the new idea about the right ways to use technology in language learning. This is due to the fact that many educators today give an easy conclusion that technology will benefit all students when the true fact is that there is a possible small percentage of students that won’t get the benefits of using technology to strengthen the goals of acquiring second language. Possibly to me, I strongly believe that the research should make us teachers realize that the factors of both CALL materials and language learners differ from one another in ways that affect learning and we cannot observe students' learning effectively by focusing on technology as treatment only. As quoted by the authors, many other elements such as the nature of learning tasks, the learner characteristics, and the characteristics of technological application should be put together in classroom together with the use of technology so that EFL and ESL learners can perform more effective. Definitely I have to agree on these points the authors had raised out earlier. Hopefully in the future educators in Malaysia may learn from these mistakes.
Article Review by Yours truly,
Reiko
Konchikuwa!! The name's Nordiana Binti Nordin or most of you guys know me as Reiko, and yup maybe some of you know I kinda dislike my original name because the name kinda gives me bad luck recently (some of us know why ^_^) so I refuse to use my full name in this blog but I had to mention it once or else the lecturer would be like, "Who the hell is Reiko??!!" Heheheh...
Ok ok enough with this silly chit chat of mine. Lets just go straight to my computer knowledge.FYI, simply said, I am like a newborn baby in the computer world.But fortunately I am quite a lucky baby.I do know a lot about RAM,motherboard, processor type or whatever other thingy they have in a computer and I know damn well how they function.(To tell you a secret) as a black devil that I am, I am quite knowledgeable on system hacking (if there's a major hacking against the UiTM server system,pls don't look for me though, I am purely innocent now and forever!!Yeah...I'm not that low...), heck, so therefore I am the person my friends will ask for help if they need my service.But not really the pure evil type, I only help them for a good reason and not put my ability into wrong use.I swear!
I use my laptop every single day for a lot of reasons. Most of the time is to satisfy my Yaoi,Yuri and Hentai hunger!! Hahaha to all you Japanese freaks, you'll know what these terms mean, but just keep quiet okay!This is not a blog to discuss about the meaning and importance of Yaoi! The privilege of having Internet access in my bedroom, on my bed is put to good use as I can do Internet research, or do some article research straight after waking up from a deep doze early morning!Most of the time, I am engage in Yahoo Messenger-ing my fellow acquaintances, online learning, music download through Ares, music compose at DigitalDaly (as I am still DJ-ing partime), and to feed my hunger for one of a kind videos from Amateurs to Pros, I'll go to Youtube.
I find using computer very helpful during my practical session. English can be extra fun when you have all sorts of edgy softwares to accommodate your lesson plan.I usually use my laptop in my class and showed them varieties of exercise through the use of multiple programmes. But the ultimate hindrance of using computers in school is that, they don't have enough computers to cater the whole classroom and most of my students had to share a computer up to 4 person. Quite pathetic I suppose for a school in Shah Alam but oh well...
I am looking forward to learn more from TSL 641 subject as I know there is never too much knowledge that we can get from people around us.So, Astalavista, peeps... ;-)
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