Sunday, July 31, 2011
Engaging Students
Several years ago Korea government made English educational broadcasting company to improve English learning ability via webcast, which is suitable for elementary School students. Two years ago, I taught large second grade class and I have used it my English class like the EBS Internet VOD with "Elementary school sixth-grade English" and "English Cafe"
I have re-organized the program textbooks, developed learning and teaching method considering the students' level and suggested various kinds of activities, such as role-play, game, online learning community, e-mail, chat, and so on.
The class had 49 sixth-grade students. They pre-studied basic contents through webcast for the next class. They learned listening, speaking, reading and writing with various kinds of task worksheets and activities while viewing the Internet VOD. Out of class, tasks and contents of the instruction were presented at online learning community.
There are many positive effectiveness in my class.
First, there was a significant rise in students' affective domains( interest, participation, confidence, self-directedness, and motivation ) after having used the Internet VOD for English learning ability.
Second, the students were able to improve their English learning abilities while developing learning and teaching method( pre-viewing, while-viewing, post-viewing ).
Third, the webbcast activity turned out to be an appropriate means to change the focus of the classroom from teacher dominated to student-centered; thus it could increase students' problem-solving abilities.
Fourth, through the actual experience with a native speaker on VOD, the students were more interested in learning English than before and could be good at speaking English.
Fifth, process-oriented instruction was possible while students have role-play, game, e-mail, chat and upload their products to the online learning community. It also could get teacher's feedback.
In conclusion, using the EBS Internet VOD for English learning ability will be able to improve students' self-directed learning attitude, interest, participation and confidence, and it will be effective for learning in the classroom.
Also the Internet VOD will help to give students motivation for learning English, and it can be used for supplementary or enriched classes according to students' level and motivation. I have believed that We could overcome many large class problems using webcast program
I read http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/largeclasses.html. The writer said about large class teaching using multimedia. I saw a photo Looks like digital textbook class. using a digital textbook changed the types of interactions in an English class. Korean government has invested to make digital textbook contents and established Digital Classroom. If you visit my blog. You can see the photo about my school's digital classroom and my teaching. we have electronic whiteboard, 16table pc etc.
Using a digital textbook changed the types of interactions in an my English class. As individual work increased, students had more opportunities to interact with the textbook content and with the teacher through one-to-one conversations. However, the overall interactions among the students decreased since the pair/group work decreased. This was because the pair/group work was replaced by individual or whole class work in the digital classroom. Overall, the instruction using a digital textbook was more learner-centered than the traditional instruction. In the aspect of motivation, using a digital textbook motivated the students' learning as increasing their interest, attention, autonomy, and participation.
Except for the pair or group work. Students believed that the interactions between a teacher and a student, a student and a student, and a student and the content increased. Students might think the interaction among students increased because they had more chances to share their learning experiences with others using a digital textbook and an electronic whiteboard. Students also perceived that using a digital textbook had a positive influence on their motivation to learn in terms of attention, relevance, confidence, satisfaction, and academic achievements.
From these results, it is identified that using a digital textbook has an influence on classroom interactions and also facilitates students' motivation as providing various functions and content and establishing a digital environment. In this perspective, it can be concluded that using a digital textbook would be helpful for more successful English language learning in schools.
But Most of all, financial support should be provided. For effective instruction using internet and computers to take place, systematic management of computer labs and regular system upgrades are necessary. In addition, English teachers should share useful information and research products through collaborative study.
Cordially yours
Choi
I have re-organized the program textbooks, developed learning and teaching method considering the students' level and suggested various kinds of activities, such as role-play, game, online learning community, e-mail, chat, and so on.
The class had 49 sixth-grade students. They pre-studied basic contents through webcast for the next class. They learned listening, speaking, reading and writing with various kinds of task worksheets and activities while viewing the Internet VOD. Out of class, tasks and contents of the instruction were presented at online learning community.
There are many positive effectiveness in my class.
First, there was a significant rise in students' affective domains( interest, participation, confidence, self-directedness, and motivation ) after having used the Internet VOD for English learning ability.
Second, the students were able to improve their English learning abilities while developing learning and teaching method( pre-viewing, while-viewing, post-viewing ).
Third, the webbcast activity turned out to be an appropriate means to change the focus of the classroom from teacher dominated to student-centered; thus it could increase students' problem-solving abilities.
Fourth, through the actual experience with a native speaker on VOD, the students were more interested in learning English than before and could be good at speaking English.
Fifth, process-oriented instruction was possible while students have role-play, game, e-mail, chat and upload their products to the online learning community. It also could get teacher's feedback.
In conclusion, using the EBS Internet VOD for English learning ability will be able to improve students' self-directed learning attitude, interest, participation and confidence, and it will be effective for learning in the classroom.
Also the Internet VOD will help to give students motivation for learning English, and it can be used for supplementary or enriched classes according to students' level and motivation. I have believed that We could overcome many large class problems using webcast program
I read http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/largeclasses.html. The writer said about large class teaching using multimedia. I saw a photo Looks like digital textbook class. using a digital textbook changed the types of interactions in an English class. Korean government has invested to make digital textbook contents and established Digital Classroom. If you visit my blog. You can see the photo about my school's digital classroom and my teaching. we have electronic whiteboard, 16table pc etc.
Using a digital textbook changed the types of interactions in an my English class. As individual work increased, students had more opportunities to interact with the textbook content and with the teacher through one-to-one conversations. However, the overall interactions among the students decreased since the pair/group work decreased. This was because the pair/group work was replaced by individual or whole class work in the digital classroom. Overall, the instruction using a digital textbook was more learner-centered than the traditional instruction. In the aspect of motivation, using a digital textbook motivated the students' learning as increasing their interest, attention, autonomy, and participation.
Except for the pair or group work. Students believed that the interactions between a teacher and a student, a student and a student, and a student and the content increased. Students might think the interaction among students increased because they had more chances to share their learning experiences with others using a digital textbook and an electronic whiteboard. Students also perceived that using a digital textbook had a positive influence on their motivation to learn in terms of attention, relevance, confidence, satisfaction, and academic achievements.
From these results, it is identified that using a digital textbook has an influence on classroom interactions and also facilitates students' motivation as providing various functions and content and establishing a digital environment. In this perspective, it can be concluded that using a digital textbook would be helpful for more successful English language learning in schools.
But Most of all, financial support should be provided. For effective instruction using internet and computers to take place, systematic management of computer labs and regular system upgrades are necessary. In addition, English teachers should share useful information and research products through collaborative study.
Cordially yours
Choi
Create an Interactive PowerPoint
I have used ppt to teach my student. I uploaded my ppt "Golden bell" on the wiki. It's very useful to teach large class.
I would like to tell you how to play Golden bell.
First, I and native Co-teacher read the question and answer choices.
Second, students had ten seconds to choose and write the answers on your whiteboard.(So think fast!)
They had to cover your answers when you are finished writing.
Third,After the buzzer, students lifted up their whiteboards and showed the answers to me.
If their answer was wrong, They were out. They must go and sit with their homeroom class.
It's like survival game.
Cordially yours
Choi
I would like to tell you how to play Golden bell.
First, I and native Co-teacher read the question and answer choices.
Second, students had ten seconds to choose and write the answers on your whiteboard.(So think fast!)
They had to cover your answers when you are finished writing.
Third,After the buzzer, students lifted up their whiteboards and showed the answers to me.
If their answer was wrong, They were out. They must go and sit with their homeroom class.
It's like survival game.
Cordially yours
Choi
Tuesday, July 26, 2011
PowerPoint and Interactive Classes
PowerPoint has become a popular instructional aid in current English teaching. This is because PowerPoint can arouse students' interest by presenting various materials.
In the comprehension of English texts, Korean students generally try to translate English into Korean in accordance with the word order of Korean language, As a result, the comprehension of English texts is made in a regressive way, which results in slower reading. In order to enhance the reading speed, it is necessary for students to practice progressive reading. Also, while reading English texts, most readers' eyes tend to look at one word at a time, which actually cuts down on the reading speed. Reading by the sense group of as many words as possible at a glance, however, can help a reader more efficiently in less time.
the technique of making PPT's fade-away can force a reader's eyes to move fast. Through this technique, it is possible to make a line of the texts disappear on the screen and make another line appear, which enables a reader to sweep the words across each and every line of the reading material smoothly without regression.
Many educational teaching methods and programs have been introduced in the field of Korean English Education. However, only a few typical teaching style are utilized in usual text books. If some students are not interested in, or good at, those activities, it is hard to expect their effective reading comprehension of English to improve.
For this reason, I would like to suggest a PPT with multimedia technique by means of having every elementary school,secondary school student do meaningful and transcendental activities, based on Blended Learning with PPT, which is combined multimedia, not just reading and understanding intelligences. In this respect, a Blended learning model constructed with blended activities is expected to enable students with their own characteristics, interests and aptitudes to have opportunities to acquire English effectively and efficiently.
I would like to suggest that a Blended Learning constructed with various activities helps students improve their reading comprehension of English, so that they can access English more easily.
I have been making the lesson using PPT: The first stage is using PPT with self-contents. The stage of development is divided into three stages of textbook, association quiz and game. The textbook stage is composed of reading comprehension activities using a PPT screen. The association quiz stage is also composed of PPT screen in the my direction and management using every section of the quiz to confirming students' comprehension. The game stage is composed of presentation activities using various games as main subject of learning.
I also have been using other technique styles as the conception of network with PPT technique in order that the blended learning in three techniques is constructed in participation and assessment. The first PPT technique is activities using a video clips. The second technique is using a music task with PPT. The third technique is using a reading task with PPT. Consequently, students are supposed to do activities, help and complement each other reciprocally, so that they can use interpersonal intelligence.
Such techniques using PPT are expected to enable every student to have opportunities for effective and efficient acquisition of English reading comprehension through experiencing activities in which students' interests and participation are used.
Cordially yours
Choi
In the comprehension of English texts, Korean students generally try to translate English into Korean in accordance with the word order of Korean language, As a result, the comprehension of English texts is made in a regressive way, which results in slower reading. In order to enhance the reading speed, it is necessary for students to practice progressive reading. Also, while reading English texts, most readers' eyes tend to look at one word at a time, which actually cuts down on the reading speed. Reading by the sense group of as many words as possible at a glance, however, can help a reader more efficiently in less time.
the technique of making PPT's fade-away can force a reader's eyes to move fast. Through this technique, it is possible to make a line of the texts disappear on the screen and make another line appear, which enables a reader to sweep the words across each and every line of the reading material smoothly without regression.
Many educational teaching methods and programs have been introduced in the field of Korean English Education. However, only a few typical teaching style are utilized in usual text books. If some students are not interested in, or good at, those activities, it is hard to expect their effective reading comprehension of English to improve.
For this reason, I would like to suggest a PPT with multimedia technique by means of having every elementary school,secondary school student do meaningful and transcendental activities, based on Blended Learning with PPT, which is combined multimedia, not just reading and understanding intelligences. In this respect, a Blended learning model constructed with blended activities is expected to enable students with their own characteristics, interests and aptitudes to have opportunities to acquire English effectively and efficiently.
I would like to suggest that a Blended Learning constructed with various activities helps students improve their reading comprehension of English, so that they can access English more easily.
I have been making the lesson using PPT: The first stage is using PPT with self-contents. The stage of development is divided into three stages of textbook, association quiz and game. The textbook stage is composed of reading comprehension activities using a PPT screen. The association quiz stage is also composed of PPT screen in the my direction and management using every section of the quiz to confirming students' comprehension. The game stage is composed of presentation activities using various games as main subject of learning.
I also have been using other technique styles as the conception of network with PPT technique in order that the blended learning in three techniques is constructed in participation and assessment. The first PPT technique is activities using a video clips. The second technique is using a music task with PPT. The third technique is using a reading task with PPT. Consequently, students are supposed to do activities, help and complement each other reciprocally, so that they can use interpersonal intelligence.
Such techniques using PPT are expected to enable every student to have opportunities for effective and efficient acquisition of English reading comprehension through experiencing activities in which students' interests and participation are used.
Cordially yours
Choi
Sunday, July 24, 2011
My Webquest
My webQuest URL is http://zunal.com/webquest.php?w=108888
I made my daughrter's birthday party one week ago.
1year birthday party celemony is very important for korean culture.
I would like to introduce dear Donna and webmates.
So I made this.
Cordially yours.
Choi
I made my daughrter's birthday party one week ago.
1year birthday party celemony is very important for korean culture.
I would like to introduce dear Donna and webmates.
So I made this.
Cordially yours.
Choi
Describe a Change
have thought that the role of English in my school is to give confidence and interest to my students and as I use multimedia materials. it can change teacher-centered education to learner-centered education which focuses on learner-directed learning and individualized learning.
My class has been changed. First, the learner-centered individualized learning seemed to have a positive effect on learners' achievements. They showed significant improvement in their scores as before Second, It is not only had a positive effect on learner's attitudes toward English but enhanced learners' interest and motivation. my students showed positive results such as improvement in their' motivation, interest and increased use of strategies. Also, it seemed to lower my students' anxiety. Third, my students are satisfied with it
Based on this facts, some implications can be drawn for Korean elementary schools. To begin with, it is encouraged for the teachers to bring in more multimedia materials into the classroom since the findings indicated that learner-centered individualized learning model had an effect on learners' attitudes, motivation, anxiety, learner-directed learning and use of strategies. Second, it is also encouraged for teachers to create an open learning environment where learners can use their own computers. Third, the teachers can help their students to be involved in various activities and tasks while encouraging them to focus on their preferences. Finally, I would like to suggest that computers can not be an alternative for teachers and therefore the teacher's role should be emphasized. The teacher is expected to take a role as a facilitator or director while the learner is directing his or her own learning process.
My class has been changed. First, the learner-centered individualized learning seemed to have a positive effect on learners' achievements. They showed significant improvement in their scores as before Second, It is not only had a positive effect on learner's attitudes toward English but enhanced learners' interest and motivation. my students showed positive results such as improvement in their' motivation, interest and increased use of strategies. Also, it seemed to lower my students' anxiety. Third, my students are satisfied with it
Based on this facts, some implications can be drawn for Korean elementary schools. To begin with, it is encouraged for the teachers to bring in more multimedia materials into the classroom since the findings indicated that learner-centered individualized learning model had an effect on learners' attitudes, motivation, anxiety, learner-directed learning and use of strategies. Second, it is also encouraged for teachers to create an open learning environment where learners can use their own computers. Third, the teachers can help their students to be involved in various activities and tasks while encouraging them to focus on their preferences. Finally, I would like to suggest that computers can not be an alternative for teachers and therefore the teacher's role should be emphasized. The teacher is expected to take a role as a facilitator or director while the learner is directing his or her own learning process.
Discussion - Assessment
After reading this article, I thought the effects of a web-based assessment on children's English learning. Using this,I think that there are many positive effects the students' achievements, interest in English, frequency of self-study at home, confidence in English, and motivation to learn English. they could show a higher level of achievement as well as a more positive attitude toward English and English learning than before. so I agree about a potential usefulness of web-based assessment programs in elementary English education.
Cordially yours.
Choi
Cordially yours.
Choi
Wednesday, July 20, 2011
Discussion - Assessment
After reading this article, I thought the effects of a web-based assessment on children's English learning. Using this,I think that there are many positive effects the students' achievements, interest in English, frequency of self-study at home, confidence in English, and motivation to learn English. they could show a higher level of achievement as well as a more positive attitude toward English and English learning than before. so I agree about a potential usefulness of web-based assessment programs in elementary English education.
Cordially yours.
Choi
Cordially yours.
Choi
Monday, July 18, 2011
Sunday, July 17, 2011
Friday, July 15, 2011
Technology Enhanced Lesson Plan
Lesson Title: How's your sister?
Lesson Author: KYEONGHWAN CHOI
Grade Level: 5 grade
Subject area: Elementaryschool English
Time allotted for the lesson: 40minutes
Short description of the lesson:
Students learn the effectual value of adjectives to describe people (their physical features, apparel, and appearance), places, and things, in real life. Students will learn useful expressions used to greet, inquire about a person's well being, and respond to their greetings appropriately.
Classroom Layout and Grouping of Students:
Teaching will take place in a English classroom that have many English teaching materials including multimedia. I'll make 3or 4small groups because it is very good to teach forless 10students.
Objectives:
1.Listening : Students will be able to hear and understand expressions used to describe someone's appearance and ask about their health.
2.Speaking : Students will be able to speak common expressions to describe someone's appearance and ask about their health.
3.Reading: Students will be able to read and understand expressions used to describe someone's appearance and ask about their health.
4.Writing : Students will be able to write sentences about someone's appearance and ask about their health.
Materials, Resources, and Technology:
PPT, Cards, Handout, Worksheet, CD-Rom, Textbooks
website:·http://www.edu4u.net, http://jbedunet.com
Student's Present level of Performance and Knowledge:
Most of the students already knew how to use nouns and adjectives. The students who did not know how to use nouns and adjectives were improved through several pre-lessons. The students had some knowledge with descriptive words and key expressions, but needed detailed instructions.
Lesson set
Warm -up
Introduction
• Greetings
T: Good Afternoon, everyone.
S: Good Afternoon, MJ and Ree teacher.
T: How are you today? S: I'm good. / T: Great
What day is it today? What's the date?
S: It's Wednesday. It's June 1st.
T: How's the weather today?
S: It's sunny/windy/cloudy.
• Review
T: Let's review the last lesson.
We learned two dialogs. Let's read again together. This time, I'll remove some words of the dialog. Let's guess and read the them one more time. (Repeat 2~3 times)
• Motivation
- Video Clip "Tangled"
T: We'll watch a part of the movie "Tangled,
Rapunzel." Please watch carefully, and tell me
how does Rapunzel look like.
KT: Did you watch it well? What does she look
like?
S: She has long hair / She has big eyes.
Objec-tives
• Checking the Goal(Objectives)
Intro-ducing activities
• Introducing activities
T: Here are some activities for today.
Activity 1 Let's Practice - Guess Who?
Activity 2 Let's Listen and Read (Textbook)
Activity 3 Let's check - Find the Criminal
Develop
Activity 1
• Activity 1 Let's Practice - Guess Who?
T: Let's practice the expressions to describe people. Look at the screen. There are several famous person behind the pieces. If you know who they are, raise your hand and tell me the answer.
For example, if you watch this picture, you could say "he is,he is short or he wears glasses."
(Show a picture as an example)
Activity 2
• Activity 2 Let's Listen and Read (Textbook)
T: Open your books to page 84 and look at the
question A. There are some new vocabularies. Let's check together. Look at the screen.
Now, let's move to the question B. Listen carefully and connect a line. Let's check the answer together.Look at page 85. There are 2 pictures and 2 sentences of each picture. Please check the right sentence by yourself. I'll give a minute. Now, let's check the answer. Which one is correct?
S: She has short hair. / How's your brother?
Activity 3
• Activity 3 Let's check - Find the Criminal
T: Yesterday, someone stole my candy pocket.
Fortunately there are some witnesses who did it. So, please guess who stole my candy pocket.
This is a group activity. (Split into 6 groups.)
Ree teacher will explain how to play this game.
Directions for Activity
Witness will explain how the criminal looks
like.
There are 7 suspects. After listening to the witness,
guess who did it.
If you know the answer, please write it down on your white board.
Never tell the answer to the other groups, keep it secret.
If you finish writing, put your hands on your
head and wait for a second.
You all got the correct answers. Number 7 stole
my candy pocket. Now, let's think the reason why the others weren't the criminals. Please erase the board, and write down the reasons.For example, number 1 didn't steal my pocket.
Because he has short hair. when you're done, please put your hands on your head and wait for a moment.
Closing
Wrap- up
• Sit Down Student Who~(TPR)
T: Lastly, let's check what we've done today with
"Sit down game."OK. If I say "Sit down, students who have long hair.", take a seat if you have long hair. The last person who is standing will be winner. Stand up, everyone. Sit down, students who wear glasses. / Sit down, students who wear blue jeans.
Notice next lesson
T: Well done. Everyone. Time's up. Next time, We will learn a song. Did you have fun today? See you next time. Have a good day.
Assessment/ Evaluation:
Evalucation
Objectives
- Students will be able to ask and answer about descibing person's outlooking - whole
- Students will be able to write the sentence related to person's outlooking - Activity 2
- Students can do whole activity with positive attitude - Whole
Cordially yours
KYEONGHWAN CHOI
Lesson Author: KYEONGHWAN CHOI
Grade Level: 5 grade
Subject area: Elementaryschool English
Time allotted for the lesson: 40minutes
Short description of the lesson:
Students learn the effectual value of adjectives to describe people (their physical features, apparel, and appearance), places, and things, in real life. Students will learn useful expressions used to greet, inquire about a person's well being, and respond to their greetings appropriately.
Classroom Layout and Grouping of Students:
Teaching will take place in a English classroom that have many English teaching materials including multimedia. I'll make 3or 4small groups because it is very good to teach forless 10students.
Objectives:
1.Listening : Students will be able to hear and understand expressions used to describe someone's appearance and ask about their health.
2.Speaking : Students will be able to speak common expressions to describe someone's appearance and ask about their health.
3.Reading: Students will be able to read and understand expressions used to describe someone's appearance and ask about their health.
4.Writing : Students will be able to write sentences about someone's appearance and ask about their health.
Materials, Resources, and Technology:
PPT, Cards, Handout, Worksheet, CD-Rom, Textbooks
website:·http://www.edu4u.net, http://jbedunet.com
Student's Present level of Performance and Knowledge:
Most of the students already knew how to use nouns and adjectives. The students who did not know how to use nouns and adjectives were improved through several pre-lessons. The students had some knowledge with descriptive words and key expressions, but needed detailed instructions.
Lesson set
Warm -up
Introduction
• Greetings
T: Good Afternoon, everyone.
S: Good Afternoon, MJ and Ree teacher.
T: How are you today? S: I'm good. / T: Great
What day is it today? What's the date?
S: It's Wednesday. It's June 1st.
T: How's the weather today?
S: It's sunny/windy/cloudy.
• Review
T: Let's review the last lesson.
We learned two dialogs. Let's read again together. This time, I'll remove some words of the dialog. Let's guess and read the them one more time. (Repeat 2~3 times)
• Motivation
- Video Clip "Tangled"
T: We'll watch a part of the movie "Tangled,
Rapunzel." Please watch carefully, and tell me
how does Rapunzel look like.
KT: Did you watch it well? What does she look
like?
S: She has long hair / She has big eyes.
Objec-tives
• Checking the Goal(Objectives)
Intro-ducing activities
• Introducing activities
T: Here are some activities for today.
Activity 1 Let's Practice - Guess Who?
Activity 2 Let's Listen and Read (Textbook)
Activity 3 Let's check - Find the Criminal
Develop
Activity 1
• Activity 1 Let's Practice - Guess Who?
T: Let's practice the expressions to describe people. Look at the screen. There are several famous person behind the pieces. If you know who they are, raise your hand and tell me the answer.
For example, if you watch this picture, you could say "he is,he is short or he wears glasses."
(Show a picture as an example)
Activity 2
• Activity 2 Let's Listen and Read (Textbook)
T: Open your books to page 84 and look at the
question A. There are some new vocabularies. Let's check together. Look at the screen.
Now, let's move to the question B. Listen carefully and connect a line. Let's check the answer together.Look at page 85. There are 2 pictures and 2 sentences of each picture. Please check the right sentence by yourself. I'll give a minute. Now, let's check the answer. Which one is correct?
S: She has short hair. / How's your brother?
Activity 3
• Activity 3 Let's check - Find the Criminal
T: Yesterday, someone stole my candy pocket.
Fortunately there are some witnesses who did it. So, please guess who stole my candy pocket.
This is a group activity. (Split into 6 groups.)
Ree teacher will explain how to play this game.
Directions for Activity
Witness will explain how the criminal looks
like.
There are 7 suspects. After listening to the witness,
guess who did it.
If you know the answer, please write it down on your white board.
Never tell the answer to the other groups, keep it secret.
If you finish writing, put your hands on your
head and wait for a second.
You all got the correct answers. Number 7 stole
my candy pocket. Now, let's think the reason why the others weren't the criminals. Please erase the board, and write down the reasons.For example, number 1 didn't steal my pocket.
Because he has short hair. when you're done, please put your hands on your head and wait for a moment.
Closing
Wrap- up
• Sit Down Student Who~(TPR)
T: Lastly, let's check what we've done today with
"Sit down game."OK. If I say "Sit down, students who have long hair.", take a seat if you have long hair. The last person who is standing will be winner. Stand up, everyone. Sit down, students who wear glasses. / Sit down, students who wear blue jeans.
Notice next lesson
T: Well done. Everyone. Time's up. Next time, We will learn a song. Did you have fun today? See you next time. Have a good day.
Assessment/ Evaluation:
Evalucation
Objectives
- Students will be able to ask and answer about descibing person's outlooking - whole
- Students will be able to write the sentence related to person's outlooking - Activity 2
- Students can do whole activity with positive attitude - Whole
Cordially yours
KYEONGHWAN CHOI
Thursday, July 14, 2011
Class Problem or Concern
My school is a rural elementary school in which a decline in farming had caused serious economic and depopulation problems.
I am teaching the 5th grades.
Three problems have an effect on the my classroom are: first, I think that some students are considering studying English to be important but male students are low academic and caused disruptions within the class due mainly to their lack of competitive spirit and satisfaction with their present situation. These students seem to prefer a pleasant teacher to one who was competent. This attitude had a direct and important effect on the classroom interactions.
Second, My student's parents in rural areas seem to consider English to be a difficult subject to teach at home because of English's foreignness. Moreover they seem to distrust English education in the schools.
Third, the absence of private education facilities puts the students at a distinct disadvantage with respect to the urban population. I have 9 students in my class. 3girls and 6boys. The small class size also contributes to a lack of materials and outside influences. While the curriculum is easily administered, the situation fosters a lack of competitive spirit.
In addition, Frankly speaking, my class almost entirely teacher-directed. This teacher-centered instruction resulted in simple and restricted interaction: hermeneutic teaching as simple as 'listen and repeat'. This was due to the teachers relying on an unmodified curriculum, and a low level of understanding on the part of the students.
Second, some interaction happened between the students. High-level students exchanged information, and checked and evaluated each other. Low-level students had help from the high group, but one-sidedly. There is little interaction among the low-level students.
Third, There is little interaction at the class level. Children kept silent and on task, but avoided disturbing the class atmosphere. I have tried to control the students and the class for effective interaction.
Cordially yours
Choi
I am teaching the 5th grades.
Three problems have an effect on the my classroom are: first, I think that some students are considering studying English to be important but male students are low academic and caused disruptions within the class due mainly to their lack of competitive spirit and satisfaction with their present situation. These students seem to prefer a pleasant teacher to one who was competent. This attitude had a direct and important effect on the classroom interactions.
Second, My student's parents in rural areas seem to consider English to be a difficult subject to teach at home because of English's foreignness. Moreover they seem to distrust English education in the schools.
Third, the absence of private education facilities puts the students at a distinct disadvantage with respect to the urban population. I have 9 students in my class. 3girls and 6boys. The small class size also contributes to a lack of materials and outside influences. While the curriculum is easily administered, the situation fosters a lack of competitive spirit.
In addition, Frankly speaking, my class almost entirely teacher-directed. This teacher-centered instruction resulted in simple and restricted interaction: hermeneutic teaching as simple as 'listen and repeat'. This was due to the teachers relying on an unmodified curriculum, and a low level of understanding on the part of the students.
Second, some interaction happened between the students. High-level students exchanged information, and checked and evaluated each other. Low-level students had help from the high group, but one-sidedly. There is little interaction among the low-level students.
Third, There is little interaction at the class level. Children kept silent and on task, but avoided disturbing the class atmosphere. I have tried to control the students and the class for effective interaction.
Cordially yours
Choi
Wednesday, July 13, 2011
Week 4: Discussion - Reading, Writing, & Vocabulary
I read the article Three Extensive Reading Activities for ESL/EFL Students Using E-books written by Liang. It is very useful to me. As the times change, Korean English education must also change flexibly. but Actually Korean English teachers need to look carefully at the point that adult learners, who spend enormous amount of time learning English do not read English books fluently. It indicates a problem in Korean English education. The problem will make Korean learners lose the opportunity to obtain vast amount of information written in English.
The alternative to be suggested to solve our current English problem is extensive reading. This article shows me the benefits of extensive reading. Unfortunately Korean English education does not make full use of extensive reading.
After this article I have thought that why we don't use extensive reading in our school. Through this article, I would like to present an extensive reading program which can actualize extensive reading in Korean secondary school.
Korean secondary school students are familiar with electronic equipment and now-popular portable internet service pleasure. If learners experience of they can getting useful information and pleasure from reading English books, and maintain such experiences for a certain period time, learners will voluntarily read English books with help of e-books' instrumental merit.
Through this articles, I would like to develop an extensive reading program by using e-books and applied the program to secondary school students for some weeks. In the program, I will open a web-site and uploads e-books according to level. The extensive reading program consists of a pre-reading stage, a reading stage, a responding stage and a feedback stage. I anticipate that this program make a meaningful change to student's interest and confidence level and no longer feared reading English books alone.
I think many students are uncomfortable with reading English books. After reading E-books, all students will want to join in the extensive reading program. I anticipate that they would keep reading English books even though there is no specific reading program.
As extensive reading means constant and voluntary reading, I can lead learners to extensive reading successfully by using e-books.
I have use many English site to teach my students
First of all is http://www.manythings.org.This web site is for students studying English as a Second Language (ESL) or English as a Foreign Language (EFL). There are quizzes, word games, word puzzles, proverbs, slang expressions, anagrams, a random-sentence generator and other computer assisted language learning activities.
The ABCD objective for this page would be:
A (Audience)
Primary
B (Behavior)
To practises the present continuous
C (Condition)
in a safe environment
D (Degree)
60-90minutes
and second is http://kizclub.com. kizclub provides lots of educational activities in language arts for preschool and elementary age children.
This website provides ABC's, phonics, topics, crafts, story patterns, nursery rhymes, flash card, teaching extra.
As a teacher, I have used This site materials as teaching resources.
The ABCD objective for this page would be:
A (Audience)
Primary
B (Behavior)
To reinforce forms of the present tense, particularly third person
C (Condition)
by using a short, narrative story
D (Degree)
60-90minutes
Sincerely
KYEONGHWAN CHOI
The alternative to be suggested to solve our current English problem is extensive reading. This article shows me the benefits of extensive reading. Unfortunately Korean English education does not make full use of extensive reading.
After this article I have thought that why we don't use extensive reading in our school. Through this article, I would like to present an extensive reading program which can actualize extensive reading in Korean secondary school.
Korean secondary school students are familiar with electronic equipment and now-popular portable internet service pleasure. If learners experience of they can getting useful information and pleasure from reading English books, and maintain such experiences for a certain period time, learners will voluntarily read English books with help of e-books' instrumental merit.
Through this articles, I would like to develop an extensive reading program by using e-books and applied the program to secondary school students for some weeks. In the program, I will open a web-site and uploads e-books according to level. The extensive reading program consists of a pre-reading stage, a reading stage, a responding stage and a feedback stage. I anticipate that this program make a meaningful change to student's interest and confidence level and no longer feared reading English books alone.
I think many students are uncomfortable with reading English books. After reading E-books, all students will want to join in the extensive reading program. I anticipate that they would keep reading English books even though there is no specific reading program.
As extensive reading means constant and voluntary reading, I can lead learners to extensive reading successfully by using e-books.
I have use many English site to teach my students
First of all is http://www.manythings.org.This web site is for students studying English as a Second Language (ESL) or English as a Foreign Language (EFL). There are quizzes, word games, word puzzles, proverbs, slang expressions, anagrams, a random-sentence generator and other computer assisted language learning activities.
The ABCD objective for this page would be:
A (Audience)
Primary
B (Behavior)
To practises the present continuous
C (Condition)
in a safe environment
D (Degree)
60-90minutes
and second is http://kizclub.com. kizclub provides lots of educational activities in language arts for preschool and elementary age children.
This website provides ABC's, phonics, topics, crafts, story patterns, nursery rhymes, flash card, teaching extra.
As a teacher, I have used This site materials as teaching resources.
The ABCD objective for this page would be:
A (Audience)
Primary
B (Behavior)
To reinforce forms of the present tense, particularly third person
C (Condition)
by using a short, narrative story
D (Degree)
60-90minutes
Sincerely
KYEONGHWAN CHOI
Monday, July 11, 2011
Thursday, July 7, 2011
Read Project Report
I read Aleyda Linares "Building Teaching Skills Through the Interactive Web Project Report'
The purpose of the report was to design and develop a web-based program and to examine the effects of interaction on problem solving and participation of students in the web-based learning process. The report was designed to support the various types of interaction that occur during the web-based learning process.
Regarding the results for students' participation in the learning process, the differential effects were found. Depending on the type of interaction, students showed different patterns of participation in the web-based learning process.
After I read this report, I have thinking my final report project. The purpose of my study is to present new direction of web based English writing program for elementary students by connecting web based reading and writing programs in which the learners are supposed to read digital stories and then write english journals on a web community, using web as a tool of communicating with another learners or teachers.
To accomplish this purpose, the following research questions will be set up
1) How does the web based interactive writing program affect elementary student's writing ability?
2) How does the web based interactive writing program change elementary student's writing aspects?
3) How does the web based interactive writing program affect elementary student's attitude?
To find answers for these research questions, twenty 5th graders who went to my elementary school in Jincheon were taught for one semester(from March 2011) by the method of reading and listening web contents which are chosen carefully in consideration of learner's level, competence, interest, and curriculum, and then writing journals.
Sincerely Choi
The purpose of the report was to design and develop a web-based program and to examine the effects of interaction on problem solving and participation of students in the web-based learning process. The report was designed to support the various types of interaction that occur during the web-based learning process.
Regarding the results for students' participation in the learning process, the differential effects were found. Depending on the type of interaction, students showed different patterns of participation in the web-based learning process.
After I read this report, I have thinking my final report project. The purpose of my study is to present new direction of web based English writing program for elementary students by connecting web based reading and writing programs in which the learners are supposed to read digital stories and then write english journals on a web community, using web as a tool of communicating with another learners or teachers.
To accomplish this purpose, the following research questions will be set up
1) How does the web based interactive writing program affect elementary student's writing ability?
2) How does the web based interactive writing program change elementary student's writing aspects?
3) How does the web based interactive writing program affect elementary student's attitude?
To find answers for these research questions, twenty 5th graders who went to my elementary school in Jincheon were taught for one semester(from March 2011) by the method of reading and listening web contents which are chosen carefully in consideration of learner's level, competence, interest, and curriculum, and then writing journals.
Sincerely Choi
Wednesday, July 6, 2011
CALL for Aural/Oral skills
Linsay Miller introduces a model teaching method of using the Internet for students effectively. She mentioned using pre-, while- and post- listening tasks and the first technology media she talks about this process is the radio and using BBC or VOA. but Most of Korean are accustomed American accent. Many korean adults have studying CNN, VOA not BBC. British accent is not common to korean student. Most of all multemedia like CD, Video tape, TV is recorded in American Accent.
After I read 'Developing Listening Skills with Authentic Materials' I have plan to set up a class, makeup an agenda, and teach the class using the Internet, and then make a conclusion about the class with questionnaires that the students fill in. She mentioned about using TV/Video and the use of internet/CD ROM. Thank to government investment my school has fast Internet network and it has many desktop computers, I focused using internet. Using the Internet will have good effects only when the teachers become very familiar with the Internet, and the new teaching aid media, and are able to select proper materials on the Internet for the enjoyment of learning. And students tend to be more interested and confident in English when they use the Internet. I think that the reason seems to be that the students feel less stressful when using the Internet in the classroom and they can get interesting and proper feedbacks from the Internet. In my experience, depending on the students' ability to operate and search the Internet, students show different concentration powers. However, if the teachers teach students how to operate computers, and they select proper materials, such a problem can be dealt with.If more teachers are well trained for a new teaching method of the Internet Age, the goal for Elementary English Education will be achieved more easily and effectively. I would like to show my favorite English learnig site for my fifth grade students.
The URL is http://learnenglishkids.britishcouncil.org/en/ . This website name is "LearnEnglish Kids!". LearnEnglish Kids is the British Council's website for children around the world who are learning English as a second or foreign language. This site has free resources for children to use at home, either independently or with family members or friends. I can use activities from this site to children to do for homework, or during school holidays. I always use materials on LearnEnglish Kids in my fifth grade classroom. In the games section we can find online games and activities about topics that feature in many textbooks and syllabuses. In the listen and watch section we can find animated stories and songs especially written for children. Many of the stories and songs have worksheets that we can download and use in the classroom. Especially It has videos, and online activities designed to practise listening skills.In the read and write section There are worksheets that we can download to help children develop their reading and writing skills. I use these in the classroom. There are also activities in this section that are designed to encourage children to send written contributions to the site. In the make section we can find online activities in which children can create something. There are also arts and crafts worksheets which we can download and use in the classroom. Watch the videos here of children making things. If you vist my delicious bookmark URLhttp://www.delicious.com/KYEONGHWANCHOI, you can find my favorite website that use my classroom.
Sincerely Choi
After I read 'Developing Listening Skills with Authentic Materials' I have plan to set up a class, makeup an agenda, and teach the class using the Internet, and then make a conclusion about the class with questionnaires that the students fill in. She mentioned about using TV/Video and the use of internet/CD ROM. Thank to government investment my school has fast Internet network and it has many desktop computers, I focused using internet. Using the Internet will have good effects only when the teachers become very familiar with the Internet, and the new teaching aid media, and are able to select proper materials on the Internet for the enjoyment of learning. And students tend to be more interested and confident in English when they use the Internet. I think that the reason seems to be that the students feel less stressful when using the Internet in the classroom and they can get interesting and proper feedbacks from the Internet. In my experience, depending on the students' ability to operate and search the Internet, students show different concentration powers. However, if the teachers teach students how to operate computers, and they select proper materials, such a problem can be dealt with.If more teachers are well trained for a new teaching method of the Internet Age, the goal for Elementary English Education will be achieved more easily and effectively. I would like to show my favorite English learnig site for my fifth grade students.
The URL is http://learnenglishkids.britishcouncil.org/en/ . This website name is "LearnEnglish Kids!". LearnEnglish Kids is the British Council's website for children around the world who are learning English as a second or foreign language. This site has free resources for children to use at home, either independently or with family members or friends. I can use activities from this site to children to do for homework, or during school holidays. I always use materials on LearnEnglish Kids in my fifth grade classroom. In the games section we can find online games and activities about topics that feature in many textbooks and syllabuses. In the listen and watch section we can find animated stories and songs especially written for children. Many of the stories and songs have worksheets that we can download and use in the classroom. Especially It has videos, and online activities designed to practise listening skills.In the read and write section There are worksheets that we can download to help children develop their reading and writing skills. I use these in the classroom. There are also activities in this section that are designed to encourage children to send written contributions to the site. In the make section we can find online activities in which children can create something. There are also arts and crafts worksheets which we can download and use in the classroom. Watch the videos here of children making things. If you vist my delicious bookmark URLhttp://www.delicious.com/KYEONGHWANCHOI, you can find my favorite website that use my classroom.
Sincerely Choi
Tuesday, July 5, 2011
My favorite Websites
Delicious is a very unique website. It contains lots of useful information. Knowing about this site was useful to me since I only used to know the website called digg. At first, I did not consider this as an important site because I considered it as only a bookmark. But, after learning about the usefulness of this site made me realize it is more than a bookmark. For example, the information on this site is easy to understand and the videos are entertaining. One unique feature about this site is the way they created the URL. The service on this site is great, but how they made the URL is very mind blowing.
My delicious bookmark is http://www.delicious.com/KYEONGHWANCHOI
My delicious bookmark is http://www.delicious.com/KYEONGHWANCHOI
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