Classic TPR
An introduction to TPR: The method
The total physical response method (TPR) was invented by James Asher. It is based on the giving and following of directions. Withe the TRP method, students learn language very much the same way young children learn their first language. Language learners understand many things before they want to speak, and TPR lets learners use the language through their bodies before they can actually it for speech. TPR works especially well for beginning learners when the teacher does not know the language of the students. Students usually enjoy TPR activities and laugh a lot while they learn. Following are two examples of TPR. You will soon find your own strategies for using this routines. It can be use for any sequential actions such as baking a cake, setting a table, cleaning house, ordering a meal in a restaurant. Be sure that your miming shows the meaning very clearly. Also be sure that every student imitates your actions. Without this physical activity, the word won't mean much or stay in students' memories.
-Video#01(Children/ Young learners): Click Here
-Video #02(Teens/Adults): Click Here
-Related video about Multiple intelligences: https://www.youtube.com/watch?v=cf6lqfNTmaM
Friday, January 30, 2015
Saturday, January 24, 2015
Authentic Materials and Realias (Part 2)
You can download PDF format for For Teachers of Teens and Adult Learners
Alan, B. & Stoller, F.L. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43 (4), 10-21. Retrieved from here:
http://americanenglish.state.gov/files/ae/resource_files/05-43-4-c.pdf
To watch the video, click here: https://www.youtube.com/watch?v=8mgwWhWa0Q8
This is the direction for you to take note for watching the video.
VIDEO VIEWING GUIDE: Authentic Materials and Realia
#Directions
Before you watch the video, get together materials for note-taking. These notes should help you remember the video content, and may be useful in creating your final project. The notes will also help you with the end-of-the-week Knowledge Check. You may stop the video at any time to give yourself more time to take notes. After you watch each segment, a short quiz will appear. This is to help you remember what you just saw. Your scores will help you decide if you should watch the video again. You may repeat the whole video at any time and re-take the quizzes.
A. As you watch Video Segment #1:
1. Why is the teacher using the puppets?
2. Are the students enjoying the activity?
3. What kinds of realia did the older children bring to class to talk about? Why might this be a good activity?
Reflection after you watch Segment #1: Could the teacher conduct this lesson without the dolls? What are the advantages and challenges of using them?
B. As you watch Video Segment #2:
1. Take notes on the young men’s description of their project.
2. What student activities went into preparing the project?
3. Who else is involved in the creation and the use of the project? Where is it stored?
Reflection after you watch Segment #2: How long do you think it took the students to make their book? What kinds of intermediate steps would they need to take?
C. As you watch Video Segment #3:
You will see examples of different kinds of authentic materials. Using a list or a chart like those below, take notes on each set of materials. Describe:
1. The materials that you see
2. The activity that goes with them
3. The proficiency level of the learners and the kinds of language skills they would practice in each example
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
D. As you watch Video Segment #4
1. What kinds of computers, mobile phones or tablets, or other technologies might be appropriate for your students to use as they research information and create projects?
2. If you have very limited access to technology and the Internet, can you set up a learning center using just one computer or Internet-connected device?
3. What kinds of precautions might you take to keep students safe while online?
Alan, B. & Stoller, F.L. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43 (4), 10-21. Retrieved from here:
http://americanenglish.state.gov/files/ae/resource_files/05-43-4-c.pdf
To watch the video, click here: https://www.youtube.com/watch?v=8mgwWhWa0Q8
This is the direction for you to take note for watching the video.
VIDEO VIEWING GUIDE: Authentic Materials and Realia
#Directions
Before you watch the video, get together materials for note-taking. These notes should help you remember the video content, and may be useful in creating your final project. The notes will also help you with the end-of-the-week Knowledge Check. You may stop the video at any time to give yourself more time to take notes. After you watch each segment, a short quiz will appear. This is to help you remember what you just saw. Your scores will help you decide if you should watch the video again. You may repeat the whole video at any time and re-take the quizzes.
A. As you watch Video Segment #1:
1. Why is the teacher using the puppets?
2. Are the students enjoying the activity?
3. What kinds of realia did the older children bring to class to talk about? Why might this be a good activity?
Reflection after you watch Segment #1: Could the teacher conduct this lesson without the dolls? What are the advantages and challenges of using them?
B. As you watch Video Segment #2:
1. Take notes on the young men’s description of their project.
2. What student activities went into preparing the project?
3. Who else is involved in the creation and the use of the project? Where is it stored?
Reflection after you watch Segment #2: How long do you think it took the students to make their book? What kinds of intermediate steps would they need to take?
C. As you watch Video Segment #3:
You will see examples of different kinds of authentic materials. Using a list or a chart like those below, take notes on each set of materials. Describe:
1. The materials that you see
2. The activity that goes with them
3. The proficiency level of the learners and the kinds of language skills they would practice in each example
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
D. As you watch Video Segment #4
1. What kinds of computers, mobile phones or tablets, or other technologies might be appropriate for your students to use as they research information and create projects?
2. If you have very limited access to technology and the Internet, can you set up a learning center using just one computer or Internet-connected device?
3. What kinds of precautions might you take to keep students safe while online?
Introduction to Authentic Materials and Realias (Part 1)
Authentic Materials in Language Teaching.
VIDEO VIEWING GUIDE: Authentic Materials and Realia
#Directions
Before you watch the video, get together materials for note-taking. These notes should help you remember the video content, and may be useful in creating your final project. The notes will also help you with the end-of-the-week Knowledge Check. You may stop the video at any time to give yourself more time to take notes. After you watch each segment, a short quiz will appear. This is to help you remember what you just saw. Your scores will help you decide if you should watch the video again. You may repeat the whole video at any time and re-take the quizzes.
A. As you watch Video Segment #1:
1. Why is the teacher using the puppets?
2. Are the students enjoying the activity?
3. What kinds of realia did the older children bring to class to talk about? Why might this be a good activity?
Reflection after you watch Segment #1: Could the teacher conduct this lesson without the dolls? What are the advantages and challenges of using them?
B. As you watch Video Segment #2:
1. Take notes on the young men’s description of their project.
2. What student activities went into preparing the project?
3. Who else is involved in the creation and the use of the project? Where is it stored?
Reflection after you watch Segment #2: How long do you think it took the students to make their book? What kinds of intermediate steps would they need to take?
C. As you watch Video Segment #3:
You will see examples of different kinds of authentic materials. Using a list or a chart like those below, take notes on each set of materials. Describe:
1. The materials that you see
2. The activity that goes with them
3. The proficiency level of the learners and the kinds of language skills they would practice in each example
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
D. As you watch Video Segment #4
1. What kinds of computers, mobile phones or tablets, or other technologies might be appropriate for your students to use as they research information and create projects?
2. If you have very limited access to technology and the Internet, can you set up a learning center using just one computer or Internet-connected device?
3. What kinds of precautions might you take to keep students safe while online?
Project-Based Learning
This is a video lesson about the project based learning.
Click here to see the video.
You can also get the PDF format from: http://americanenglish.state.gov/files/ae/resource_files/05-43-1-a.pdf
Click here to see the video.
You can also get the PDF format from: http://americanenglish.state.gov/files/ae/resource_files/05-43-1-a.pdf
Monday, November 17, 2014
Compare to the fair use in Cambodia
Introduction to the Law of Copyrights in Cambodia
Cambodia’s Law on Copyright and Related Rights provides protection for original works of authorship. Enacted in 2003 to comply with Cambodia’s WTO obligations, the Law was modeled on general copyright principles common to many other jurisdictions. While the Law has been in effect for several years now, it is largely untested and copyright infringement is rife.
This guide couples a synthesis of the legal provisions with practical advice and interpretation. While all the major topics are discussed, the reader should consult the text of the law itself, or ideally an experienced copyright attorney, before relying on this guide for legal advice.
This is a link to find more information to the law of copyrights in Cambodia.
Cambodia’s Law on Copyright and Related Rights provides protection for original works of authorship. Enacted in 2003 to comply with Cambodia’s WTO obligations, the Law was modeled on general copyright principles common to many other jurisdictions. While the Law has been in effect for several years now, it is largely untested and copyright infringement is rife.
This guide couples a synthesis of the legal provisions with practical advice and interpretation. While all the major topics are discussed, the reader should consult the text of the law itself, or ideally an experienced copyright attorney, before relying on this guide for legal advice.
This is a link to find more information to the law of copyrights in Cambodia.
Why using Kahoot programme?
I would like to teach my students with Kahoot programme at RTTC.
Why?
First of all, I think that it is really new programme that can help the class activities with:
-Shorter time
-Easy way to correct my students
-It is a quit feedback to the class
-There is no need to spend much time correcting the paper
-Interesting and funny
Second, I would like to use it in my classroom with around 30 (at RTTC) students by:
-Asking students to go to computer lap or use their smart phone connected to WiFi
-Divide them into groups if some students do not have their own phone in the class
-Give them many questions as possible as the class size is like
-Control the time of playing accurately
Lastly, I will give feedback for them.
-Instruction how to create Kahoot free account.
-Instruction how to create quizzes with Your Kahoot after you have a free account.-Instruction to play Kahoot for classroom assessments.
Why?
First of all, I think that it is really new programme that can help the class activities with:
-Shorter time
-Easy way to correct my students
-It is a quit feedback to the class
-There is no need to spend much time correcting the paper
-Interesting and funny
Second, I would like to use it in my classroom with around 30 (at RTTC) students by:
-Asking students to go to computer lap or use their smart phone connected to WiFi
-Divide them into groups if some students do not have their own phone in the class
-Give them many questions as possible as the class size is like
-Control the time of playing accurately
Lastly, I will give feedback for them.
-Instruction how to create Kahoot free account.
-Instruction how to create quizzes with Your Kahoot after you have a free account.-Instruction to play Kahoot for classroom assessments.
Subscribe to:
Comments (Atom)