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Visit this excellent site that offers you to practice  speaking English correctly. If you are an English language teacher, you can use this site to train your students to articulate English words correctly with appropriate intonation of the words in the sentences.

englishspeak

You can also download this mobile apps from Google Play and train yourself or your students to practice and improve their articulation of words and sentences in English correctly.

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Meaningful understanding of a language is an outcome of the interaction of three elements: grapho-phonemic, syntax, and semantic. Grapho-phonemic: ability to recognize the text and sound of the words. Syntax: ability to construct sentences grammatically. Semantic: ability to use correct word choices, correct intonation patterns, and correct grammar in appropriate contexts. Technology can help language learners to enhance their mastery of the target language.
  • In audio-lingual method, language lab, audio cassette, and CD/DVD are excellent tools.
  • In communicative approach, TV, videos and now YouTube are great tools.
  • In eclectic approach, MULTIMEDIA PLATFORM that combines texts, audios, videos, graphics, and animations constructed in structured and integrated lessons in websites and mobile apps IS A MARVELOUS TOOL
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Know the difference among these terms?
1. Mobile Apps (general applications)
2. Mobile Learning (ML) apps (for learning purpose, minimal interaction)
3. Mobile-Assisted Learning (MAL) apps (have 2 important criteria: individualized instruction and bidirectional and have 2-4 pedagogical procedures for specific subjects)
4. Mobile-Assisted Language Learning (MALL) apps (have 2 important criteria: individualized instruction and bidirectional and has 4 pedagogical procedures for language subject only)
Nano Workshop at KNovasi in Teaching and Learning on 15 Feb 2017 UKM

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english-conversation-practice

This app is considered EXCELLENT as it contains 4 important stages of instruction

  1. Tutorial
  2. Demo
  3. Practice
  4. Assessment

It is highly recommended for ESL learners.

Go to Google Play, look for this Mobile-Assisted Language Learning (MALL) app, download and install it into your phone.

Definitions for

Mobile app, Mobile-Learning, Mobile-Learning App, Mobile-Assisted Learning , Mobile-Assisted Learning App, Mobile-Assisted Language Learning, Mobile-Assisted Language Learning App.

Reference: Supyan Hussin. 2016. Mobile learning: Future trends and challenges in Education. Paper presented at Language Academy FRGS Workshop, Universiti Teknologi Malaysia, 20-21 Dec 2016

 

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Reblogging:

If you can pronounce correctly every word in this poem, you will be speaking English better than 90% of the native English speakers in the world

After trying the verses, a Frenchman said he’d prefer six months of hard labour to reading six lines aloud, and we’ll be honest with you, we struggled with parts of it.

Dearest creature in creation,
Study English pronunciation.
I will teach you in my verse
Sounds like corpse, corps, horse, and worse.
I will keep you, Suzy, busy,
Make your head with heat grow dizzy.
Tear in eye, your dress will tear.
So shall I! Oh hear my prayer.
Just compare heart, beard, and heard,
Dies and diet, lord and word,
Sword and sward, retain and Britain.
(Mind the latter, how it’s written.)
Now I surely will not plague you
With such words as plaque and ague.
But be careful how you speak:
Say break and steak, but bleak and streak;
Cloven, oven, how and low,
Script, receipt, show, poem, and toe.
Hear me say, devoid of trickery,
Daughter, laughter, and Terpsichore,
Typhoid, measles, topsails, aisles,
Exiles, similes, and reviles;
Scholar, vicar, and cigar,
Solar, mica, war and far;
One, anemone, Balmoral,
Kitchen, lichen, laundry, laurel;
Gertrude, German, wind and mind,
Scene, Melpomene, mankind.
Billet does not rhyme with ballet,
Bouquet, wallet, mallet, chalet.
Blood and flood are not like food,
Nor is mould like should and would.
Viscous, viscount, load and broad,
Toward, to forward, to reward.
And your pronunciation’s OK
When you correctly say croquet,
Rounded, wounded, grieve and sieve,
Friend and fiend, alive and live.
Ivy, privy, famous; clamour
And enamour rhyme with hammer.
River, rival, tomb, bomb, comb,
Doll and roll and some and home.
Stranger does not rhyme with anger,
Neither does devour with clangour.
Souls but foul, haunt but aunt,
Font, front, wont, want, grand, and grant,
Shoes, goes, does. Now first say finger,
And then singer, ginger, linger,
Real, zeal, mauve, gauze, gouge and gauge,
Marriage, foliage, mirage, and age.
Query does not rhyme with very,
Nor does fury sound like bury.
Dost, lost, post and doth, cloth, loth.
Job, nob, bosom, transom, oath.
Though the differences seem little,
We say actual but victual.
Refer does not rhyme with deafer.
Fe0ffer does, and zephyr, heifer.
Mint, pint, senate and sedate;
Dull, bull, and George ate late.
Scenic, Arabic, Pacific,
Science, conscience, scientific.
Liberty, library, heave and heaven,
Rachel, ache, moustache, eleven.
We say hallowed, but allowed,
People, leopard, towed, but vowed.
Mark the differences, moreover,
Between mover, cover, clover;
Leeches, breeches, wise, precise,
Chalice, but police and lice;
Camel, constable, unstable,
Principle, disciple, label.
Petal, panel, and canal,
Wait, surprise, plait, promise, pal.
Worm and storm, chaise, chaos, chair,
Senator, spectator, mayor.
Tour, but our and succour, four.
Gas, alas, and Arkansas.
Sea, idea, Korea, area,
Psalm, Maria, but malaria.
Youth, south, southern, cleanse and clean.
Doctrine, turpentine, marine.
Compare alien with Italian,
Dandelion and battalion.
Sally with ally, yea, ye,
Eye, I, ay, aye, whey, and key.
Say aver, but ever, fever,
Neither, leisure, skein, deceiver.
Heron, granary, canary.
Crevice and device and aerie.
Face, but preface, not efface.
Phlegm, phlegmatic, ass, glass, bass.
Large, but target, gin, give, verging,
Ought, out, joust and scour, scourging.
Ear, but earn and wear and tear
Do not rhyme with here but ere.
Seven is right, but so is even,
Hyphen, roughen, nephew Stephen,
Monkey, donkey, Turk and jerk,
Ask, grasp, wasp, and cork and work.
Pronunciation (think of Psyche!)
Is a paling stout and spikey?
Won’t it make you lose your wits,
Writing groats and saying grits?
It’s a dark abyss or tunnel:
Strewn with stones, stowed, solace, gunwale,
Islington and Isle of Wight,
Housewife, verdict and indict.
Finally, which rhymes with enough,
Though, through, plough, or dough, or cough?
Hiccough has the sound of cup.
My advice is to give up!!!

You’ve been reading “The Chaos” by Gerard Nolst Trenité, written nearly 100 years ago in 1922, designed to demonstrate the irregularity of English spelling and pronunciation.

There’s also a video of the poem being read out should you want some help on couple of the more unusual words:

Source: http://www.thepoke.co.uk/2016/02/17/english-pronunciation-poem/

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Reblogging by TeachTaught

25 Reading Strategies That Work In Every Content Area

reading-strategies-graphic

Reading is reading. By understanding that letters make sounds, we can blend those sounds together to make whole sounds that symbolize meaning we can all exchange with one another.

Without getting too Platonic about it all, reading doesn’t change simply because you’re reading a text from another content area. Only sometimes it does.

Science content can often by full of jargon, research citations, and odd text features.

Social Studies content can be an interesting mix of itemized information, and traditional paragraphs/imagery.

Literature? Well, that depends on if you mean the flexible form of poetry, the enduring structure of a novel, or emerging digital literature that combines multiple modalities to tell a story. (Inanimate Alice, for example.)

This all makes reading strategies somewhat content area specific. Stopping (maybe the most undervalued strategy ever) and Rereading might make more sense in science, while Visualizationand Text Connections may make more sense reading literary works. Questioning the Text may make equal sense in both.

But if you’d like to start with a basic set of strategies, you could do worse than the elegant graphic above from wiki-teacher.com. (Useful site, by the way. Check it out.) It lists 12 basic reading comprehension strategies.

For related reading, see 50 of the best reading comprehension appsdifferent ways your school can promote literacy, or how reading in the 21st century is different.

25 Reading Strategies That Work In Every Content Area

1. Reread

2. Activate Prior Knowledge

3. Use Context Clues

4. Infer

5. Think Aloud

6. Summarize

7. Locate Key Words

8. Make Predictions

9. Use Word Attack Strategies

10. Visualize

11. Use Graphic Organizers

12. Evaluate Understanding

To the above list, we’d add:

13. Question the Text

14. Stop!

15. Monitor & Repair Understanding (While Reading)

16. Paraphrase

17. Annotate the Text

18. Adjust Reading Rate

19. Prioritize Information

20. Use Graphic Notetaking

21. Predict

22. Set a Reader Purpose

23. Text-connections (text-to-self, text-to-text, text-to-world)

24. Skim

25. SSQ (Stop, Summarize, Question)

We’ll gather these and put them in a Before Reading, During Reading, and After Reading matrix soon. Only because we like you.

25 Reading Strategies That Work In Every Content Area

Source: http://www.teachthought.com/pedagogy/literacy/25-reading-strategies-that-work-in-every-content-area/

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Source: http://britishenglishcoach.com/33-ways-to-speak-better-english-without-taking-classes/

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Excerpts  from the paper:

When people talk about e-Learning (electronic learning) or m-Learning (mobile learning), most tend to define  e-Learning or m-Learning as “the use of x, y, z technology to learn something” or “the integration of x, y, z technology” in teaching and learning.

This type of definition is “technologically driven” rather than “academic driven” or “knowledge driven.” In fact, this definition is a form of  operational definitionor technical definition, not a conceptual definition.

In order to understand further on this issue, we need to go back to the definition of  “learning”. What is learning?

Generally, “Learning” is a PROCESS of

  • acquisition of knowledge or values
  • mastery of skills or  behaviors
  • assimilation of new info into one’s existing knowledge system, and
  • accommodation of new info into one’s existing knowledge system
in a given context that has prescribed specific intended learning objectives (ILOs) to be achieved by the learners.  Some educators refer to ILO as outcome-based learning, OBL.  Still some others simply call it “learning outcomes”  besides “learning objectives”.

Thus, when  the terms “electronic” or “mobile” are coined with the word “learning”,  like in e-Learning and m-Learning, conceptually, “learning” is still the major focus, not the technology. Technology is only a tool to enhance the learning process. Technology can be seen as an enabling tool to facilitate teaching or learning.

In other words, regardless of whether  ‘e-‘  or ‘m-‘,  the bottom line is learning is more important than the technology. Therefore, it is more appropriate to spell ” e-Learning” and  “m-Learning” rather E-learning or M-learning. The “L” is more crucial here.

When “learning’ is seen more important than “technology” in the education world, then teachers would find some innovative and creative ways to exploit the potential of technology in their teaching. They know that they will not be controlled by the technology but they are the ones who control the technology. Therefore, teachers should find appropriate pedagogical techniques when they use technology.

A. The definition and scope for mobile learning (m-Learning)

  1. Conceptually, mobile learning is a general term that describes learning mode or style that employs mobile apps and mobile gadgets for learning purposes.
  2. Technically or operationally, mobile learning is the use of mobile devices like smartphone, iPad, or Tab in mobile learning environment and/or in conventional classroom. (PDA, Walkman, Laptops  are also mobile devices but are used in the old definition of mobile learning; the old definition of mobile learning focuses on the mobility of learning)

B. The definition and scope for mobile language learning (MLL)

  1. Conceptually, mobile language learning is a specific term that describes language learning mode or style that employs mobile apps and mobile gadgets for language learning purposes.
  2. Technically or operationally, mobile language learning is the use of mobile devices like smartphone, iPad, or Tab in mobile learning environment and/or in conventional classroom.

C. The definition and scope for mobile-assisted language learning (MALL)

  1. Conceptually, mobile-assisted language learning is a specific term that describes language learning mode or style which assists the language learning process using specific mobile language learning apps and mobile gadgets for language learning purposes.
  2. Technically or operationally, mobile language learning is the use of mobile devices like smartphone, iPad, or Tab in mobile learning environment and/orin conventional classroom

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