Don't answer the phone........
This is a short story about a girl who receives a strange and mysterious phone calls one night....
Dare you to listen......
Dare you to click the link below....
Thursday, December 15, 2011
Saturday, November 26, 2011
Web Based Lesson Plan
Level: Advance (Form 4)
Time: Double period class (70 minutes)
Aims: By the end of the lesson, students should be able to:-
1. Describe and retell the video that had been shown by the teacher by using their own words.
2. Identify and guess the endangered animals based from the riddles shown by teacher
3. Answer Wh-questions provided by teacher through the text assigned to each group
4. Present their answers through mind map
Language content: Wh-questions
Skills emphasized: Listening, speaking, reading, writing
Technical requirements:
1. A computer for teacher and one computer for each group of students (3-4 persons)
2. Internet connection
3. Web browsers
Websites:
1. YouTube clip
Preparation:
1. Locate the most suitable websites for the topic
2. Check for reliability of the content to make sure it suits the syllabus
3. Prepare worksheet on Wh- question for each group
4. Check the availability for computer access
Procedure:
Induction (10 minutes)
1. Teacher will ask students to pay attention to the video clips that had been chosen for them
2. Teacher assigns several students to describe and retell what they can understand from the clip that they had watched
3. Teacher briefly explains and introduce the topic
Activity 1 (10 minutes)
1. Teacher asks students to form group of 4 and use one computer
2. Teachers asks students to choose their own animal sounds to represent their group
3. Teacher shows a website on animal riddles.
4. Teacher asks groups to make their own animal sounds to guess the answers correctly
5. Teacher shows the correct answers
Activity 2 (40 minutes)
1. Teacher asks students to go to animal planet website chosen
2. Teacher assigns each group with one reading topic
3. Teacher provides students with drawing blocks and marker pens
4. Teacher explains the website
5. Teacher provides each group with worksheet on Wh-questions
6. Teacher explains the instruction of task
7. Students read the assigned reading text in group, answer the questions through mind mapping on the drawing blocks given
8. Teacher shows examples of mind map
9. Students presents their answers to the class
Follow up activity
Teacher asks students to go home and look for more information on any other endangered animals from the internet. They are required to do individual mind mapping in their exercise book for writing class.
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| Image 1- YouTube clip |
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| Image 2- Animal riddles |
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| Image 3- Animal planet reading text |
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| Image 4- Example of mind map |
Monday, November 14, 2011
Exercise on Hypertext and Hypermedia
The Art of Mummification
in Ancient Egypt
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| Process of mummification |
Mummification was reserved for the richest and most powerful in Egyptian society. The process was long and expensive. There were three main people who took part in this process; the scribe, the cutter, and the embalmer.
It was the scribes role to oversee the cutting of the body. The incision was made by the cutter. This procedure was considered unclean, which limited the cutters position in society. The embalmer was a class of priest which would then prepare remove the internal organs and prepare the body.
The mummification would take place in a workshop often near the site of the tomb. The process of mummification would last often over two months.
The body would be stripped and placed on a board. The brain was extracted though the nose. The empty brain cavity would be later filled with resin or a combination of linen and resin. The chest would be cut open and the main organs would be removed with exception of the heart. The organs, after being removed, would be stored in Canopic jars with a drying agent. These jars were normally in a set of four, representing the four sons of Horus. These organs may also be wrapped in four packages and placed back in the abdominal cavity or be wrapped in one package and placed on the mummie's legs. Slightly different procedures would be used depending on the time period in Egyptian history.
The body cavity would be washed and packed with natron, a natural occurring drying agent in Egypt. The body would dry for up to 40 days. After the body is dried, it is sewn back together and the cut is sealed with wax or metal. At times, the body may be filled with linens, saw dust, salt, or ash to keep the body firm. Their eye sockets would be filled with linen or fake eyeballs depending on the time. The body would be cleaned and wrapped in a very thick layer of linen. When this was completed, the body was ready to be transported to the tomb prepared for it.
Before the body is laid to rest, a burial mask would be placed over the mummified body. The most famous burial mask was found the in tomb of King Tut. The body would then be placed into a sarcophagus, or type of coffin to protect the body. The more wealthy and powerful they were, the more elaborately decorated these were. There also may have been several layers of caskets into which the body would be placed.
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| King Tut |
Friday, October 28, 2011
ARTICLE REVIEW
TITLE:
Teaching EFL to the iGeneration: A Survey of Using YouTube as Supplementary Material with College EFL Students in Taiwan
JOURNAL:
CALL-EJ Online Volume 10, No. 2, February 2009
AUTHOR:
Brent Kelsen from Yuan Ze University, Taiwan.
This article is about students’ attitudes of using YouTube as supplementary material in EFL class and their level of motivation of using it inside and outside of the classroom to improve their language.
Summary
The aim of the research:
Basically, this research was intended to identify EFL students’ attitudes towards the integration of YouTube as supplementary materials in class. The researcher tried to estimate their level of motivation in utilizing the materials both inside and outside of class.
The methodology:
This research was a survey research and the instrument used was questionnaires given on the first day of semester survey, aimed to discover their experience of using computer and YouTube outside classroom. Throughout the semester, You Tube was used as supplementary material in teaching and learning English. Topics from textbook will be used for reference. The researcher had used two topics and integrates YouTube into the teaching procedure. Appropriate clips from YouTube were chosen for the students and lessons conducted focus on both communication (describe places) and listening (comprehension) skills. At the final day of semester survey, questionnaires will be distributed again to see any changes in perceptions towards learning English using YouTube.
The subject/sample:
This research used two sophomore conversation classes which consists of 31 and 38 students respectively (n=69) from a private university in northern Taiwan. Both classes used the same textbooks and materials. English is an EFL for them. The samples ranged from 19 to 21 years of age and English and the researcher put all of them together as one grouping sample.
The findings of the research:
Based from the data from the first day of survey, students claimed they had access to computers outside the class moderately familiar with YouTube but they rarely use it as learning assistance. Mostly it acts as a source of entertainment and only few students used YouTube to improve their language. At the final day, the number remained the same but the frequency of usage outside the class had increased. Students’ attitudes towards using YouTube varied for every factor (interest, relevance, benefits, motivation). Most students claimed it was interesting and beneficial but they were unsure on the relevance. Their motivation of using YouTube outside of the class did not have a clear cut result. As a whole, it was a positive result. The number of usage did increased but their level of motivation was still in doubt especially outside the class.
Reflection
After more than a day looking for an interesting article to be reviewed, I decided to choose this topic and I somehow fallen in love with it! During my practicum, YouTube had been one of my methods in teaching. I found out that the result brings satisfaction for both students and I. My students claimed they had accessed it almost everyday. So, this research might support my findings before.
It is hard to measure people’s attitudes towards something. Although the data had been collected, we can still doubt the results. Therefore, this research is still lacking in term of the data collection. In my opinion, the research is too general. It is hard for us to ensure the validity. Questionnaires given require students to be honest but problem with self reported might come in between. The questionnaires were distributed again at the final day of the research but the students might overstate their responses. Basically, I really want to know the impacts of using YouTube on students’ performances in language class. Does it able to improve their language skills? For my AE which has almost similar topic like this research, I try to look at both aspects which are the attitudes towards using multimedia in ESL class and their performances by giving pre and post test. Hence, I would really appreciate if the researcher was able to add another research on students’ performance towards using YouTube in language class. Experimental research would be a good idea in comparing students’ performance. We can always measure them based on the comparison of tests results. Therefore, we are able to see clearly the impacts of using YouTube in language class.
This topic actually should be highlighted more in Malaysia. Based from the research, the students used YouTube mostly for entertainment. Only few of them used it for education. Mostlly, we always look this method in negative ways.Computers and internet can be considered as something new here. Internet has great potential in teaching and learning. It offers some exciting possibilities for the classroom (Chan et al., 2007, p. 101). Basically, teachers did applied new methods like videos and games in language class. It did work but think again. Will it be practical forever? World is changing and teachers need to be aware of that. YouTube would be an option and teachers can always utilize it in their English class. It may have its drawbacks but we should not take it as a reason to avoid it. Teachers need to put extra attention in materials chosen and always supervise students’ work. I managed to use YouTube during my practicum. It was just a simple task. They had to identify simple verbs and use the video chosen to activate their schemata. It worked where students became more engaged with the lesson. Therefore, I strongly believe that despite all the drawbacks of using YouTube in English class, we are still able to find the best essence in it if we wanted to commit more.
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| Example of clip from YouTube that i used for my English class. the topic was on 'Special People' A Tale of a Conjoined Twins |
Thursday, October 20, 2011
FourTh Entry: Hot Potatoes - JQuiz
Multiple choice questions on reading comprehension
REALITY SHOW,WHERE DREAMS COME TRUE...
Wednesday, October 5, 2011
WEBSITE EVALUATION
This is the website that i had chosen to evaluate
and here it the evaluation.......
THIRD ENTRY: Hot Potatoes cloze passage
CLOZE PASSAGE
GAP FILL EXERCISE
COUNTABLE AND UNCOUNTABLE NOUNS
Monday, October 3, 2011
Thursday, September 22, 2011
Monday, September 12, 2011
First Entry- iNTRODUCTION...(Latecomers)
introduce me
1: Born on 30th of June 88 and named Zam Zarina. My father is Md Zain B. Khalid married to a lovely maiden named Hanifah Abdul Rauf. Okay...maybe that is just too much. I'm from N. Sembilan.
my rate in computer thingy
2: How do i rate myself in term of this computer thingy? Hmm.. It is hard.. Well, i did try something new when i have lots of free time. But then, i didn't go that too far. Why? iActually, i give up on it. So, lets say i am lower than novice..i guess..(it takes me more than an hour to post this entry..you judge that)
software and hardware knowledge
3: Computer software? Well..maybe Microsoft Office (is that a software) which i use everyday..(assignments...assignment....more assignments). Hardware?? Nothing much..i only know how to operate the computer (here means...log in and log off...)
online experience for my own learning
4: Yes.. all the time while doing my assignment and looking for materials. Online resources would be very beneficial and handy especially for someone (me) who somehow find it hard to go to the library
incorporate technology in my lesson
5: Yes. I did incorporate technology in my lesson during my practicum. (which was very hard). As i mentioned earlier, i looked for information and ideas plus materials. Sometimes, i did try putting some links to my lesson (PowerPoint slides presentation) but it somehow failed. Schools or some schools they have this policy in which they blocked unnecessary sites like YouTube. As an English teacher, YouTube would be a precious site where i can actually intergrate technology and bring the lesson into a different paradigm. Usual lesson would be very boring for my students specifically. So, bringing them 'out of the class' would be very fun not only to them but also for me
my opinion...
6: My opinion? Nowadays, computer is everything. Well, Lets say technology as computer without internet also will have no use. for me, as i mentioned earlier, having technology would be very crucial and important for us to have in integrate it in our lesson especially the language teacher. Why? W7: e are not dealing with numbers, calculation and formulas. we are dealing with emotion, interest and motivation. Therefore, having technology in language teaching is so important to help this students.
6: My opinion? Nowadays, computer is everything. Well, Lets say technology as computer without internet also will have no use. for me, as i mentioned earlier, having technology would be very crucial and important for us to have in integrate it in our lesson especially the language teacher. Why? W7: e are not dealing with numbers, calculation and formulas. we are dealing with emotion, interest and motivation. Therefore, having technology in language teaching is so important to help this students.
expectation for this course
7: My expectation from this course? "this is hard". Maybe for a computer illiterate like me. But trying to look at the brighter side of the story, this would be great! Why? I'm, doing my AE based on using technology to assist language learning and teaching. This would be my chance to someho not kill but 'harm' two birds with one stone. At the same time, this would be a big chance for me to learn new stuff and somehow apply it later for my next profession TEACHING!!
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