Hi everyone,
Halina is waiting for you...
Showing posts with label story. Show all posts
Showing posts with label story. Show all posts
Sunday, March 29, 2015
Sunday, October 5, 2014
Martina McBride - I can't stop loving you
I love this song, lots of memories. Martina Mcbride, and those kids
really did a good job.The performance is wonderful.
I can't stop listening to the song....
I can't stop listening to the song....
Wednesday, September 24, 2014
Part I:Presentation by Dr. Cheryl Lentz
You are invited to meet American Dr. Cheryl Lentz, from Albuquerque NM. She is the International Best Selling Author,
Professor, & Speaker, known as The Academic Entrepreneur™. The world is in
desperate need of leaders willing to take risks, blaze new trails, and question
boundaries to take our society into the future. Sometimes this leadership is
with a grand gesture; sometimes leadership simply comes softly. Dr. Cheryl is
one of these innovators, critical and refractive thinkers, and leaders who is
audacious and bold. She is willing
to question what we are doing and why,
often asking why not, willing to search for answers to questions not yet even
asked. Join her as she comes to speak at Foreign Language Center of WRUT to
share effective new teaching strategies using emerging technologies in the
classroom to enhance student engagement and retention.
Tuesday, September 23, 2014
Paul McCartney, Eric Clapton, Bono and others -- "Let It Be"
When I find myself in times of trouble,
Mother Mary comes to me,
Speaking words of wisdom, let it be.
And in my hour of darkness,
She is standing right in front of me,
Speaking words of wisdom, let it be.
Let it be, let it be. Let it be, let it be,
Whisper words of wisdom, let it be.
And when the broken hearted people,
Living in the world agree,
There will be an answer, let it be.
For though they may be parted there is,
Still a chance that they will see,
There will be an answer, let it be.
Let it be, let it be. Let it be, let it be.
Yeah, there will be an answer, let it be.
Let it be, let it be. Let it be, let it be.
Whisper words of wisdom, let it be.
Let it be, let it be. Let it be, let it be.
Whisper words of wisdom, let it be.
And when the night is cloudy,
There is still a light that shines on me,
Shine on until tomorrow, let it be.
I wake up to the sound of music,
Mother Mary comes to me,
Speaking words of wisdom, let it be.
Let it be, let it be. Let it be, yeah, let it be.
There will be no sorrow, let it be.
Let it be, let it be. Let it be, yeah, let it be.
There will be no sorrow, let it be.
Let it be, let it be. Let it be, yeah, let it be.
Whisper words of wisdom, let it be.
Friday, August 29, 2014
Karaoke English... Why?
What is Edupunk?
Edupunk is a group of counter culture teachers and students that offer experimental classes centered around Fluent Spoken English on WizIQ. More topics will be added over a period of time. Right now, there are about 6 such classes every week (or 25 classes a month) and all focus on improving Spoken English of learners. Of these 6 classes, 2 of them are beginner level, 2 of them intermediate level and 2 of them advanced level. Each of these classes use non-traditional teaching methods like songs, plays, jokes, role plays etc.
Wednesday, August 6, 2014
Sunday, July 27, 2014
Macy Gray I Try
MACY GRAY LYRICS
"I
Try"
Games,
changes and fears
When will they go from here
When will they stop
I believe that fate has brought us here
And we should be together
But wer,e not
I play it off but I'm dreamin of you
I'll keep it cool but I'm fiendin.
I try to say goodbye and I choke
I try to walk away and I stumble
Though I try to hide it it's clear
My world crumbles when you are not near
Goodbye and I choke
I try to walk away and I stumble
Though I try to hide it, it's clear
My world crumbles when you are not near
I may appear to be free
But I'm just a prisoner of your love
I may seem alright and smile when you leave
But my smiles are just a front
I play it off but I'm dreamin of you
I'll keep my cool but I'm fiendin
I try to say goodbye and I choke
I try to walk away and I stumble
Though I try to hide it it's clear
My world crumbles when you are not near
Here is my confession
May I be your possesion
Boy I need your touch
Your love kisses and such
With all my might I try
But this I can't deny
I play it off but im dreamin of you
I'll keep my cool but I'm fiendin
I try to say good bye and I choke
I try to walk away and I stumble
Though I try to hide it it's clear
My world crumbles when you are not near
Saturday, July 26, 2014
Karaoke English... Why?
Do you remember?
About
George Machlan
We do not need "them", we only need each other.
This group of pilgrims called "The Edupunk" are seeking a new paradigm for online learning. We hold to several core principals:
1. All can teach, all should teach
2. Mistakes and willing to risk mistakes are much prefered over the false goal of perfection.
3. Fun activities and gaming are not only more engaging, they are the key to a sustainable model for learning... anything.
4. Live interaction and group activities create the basis for deep and experiential learning.
5. Accountability and competition is the basis of our community. We build and only associate with leaders who can recognize that they and every member have knowledge to share.
We do not need "them", we only need each other.
This group of pilgrims called "The Edupunk" are seeking a new paradigm for online learning. We hold to several core principals:
1. All can teach, all should teach
2. Mistakes and willing to risk mistakes are much prefered over the false goal of perfection.
3. Fun activities and gaming are not only more engaging, they are the key to a sustainable model for learning... anything.
4. Live interaction and group activities create the basis for deep and experiential learning.
5. Accountability and competition is the basis of our community. We build and only associate with leaders who can recognize that they and every member have knowledge to share.
Tuesday, July 15, 2014
Wednesday, April 23, 2014
Music in Teaching English
Music in Teaching English
Music can be used in the classroom to create a learning environment; to build listening comprehension, speaking, reading, and writing skills; to increase vocabulary, and to expand cultural knowledge. Using Songs in Instruction Most classroom music activities focus on lyrics. They contain common, short words and many personal pronouns, the language is conversational time and place are usually imprecise (except for some folk ballads); the lyrics are often sung at a slower rate than words are spoken with more pauses between utterances, and there is repetition of vocabulary and structures. These factors allow learners to understand and relate to the songs.
A further benefit of pop song lyrics is that their meanings are melted, and, like poetry, allow for many different interpretations. Through songs, students discover the natural stretching and compacting of the stream of English speech. Students may summarize orally the action or theme of a song or give oral presentations about a song or musician, playing musical selections for the course. Many songs tell a story, and these stories can be rewritten or retold to practice narrative or summarizing. Pop songs are written to be easily understood and enjoyed.
As discussed above, they tend to use high frequency lyrics that have emotional content. This makes them strong candidates for word study or reinforcing words already learned through written means. If a series of songs is to be used, students can be teamed up and given a song to teach the class. However, the songs may also have idioms in them that might be difficult to explain, depending on the level of the students.
Cultural Knowledge Activities Songs can be used in discussions of culture. They are a rich source of information about human relations, ethics, customs, history, humor, and regional and cultural differences.
Selecting Music
1. Song lyrics should be clear and loud, not submerged in the instrumental music.
2. The vocabulary load for the song should be appropriate to the proficiency level.
3. Songs should be pre-screened for potentially problematic content, such as explicit language, references to violent acts or sex, or inappropriate religious allusions. Teachers will show care and effort when presenting songs they are especially fond of, their favorites are also good.
Finally, students are often strongly motivated to learn the lyrics of a new pop song or an old favorite they have heard and never understood, so their choices for classroom music should not be ignored.
References
Eken, D. K. (1996). Ideas for using songs in the English language classroom. English Teaching Forum, 34(1), 46-47. Griffee, D. T. (1990).
Hey baby! Teaching short and slow songs in the ESL classroom. TESL Reporter, 23(4), 3-8. Lems, K. (1996).
For a song: Music across the ESL curriculum. Tags: Music, singing in teaching English
http://english.wiziq.com/topic/1009-music-in-teaching-english_truncated
Music can be used in the classroom to create a learning environment; to build listening comprehension, speaking, reading, and writing skills; to increase vocabulary, and to expand cultural knowledge. Using Songs in Instruction Most classroom music activities focus on lyrics. They contain common, short words and many personal pronouns, the language is conversational time and place are usually imprecise (except for some folk ballads); the lyrics are often sung at a slower rate than words are spoken with more pauses between utterances, and there is repetition of vocabulary and structures. These factors allow learners to understand and relate to the songs.
A further benefit of pop song lyrics is that their meanings are melted, and, like poetry, allow for many different interpretations. Through songs, students discover the natural stretching and compacting of the stream of English speech. Students may summarize orally the action or theme of a song or give oral presentations about a song or musician, playing musical selections for the course. Many songs tell a story, and these stories can be rewritten or retold to practice narrative or summarizing. Pop songs are written to be easily understood and enjoyed.
As discussed above, they tend to use high frequency lyrics that have emotional content. This makes them strong candidates for word study or reinforcing words already learned through written means. If a series of songs is to be used, students can be teamed up and given a song to teach the class. However, the songs may also have idioms in them that might be difficult to explain, depending on the level of the students.
Cultural Knowledge Activities Songs can be used in discussions of culture. They are a rich source of information about human relations, ethics, customs, history, humor, and regional and cultural differences.
Selecting Music
1. Song lyrics should be clear and loud, not submerged in the instrumental music.
2. The vocabulary load for the song should be appropriate to the proficiency level.
3. Songs should be pre-screened for potentially problematic content, such as explicit language, references to violent acts or sex, or inappropriate religious allusions. Teachers will show care and effort when presenting songs they are especially fond of, their favorites are also good.
Finally, students are often strongly motivated to learn the lyrics of a new pop song or an old favorite they have heard and never understood, so their choices for classroom music should not be ignored.
References
Eken, D. K. (1996). Ideas for using songs in the English language classroom. English Teaching Forum, 34(1), 46-47. Griffee, D. T. (1990).
Hey baby! Teaching short and slow songs in the ESL classroom. TESL Reporter, 23(4), 3-8. Lems, K. (1996).
For a song: Music across the ESL curriculum. Tags: Music, singing in teaching English
http://english.wiziq.com/topic/1009-music-in-teaching-english_truncated
About Halina's Karaoke ESL Edupunk
Halina's
Karaoke ESL Edupunk classes where my original materials to go with the
song.
As for “are there gender-based or L1-based
observable differences in their learning performance patterns in response to
these two kinds of presentations?"
I would say that all depends on the requirements
of particular learners as well as on our personal teaching preferences.
I introduce a new language by listening to real
conversations, and all lessons are made up of talking and listening only. I
teach grammar basically through situations with no reference to grammar rules
at all.
I don't
teach grammar rules and isolated vocabulary. I teach conversational language.
My adult students are not into “abstract
timelines or cartoon stick-figure-based presentations “.They want to speak the
language, so I focus on dialogs and communication skills.
This is the link to previous debate;
As a non-native English teacher, I can be
first-rate role model for my students who may not believe that they can ever
learn the target language ("I learned this language well so you can
too!").Personally I am against methods that emphasize learning about the
language but for learning by using the language/ Expressions, collocations,
models, patterns, language chunks......./
For my part, I don't approve grammar classes
explaining rules and language terminology.
Moreover, I believe, the sooner a student learns
to think in a foreign language, the faster she/he will learn. This can only
take place if no reference at all is made to L1. They must be free from the
interference of L1.
Maybe I am wrong?
On the top of this all, I distinguish that
anyone who is learning a second language wishes and dreams about communicating
as well as thinking in that language.
Teachers are duty-bound to take responsibility
of effectiveness and encouragement of their own students, I think.
PS traditional method teaches
you to read and write but not speak. Speaking is the main reason for learning a
language and the main motivational driver that keeps you trying and improving.
/ Jason West /
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