Polish people used to sing all his songs.
Showing posts with label thinking. Show all posts
Showing posts with label thinking. Show all posts
Thursday, July 17, 2014
Tuesday, July 15, 2014
Android app for learning English by Chinese speakers
by Arkady Zilberman
The patented Language Bridge Technology (LBT) restores the innate ability of adults to learn EFL by turning off cross-translation and activating learners' ability for subconscious learning....
Wednesday, July 9, 2014
Monday, June 16, 2014
Monday, June 9, 2014
Sunday, June 8, 2014
Word: Education
http://prorevnews.blogspot.com/2014/06/word-education.html
Education is a progressive discovery of our own ignorance -- Will Durant
Education is a progressive discovery of our own ignorance -- Will Durant
Monday, June 2, 2014
About The Pros and Cons of Online Fiendships
http://www.allvoices.com/contributed-news/17187000-the-pros-and-cons-of-online-friendships
As online life progressed, I naturally joined Facebook, Twitter and other social media platforms.
Now I don't know...
As online life progressed, I naturally joined Facebook, Twitter and other social media platforms.
Now I don't know...
Tuesday, May 27, 2014
Monday, May 26, 2014
QUODL - Quality of Online & Distance Education: The rules of e-Learning: Don’t keep your learners ...
QUODL - Quality of Online & Distance Education: The rules of e-Learning: Don’t keep your learners ...: There is a very great temptation to keeping things away from the learner, ‘until they are ready for it’. As online teachers it is our jo...
Sunday, May 25, 2014
Saturday, May 24, 2014
Thursday, May 15, 2014
Monday, May 12, 2014
About Halina’s approach to teaching/learning languages
Firstly, teachers should
introduce the new possibilities and reflect on engaging students in lifelong
language learning. Secondly, teachers should look into the role of a
coach/mentor and get learner/teacher in collaboration with students. Education
needs to be focused on teaching students how to learn a new language, online
and in the community. The teachers should be facilitators, who present new training
tools and help students to cooperate as well as act as a team, so they are in
control of their language knowledge.
This way students can become independent, mindful learners.
Moreover, students should
be in charge of their own studies. Language tutor ought to be helping them to identify
their unique language learning style and then select the suitable activities
they would be working on. This means that eventually students will be prepared
to take responsibility for their own improvement as well as develop a remarkable
learning experience.
Furthermore, grades
would be no longer the goal; on the contrary, the primary reason could be
described as flexibility in spoken language and confidentiality in communication
with diversity of speakers.
Additionally, there
will be still high quality self-assessments of the ability to communicate in
the language. For instance, learners will be requested to confirm true
commitment and relationship with native speakers. Connecting based on verbal
conversation or written communication is THE MUST nowadays.
Since the Internet is
such a rich resource, we can use it as a key component in a language
learning/teaching contribution. It is a powerful instrument that allows us to make
a significant contribution to students’ progress. At the same time, we should
bear in mind that the Internet is correspondingly the perfect tool to have beneficial
communication with native speakers.
To sum up, what I
have just written are my thoughts about XXI century teaching/ learning regarding
optionally and supplementary techniques to be considered.
Being a language
teacher for a very long time has made me look for some new ways and
inspirations to encourage independent and self-directed learners.
I would like to hear
from anybody who is involved in language education. Discussing new methods and
technics available in the 21st century education as well as having
some communication and creative dialogue with learners / teachers from all over
the world. It is my passion and vision of general improvement.
Saturday, May 10, 2014
Wednesday, May 7, 2014
Saturday, May 3, 2014
Friday, May 2, 2014
Thursday, May 1, 2014
My Teaching Methods
I have been a Polish and English teacher since 1976.
Over the years, I have taught many classes. I
introduce a new language mainly by listening and at the beginning all lessons
consist of listening, speaking as well as repeating or performing only. I teach
grammar simply through situations with no reference to grammar rules at all. My
students listen and read a lot to improve their language communication
skills. I do not take advantage of the bridge
language L1.
I
often find myself thinking in Polish and English, flying back and forth from
the two languages. It is difficult to manage exchanging thoughts in two languages simultaneously. Anyhow, why would you like to? Generally speaking, I am for blended learning and teaching with no remark to L1.
Thinking in a foreign language from an early stage helps students gain a level of fluency making very few errors in communication.
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. My learners need to be free from the interruption of L1.
Maybe I am wrong because it is obviously much easier to teach/learn with the help of pure conversion.
On the other hand, I know that anyone who is learning a second language wishes and dreams about communicating and thinking in that language.
I teach a lot, approximately 4 Polish classes and 4 English classes a day, and I have to admit that my students are very successful learners.
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
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