WORLD OF SHOES
LEVEL : FORM 2
TIME : 1 HOUR
AIMS : To find specific information on a website and to practise vocabulary that associated
with shoes.
TECHNICAL REQUIREMENTS:
One computer per group of 2-3 students with an internet connection and a web browser.
Websites: www.bata.com and www.readwritethink.org/crossword
PREPARATION:
1. Locate sites dedicated to shoes.
2. Using the information on the site, prepare a worksheet
PROCEDURE:
1. Gives each group a handout containing pictogram of shoes material. Asks students whether they have seen the symbols before. Discuss with students about the symbols and where they can find them. Asks students on how many types of shoes do they know.
2. Give the worksheet prepared to each group. Ask them if they can answer any of the questions in the worksheet. They can write their answer if they know it. Tell the students that the answers to all the questions are available online.
3. Send students to the site chosen (www.bata.com), and ask them to complete the worksheet in their own group. Compare the answers with the answer s they do it on their own.
4. While the students doing this, ask them to list any vocabulary that is new to them or interest or difficult to them.
5. When all the students have finished, discuss the answers with them. Deal with any vocabulary problems they encountered and discuss on what interesting fact they learn from the website.
6. Students are asks to make their own crossword puzzle based on the list of vocabulary they have listed earlier online (www.readwritethink.org/crossword ) and then print it out.
7. Students can use their crossword puzzle to test the rest of the class vocabulary.
Friday 11 September 2009
Thursday 3 September 2009
Hypertext!
NELSON MANDELA
Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.
After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.
During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.
Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.
Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.
After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.
During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.
Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.
Friday 28 August 2009
TASK 2: ARTICLE REVIEW
The title of my article review is “Multimedia Technology: Teachers’ Knowledge and Attitudes”. The article was taken from an online journal, CALL – EJ Online, Vol. 8, No. 2, January 2007. (ISSN 1442-438X). The authors are Joseph Ramanair and Gerald Uyu Sagat. Joseph Ramnair is a lecturer at the Centre for Language Studies, Universiti Malaysia Sarawak in East Malaysia. He is involved in teacher training for both pre-service and in-service programmed. Gerald Uyu Sagat is an ESL teacher at a local government school in Sarawak, Malaysia.
This article is about investigating the correlation between the English Language Teachers attitudes towards multimedia technology and their background knowledge in using multimedia technology. The author at first describe about what is Multimedia Technology and the connection between teachers and multimedia. The author also explains the different roles of computers such as a tutor, a tool, and a tutee. For the research, the authors used a cross-sectional study using a quantitative and qualitative descriptive survey questionnaire as an instrument to elicit the participants’ response. The data was obtained using the Likert scale based questionnaire. The questionnaire consists of 3 sections. First section is to determine teacher’s background knowledge in using multimedia technology. Second section was to determine teacher’s attitude towards multimedia technology and the last section consists of a list of open ended questions to find out about their opinions on the importance of training using multimedia technology. The instrument designed is based on Robertson et al (1995) list of items of computer attitudes. The subject/ sample of the research are 50 secondary school English Language teachers at the Form 1 level from 20 schools. Criterion-based sampling is the method used for random selection of the sample. Based on the findings, the authors found out that 14% of the teachers scored a low or below average in their level of knowledge in multimedia study. 48% has an average level of knowledge and the 38% left recorded an above average or high score of knowledge in Multimedia Technology. For the teachers’ attitude, 80% of the teachers expressed positive attitudes towards multimedia Technology and the remaining 20% indicated negative attitudes and neutral attitudes towards Multimedia Technology. There is a positive correlation between the English Language Teachers’ knowledge in Multimedia Technology and their attitude towards multimedia Technology as shown in the positive score of r = +0.8034407. The author also found that 92% of the respondents believe that they would benefit if more training are provided. Only 4% of the respondents recorded non use of computers.
The research does interest me particularly. The teachers’ attitude towards multimedia has always been one of the debated issues in the learning of English Language in schools. In my opinion the research is quite well conducted but I think there are room for improvement like, the participants of the study can be increased to more than 50 participants as if there is more participants/ sample the result of the study will be more concrete. In my opinion, the research does have implications in the teaching and learning of ESL. First, I think that, by understanding the teachers knowledge and attitudes towards the Multimedia Technology a strategy can be devised on how to improve the teachers’ ability in using the Technology. This research will open the eyes of the management on how important that the teachers need the training they needed in order to be able to use the Multimedia Technology in the classroom and improve the teachers’ current knowledge on Multimedia Technology. This research also shows that teachers’ currently have more positive views toward Multimedia Technology which I think is very important in order the implementation of CALL in classroom. Teachers who have positive attitudes and open mind about using the technologies will make the vision of implementing CALL in classroom be attainable. Overall, the research is good in understanding how knowledge and teachers’ attitude towards multimedia technology plays a big role in its implementation in the classroom setting. As the author stated, “a consideration of teachers' attitudes and knowledge is essential to ensure that the CALL enterprise will achieve the potentials it deserves. And this requires time, concentration and support, involving long term viable efforts. After all, Rome was not built in a day.”
This article is about investigating the correlation between the English Language Teachers attitudes towards multimedia technology and their background knowledge in using multimedia technology. The author at first describe about what is Multimedia Technology and the connection between teachers and multimedia. The author also explains the different roles of computers such as a tutor, a tool, and a tutee. For the research, the authors used a cross-sectional study using a quantitative and qualitative descriptive survey questionnaire as an instrument to elicit the participants’ response. The data was obtained using the Likert scale based questionnaire. The questionnaire consists of 3 sections. First section is to determine teacher’s background knowledge in using multimedia technology. Second section was to determine teacher’s attitude towards multimedia technology and the last section consists of a list of open ended questions to find out about their opinions on the importance of training using multimedia technology. The instrument designed is based on Robertson et al (1995) list of items of computer attitudes. The subject/ sample of the research are 50 secondary school English Language teachers at the Form 1 level from 20 schools. Criterion-based sampling is the method used for random selection of the sample. Based on the findings, the authors found out that 14% of the teachers scored a low or below average in their level of knowledge in multimedia study. 48% has an average level of knowledge and the 38% left recorded an above average or high score of knowledge in Multimedia Technology. For the teachers’ attitude, 80% of the teachers expressed positive attitudes towards multimedia Technology and the remaining 20% indicated negative attitudes and neutral attitudes towards Multimedia Technology. There is a positive correlation between the English Language Teachers’ knowledge in Multimedia Technology and their attitude towards multimedia Technology as shown in the positive score of r = +0.8034407. The author also found that 92% of the respondents believe that they would benefit if more training are provided. Only 4% of the respondents recorded non use of computers.
The research does interest me particularly. The teachers’ attitude towards multimedia has always been one of the debated issues in the learning of English Language in schools. In my opinion the research is quite well conducted but I think there are room for improvement like, the participants of the study can be increased to more than 50 participants as if there is more participants/ sample the result of the study will be more concrete. In my opinion, the research does have implications in the teaching and learning of ESL. First, I think that, by understanding the teachers knowledge and attitudes towards the Multimedia Technology a strategy can be devised on how to improve the teachers’ ability in using the Technology. This research will open the eyes of the management on how important that the teachers need the training they needed in order to be able to use the Multimedia Technology in the classroom and improve the teachers’ current knowledge on Multimedia Technology. This research also shows that teachers’ currently have more positive views toward Multimedia Technology which I think is very important in order the implementation of CALL in classroom. Teachers who have positive attitudes and open mind about using the technologies will make the vision of implementing CALL in classroom be attainable. Overall, the research is good in understanding how knowledge and teachers’ attitude towards multimedia technology plays a big role in its implementation in the classroom setting. As the author stated, “a consideration of teachers' attitudes and knowledge is essential to ensure that the CALL enterprise will achieve the potentials it deserves. And this requires time, concentration and support, involving long term viable efforts. After all, Rome was not built in a day.”
Friday 17 July 2009
Tuesday 14 July 2009
Thursday 9 July 2009
My skills & knowledge of Computers
What are my skills and knowledge about computer... i guess not much... i considered myself adequate... i need to learn more and explore more about the technologies....
talking about software... i know how to opearte few softwares like Words, publishers, front page, excel, n UBS accounting. My favourite will be power point... i just love power pont... way back during my Diploma years i took a full course of front page and excel... it's a requiremnnt which i find it ok...i like it... hardware??? i know how to handle the LCD, printer n scanner....i love the internet... lot of things i can do like uploading and downloading mp3s, video, images and photos etc.... i also used the internet during my teaching practicum in school which i find very useful in teaching students the Engliah Language.
An introduction about myself....
Dear everybody who's reading this...Hello.. my name is Siti Noor Binti S. Abdul Ghani a.k.a inno to my friends... i'm going to be 25 this coming July 12...what year i was born?? 1984... my status was single from the day i was born until the 6th of June 2009. I'm married to Azhar. Currently i live in Bandar Tun Razak, Cheras, Kuala Lumpur. My educational background... i studied in Sekolah Tun Fatimah Johor Bahru from form 1 until form 5. then continued my studies at UiTM Seri Iskandar Perak for my Diploma in Accountancy and currently taking my Degree in Tesl in Uitm Shah Alam. Right now i am in my final year and last semester...hopefully =p...
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