Multimedia in English Instructions 多媒體輔助英語教學
Date: 3/5/2012
Instructor: Chin-Wen Chien 簡靜雯
Topic: Word Processors in the classroom
Reflection 1:
This week we talked about the word processors used in the class room. Since everyone in the class know the word processors a lot, but we sometimes forgot that there are many useful tips and function 4that embedded in Microsoft office, especially the word processors. When I worked in the cram school, I started to use word processors to make many good forms for my children, such as the book lists, weekly schedules, report words and the handouts or worksheets that help Ss to practice the reading and writing skill in class. There are endless good stuffs and function in the word processors, only if teachers get accustomed to it, they can gain a lot of benefits and help students to learn better. However, I knew some other word processors like pages (on Mac) and open office (on Linux), but they are not so useful for teacher because of the file compatibility between different word files.
Besides, as I know some teachers are bothering about the compatibility between different word processor versions, like office 2003 and office 2007. Here are a reference I found on the net to get rid of this troublesome situation. (讓舊版Office可以讀寫Office 2007的docx、xlsx及pptx等格式的文件)
Task 1: Brainstorm the function that word processors can do
- use margin to show the key points
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| attach pieces around the classroom |
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| some are writing skills |
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| revising is what I'm doing in writing class |
- Both T and Ss see the use of the Internet as an intrinsic parts of the learning process, rather than an occasional activity.
- It is vital that they appreciate this is a useful as well as an entertaining tool in the classroom and that it can contribute to their language development in a variety of ways, such as vocabulary building, improving listening skills.
- For lower-level class, Ss can be engaged with visual and multi media materials. (songs, videos, pictures)
Task 2: Gallery Walk
1. Walk around the room and read through the
posters.
2. Choose 1-3 strategies you would like to
implement and jot down the information on the
note cards. Explain why and how you would like
to implement these strategies.
3. Share your ideas with your partners.
See the pics below:
Previewed Chapter
Chapter 3, Using Websites
The web is a source of content which can be used as a window on a wider world outside your class, and is a readily available collection of authentic materials.
Using websites in the classroom
1. as printed pages, with no computers (*)
2. with one computer with an internet connection'
3. in a computer lab with a set of networked and connected computers
* Reflection: When using a Internet-based resources, it's better to have a backup plan for the unexpected accidents.
Which kinds of websites?
1. authentic websites: covering an amazing array of topics. (familiarity with convention of web design)
* fit learner's interest (keep high motivation in electric classroom)
* use easy structure and navigation website
* online dictionary assistace
2. ELT-specific websites: content designed for language learning (controlled language work)
* A well-designed task will allow your learners to deal with authentic sites, guiding them to through not only the text, but also the layout and navigation problems that may otherwise impact on their learning experience.
* Make your tasks approachable, understandable , achievable
How to find useful websites?
1. Internet is a vast repository of Information and resources.
2. For Teacher: having good search skills=find useful resource quickly, speeding up lesson planning facilitating web use in class.
3. For Ss: Quickly accomplish web-based tasks=technology enhances learning experience
4. 3 ways
(a.) Search engines: google, yahoo, bing (keywords, phrases)
(b.) Subject guides: yahoo (category option)
(c.) Real Language searches: ask.com
(d.) Specialist sites: IMDB, Amazon, FIFA
* Keywords are good for exploring words relationships and lexical areas. Subject engines help define and refine ideas and contexts. A real search can provide useful practice in question information.
** Your choice of search facility will depend on how you like to work , and which site you find particularly attractive and useful.
***trivia quiz/short "treasure hunt": Give Ss a set of question and allow them to search for answers. (timed, improved the searching skills, p. 32)
Reflection 2:
I like to use specialist site as the reading materials for my high school students. Like the movie review from IMDB, book information from Amazon. These are good and attractive materials students are interested in and easy to adapt. Besides, some teachers use this kind of activities in junior high school. (詹麗馨老師個人網站、視力保健單元、學習單. She's one of my admirable teachers. Her diligence, teaching passion and creation are second to none.) However, this way took a lot of efforts and time to do the worksheet but Ss' outcomes and motivation are higher. In my opinion, this is what we called "portable ability. (帶得走的能力)"
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| Worksheet from her! |
How to evaluate websites
1. The aims and objectives in your lesson
2. Enhance and complement other materials and activities you planned.
3. Types of Websites (多媒體華語教學，宋如瑜等，p. 24)
- Tutoring
- Drill-practice
- Simulations
- Tools
- Educational games
- Computer assisted instruction
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| Criteria we talked about on class |
Words that I learnt from this chapter
- intrinsic: belonging naturally; essential
- steer clear of authentic website
- mitigate: make (sth) less severe, violent or painful; moderate
- impede: repair a damaged feather in (the wing or tail of a trained hawk) by attaching part of a new feather.
- analogous: comparable in certain respects, typically in a way that makes clearer the nature of the things compared
- trivia: comparable in certain respects, typically in a way that makes clearer the nature of the things compared
- extrapolate: 已知帶未知
把假設句的句型讓學生做分類
把不同的例句剪成小紙片
在黑板分類，整理出句型
把例句剪成一半，讓他們造句
