Teaching English Language in Classroom

Now a day, teaching english language in classroom multiple metirail. And popular metirail which teachers used inclassroom is computer assistance instructure since it can sufficien time for teacher teach in class.

Moreover,it can save time for teacher explain in lesson. Besides, some teacher use microsoft powerpoit or lesson online in blogger, some thing like this. I think, teachers use several method for teaching english in class which is adventage for deverlopment of students in this time.

It's sort of shameful to admit that I have never really taken the time to look at the TEKS for Technology. I mean, Iknew they were there (somewhere), but never really thought to sit down and actually read them. I will admit though that I do integrate technology with my teaching. I am a FAN when it comes to making PowerPoint presentations. My students have even expressed to me that they enjoy it better than the traditional "lecture"--who would!?



The Technology Applications TEKS are designed as a dynamic, spiraling curriculum. A spiraling curriculum is the teaching and learning of a subject in an abstract manner, tied to a level of readiness of the learner. First, one must understand a subject or concept’s structure (i.e. technology terminology, references, tools, etc.); as this happens the subject becomes more comprehensible and the language becomes more familiar for the student. From there, the student begins to build a memory bank that has more cognitive “hook”. Spiral refers to both going over the subject many times, but also at increasingly more complicated levels – spiraling up. Some of these methods have been used throughout our campus. The use of Microsoft Word, Excel, and Powerpoint, help better our students knowledge with these tools.


A scaffolding curriculumis the assistance that allows learners to complete tasks they are not able to complete independently. Varieties of scaffolding include modeling, think aloud, questioning, differentiating instructional materials, and using prompts and cues.



Students should have the opportunity to use technology in their everyday learning. But, no one teacher can learn all there is about software programs that would be used for integration. Therefore, we must provide teachers with professional development courses to gain proper knowledge. A classroom without any technology can never compete with an up-to-date, technology loaded classroom!

Learning with the Internet

The Internet is a complex repository containing a huge maze of information from a variety of sources. It has become a prominent source of information for many people worldwide. The Internet wave has also hit the educational landscape in many big ways. The use of technologies such as the Internet as a teaching tool in schools is not the issue now since it is pervasively used. Rather, the issue is how to effectively employ such technologies and harness fully the new opportunities created by them to promote positive student learning experiences.

Schools need to consider how technology-based instructional programs are mounted to ensure that students use the Internet efficaciously as a learning tool for various authentic learning activities such as conducting research on a given topic or finding relevant information for an assignment. Bruce and Levin (1997) posit that the Internet can be viewed as providing the following three basic types of tools in the educational domain:

· Tools for inquiry
· Tools for communication
· Tools for construction

In providing tools for inquiry, the Internet facilitates finding sources of information appropriate to a task, working to understand the information resources and how they relate to the task, and if possible applying this understanding in a productive way. The Internet enhances students' knowledge acquisition by facilitating students' access to resources from the outside world including experts in the field, as well as interacting directly with them. Thus exposure to real life contexts of the external world trains the students to face the uncertainties of the ever-changing outside world.

In providing tools for communication, the Internet is a remarkable tool for rapid communication. Such communication can be both synchronous and asynchronous and takes on many forms such as e-mail, mailing lists, newsgroups, chat and video conferencing. Such interaction involves communication with students and professionals in distant places, cultures and traditions as well as facilitating teachers to be in touch with other teachers.

In providing tools for construction, the Internet promotes learning by scaffolding varieties of authentic learning activities for students. Through these activities the Internet also supports the development of students' higher-order thinking skills. For example students are able to demonstrate their conceptual understanding by constructing products such as web pages. In these activities learners regulate their individual learning progress according to their own experiences and expertise. Learners can access a wealth of resources at their own pace and have meaningful interactions with the content information. For instructional activities, the Internet also has the added advantage of being adaptable for both individual and cooperative learning.

Though offering a myriad of pedagogical benefits, there are also a number of caveats that educators need to bear in mind in their attempts to employ the Internet as a teaching aid. Being aware of possible pitfalls in conducting Internet based lessons, teachers would then be able to invest in proper planning to ensure that the learning experience for their students is a meaningful and stimulating one. Students often go straight to the Web without waiting for guidance from a teacher or librarian. This results in students having a difficult time navigating the Web and locating appropriate information relevant to the tasks in their homework.

Students may also not differentiate between authentic web sites and sites that contain biased and inaccurate information but masquerade as being reliable. Schools are thus faced with the challenge of teaching the students not just the power of having a wealth of information at one's fingertips in the Internet but also proper evaluation skills.

Besides being cognizant of the strengths and shortcomings of conducting Internet-based lessons for students, teachers need to consider practical constraints that might otherwise hinder the desired implementation of these lessons. Time is one barrier to the extensive use of the Internet as students may be unable to spend a specific block of time on the Internet due to limitations in availability of computers with Internet access in schools.

In the knowledge based economies of today, it is critical to be able to search for and retrieve information from the Web. Locating appropriate information on the Internet requires a variety of skills such as the ability to use Internet tools (e.g. search engines), having knowledge of search techniques (e.g. browsing through an information tree) and ability to execute the search (Carroll, 1999).

Effective use of the Internet to glean relevant information requires the ability to apply Boolean logic rules (e.g., and, or), an understanding of how information is organized, critical thinking skills that allow the searcher to make informed choices, and a working knowledge of Internet notations. One needs to have abilities such as searching for information, scanning and skimming information, and strategies such as planning, monitoring and evaluating in executing the search.

In conclusion, the Internet has been beneficial in the educational domain as a repository of gargantuan amounts of rich information. However schools, educational policy makers, and instructional/curriculum designers who intend to employ the Internet as a learning tool in their instructional programs must bear in mind and highlight to students the fact that just not any piece of information found on the net can be accepted as being authentic.

Thus it is imperative that students be taught a wide range of internet literacy skills from verifying the veracity of content hosted by the Internet to seeking for information by using various search strategies and techniques. This will help to ensure that the true potential of the Internet as a learning aid is properly tapped to inject greater vigor into teaching practices in schools.

http://www.newhorizons.org/strategies/technology/muthukumar.htm

Tips for Pronunciation

These English pronunciation tips will help you get the most out of your Pronunciation Power program.

Tip 1
Do not confuse pronunciation of words with their spelling! For example, "threw" and "through", although spelled differently, are pronounced the same. Also, identical letters or letter clusters in words do not always produce the same sound. For example, the "ough" in "though" and "through" represents a different sound in each word. Learn to practise what you hear, not what you see.

Tip 2
Imagine a sound in your mind before you say it. Try to visualize the positioning of your mouth and face. Think about how you are going to make the sound.

Tip 3
Listen to and try to imitate the Pronunciation Power instructor. In addition to listening for specific sounds, pay attention to pauses, the intonation of the instructor's voice and patterns of emphasis. This can be just as important as the pronunciation of sounds.

Tip 4
The English language has many different dialects, and words can be pronounced differently. It is important, however, that you pronounce words clearly to ensure effective communication.

Tip 5
Finally, the Pronunciation Power program is a tool to help you. But you must practise what you are learning! Remember that you are teaching your mouth a new way to move. You are building muscles that you do not use in your own language. It is like going to the gym and exercising your body. Use the program to exercise your mouth a little bit each day.