Thursday, July 06, 2017
Thursday, February 16, 2017
Tuesday, January 27, 2015
Friday, September 30, 2005
Anna's reflection
Anna Chang’s Reflection Paper
Subjects: 6th graders in elementary schoolTeaching: Short short story, Tounge twister, Improvisational language games
Inspired in Dr. Phillips’ wonderful oral communication class, I’d like to share some of my ideas of applying useful teaching techniques in my class.
Short short story
Motivation:
Storytelling is always full of surprises. I’m so facinated by stories, especially scinence fictions that I love to tell stories to my students in class. In the wonderland of stories, our imaginations can infinitely be extended and broadened. Imaginations sometimes withdraw us from the reality and help us relieve for a while from pressured life. Facinating stories not only delight but also teach. They teach us the way of seeing and doing things right or of being well with others in the society or the way we should be….I still keep a deep memory of doing “The Paring Knife” activity. Questioned by some tricky questions, I came to understand that I had so many presumptions when reading people. (And my presumptions sometimes cause mistakes or misunderstandings in my daily life.) Actually, those tricky questions do remind me of my poor logical sense towards people and furthermore teach me how to critically and logically differentiate what the truth is and what my presumption is when seeing things. Some of my presumptions may be correct due to logical inference, sometimes they are not. Therefore, I ‘d like my students not only learn English from such activity but also develop themselves a logical mind and sharpened eyes when dealing with daily life matters.
Application:
1. Read students stories by using big books, on-line storybooks, or pair-work short reading assignments.
(Selection of story levels is based on students’ ability)
2. Firstly, read the story with avarage speed and unique tone which the story is supposed to be presented in order to get students fully invloved. Though not every word the teacher said would be understood, the teacher should leave time for students to figure out themselves and try to refrain from explaining new words.
3. Secondly, have students re-tell the story again and help students solve new word problems by guiding them to guess word meaning from former or latter texts.
4. After making sure students understand what the story is going on, designed questions could be elicited which are to train students’ comprehesive ability and logical sense.
5. Questions can be designed by grading them from basic to advanced level. If the story level is basic, have the whole class discuss together; if more advanced, pair students up and do the
Expected results:
Students’ logic awareness can be developed when reading. From reading, themselves the ability to both objectively and logically understand and
Subjects: 6th graders in elementary schoolTeaching: Short short story, Tounge twister, Improvisational language games
Inspired in Dr. Phillips’ wonderful oral communication class, I’d like to share some of my ideas of applying useful teaching techniques in my class.
Short short story
Motivation:
Storytelling is always full of surprises. I’m so facinated by stories, especially scinence fictions that I love to tell stories to my students in class. In the wonderland of stories, our imaginations can infinitely be extended and broadened. Imaginations sometimes withdraw us from the reality and help us relieve for a while from pressured life. Facinating stories not only delight but also teach. They teach us the way of seeing and doing things right or of being well with others in the society or the way we should be….I still keep a deep memory of doing “The Paring Knife” activity. Questioned by some tricky questions, I came to understand that I had so many presumptions when reading people. (And my presumptions sometimes cause mistakes or misunderstandings in my daily life.) Actually, those tricky questions do remind me of my poor logical sense towards people and furthermore teach me how to critically and logically differentiate what the truth is and what my presumption is when seeing things. Some of my presumptions may be correct due to logical inference, sometimes they are not. Therefore, I ‘d like my students not only learn English from such activity but also develop themselves a logical mind and sharpened eyes when dealing with daily life matters.
Application:
1. Read students stories by using big books, on-line storybooks, or pair-work short reading assignments.
(Selection of story levels is based on students’ ability)
2. Firstly, read the story with avarage speed and unique tone which the story is supposed to be presented in order to get students fully invloved. Though not every word the teacher said would be understood, the teacher should leave time for students to figure out themselves and try to refrain from explaining new words.
3. Secondly, have students re-tell the story again and help students solve new word problems by guiding them to guess word meaning from former or latter texts.
4. After making sure students understand what the story is going on, designed questions could be elicited which are to train students’ comprehesive ability and logical sense.
5. Questions can be designed by grading them from basic to advanced level. If the story level is basic, have the whole class discuss together; if more advanced, pair students up and do the
Expected results:
Students’ logic awareness can be developed when reading. From reading, themselves the ability to both objectively and logically understand and
Friday, July 22, 2005
i'm lovin' it---Anna's reflection
http://www.mcdonalds.com/usa/fun.html
http://www.mcdonalds.com/usa/fun/tv.html
“McDonald is one of life’s many small pleasures that millions of people around the world enjoy every day. Great food. Fun to eat. Casual environment. Local and familiar. And always something new. ”
McDonald business has been worldly known for its freshness, efficiency, positiveness, politeness, and creativity of fast food service. Ever year The McDonald invests lots of money in trying to promote its business images, sales of products by making innovative ads to achieve their goals. In the ad “ im lovin’ it! ”, the song with the three-word line and pop music interwoven creates a certain level of good feelings which can be found in people’s everday lives. (school activities, family unions, friendships, sweethearts, sports, etc.). The pop-like beat, and easy-to-pick lines very soon makes it a household song around the world. Besides, the content of “ I’m lovin’ it” is always full of people smiling, facing wonderful or unforgettable moments, overcoming life difficulties…etc which constantly conveys people positive and upward images.
Throughout the history, the development of each individual being has always been shaped and interplayed by the five needs Maslow presented. According to Maslow, “Having fun with McDONALD” is just like what he depicts in terms of social aspect. Men can not live alone. Everybody needs connections. In order to feel secure and fulfilled, he/she needs to love and to be loved by others likewise. And love usually comes from inert and intra-relationships with self, family, friends and the society…etc. The McDONALD ad design skillfully associates positive relationships with peoples social needs. You enjoy wonderful times with your beloved, and McDONALD provides you with this. Once you are enjoying McDONALD, it creates great associations with good feelings of the time you do some wonderful things. This is why we see lots of heartwarming, humorous, funny, or heartening scenes in the ad which also explains the psychoanalysis theory presented by Rokeach. Or if it doesnt remind people of any good moments, at least the frequency of the ad on TV reinforces the stimuli effect to let people buy the ad in order to have the same feeling the ad creates. It's like the perfume pouring out from a bottle, and the scent spreads over. Once a large certain group of people have consensus and pay high attention to the product, it easily and contagiously leads to a series of consecutive consuming heat. This is what was raised by Milton Rokeach---type A belief—supported by one hundred percent social consensus, to believe what everyone believes, taken-for-granted axioms.
All in all, the McDonald has been playing a convincing role in the competitive fast food markets. As long as it keeps to stay innovative and eager in service, the leading place will always belong to it.
This is my own blog: http://toannaworld.blogspot.com/
http://www.mcdonalds.com/usa/fun/tv.html
“McDonald is one of life’s many small pleasures that millions of people around the world enjoy every day. Great food. Fun to eat. Casual environment. Local and familiar. And always something new. ”
McDonald business has been worldly known for its freshness, efficiency, positiveness, politeness, and creativity of fast food service. Ever year The McDonald invests lots of money in trying to promote its business images, sales of products by making innovative ads to achieve their goals. In the ad “ im lovin’ it! ”, the song with the three-word line and pop music interwoven creates a certain level of good feelings which can be found in people’s everday lives. (school activities, family unions, friendships, sweethearts, sports, etc.). The pop-like beat, and easy-to-pick lines very soon makes it a household song around the world. Besides, the content of “ I’m lovin’ it” is always full of people smiling, facing wonderful or unforgettable moments, overcoming life difficulties…etc which constantly conveys people positive and upward images.
Throughout the history, the development of each individual being has always been shaped and interplayed by the five needs Maslow presented. According to Maslow, “Having fun with McDONALD” is just like what he depicts in terms of social aspect. Men can not live alone. Everybody needs connections. In order to feel secure and fulfilled, he/she needs to love and to be loved by others likewise. And love usually comes from inert and intra-relationships with self, family, friends and the society…etc. The McDONALD ad design skillfully associates positive relationships with peoples social needs. You enjoy wonderful times with your beloved, and McDONALD provides you with this. Once you are enjoying McDONALD, it creates great associations with good feelings of the time you do some wonderful things. This is why we see lots of heartwarming, humorous, funny, or heartening scenes in the ad which also explains the psychoanalysis theory presented by Rokeach. Or if it doesnt remind people of any good moments, at least the frequency of the ad on TV reinforces the stimuli effect to let people buy the ad in order to have the same feeling the ad creates. It's like the perfume pouring out from a bottle, and the scent spreads over. Once a large certain group of people have consensus and pay high attention to the product, it easily and contagiously leads to a series of consecutive consuming heat. This is what was raised by Milton Rokeach---type A belief—supported by one hundred percent social consensus, to believe what everyone believes, taken-for-granted axioms.
All in all, the McDonald has been playing a convincing role in the competitive fast food markets. As long as it keeps to stay innovative and eager in service, the leading place will always belong to it.
This is my own blog: http://toannaworld.blogspot.com/
Wednesday, July 20, 2005
Guided Imagery--ETMA Program Done
ETMA Program Done
So let’s begin the Guided Imagery. Now, loosen up yourself. Your body gets loosened. You may put your hands on your thighs. Be aware of not getting your legs crossed. Sit back and relax. Now, I want you to focus, focus and focus on anything in front of you. Good. Take a nice long breath, fill up your lungs, real good, breathe all the way in, and hold it for a second. Now breathe out slowly through your mouth. Breathe in again nicely and breathe out. Breathe in and breathe out. Now, close your eyes down and concentrate on going into a deep level of relaxation. Let a wonderful wave of relaxation flow through your entire body. Let your body, soul and mind rest peacefully.
Picture in your mind a big, important event that happens to you—you are finished with your master dissertation, and passed your oral defense. “Congratulations!!!” exclaimed your adviser, committee members and your ETMA classmates. You shook hands with each of them who are present. You were so much overwhelmed by such an exciting moment that you couldn’t stop shouting, “I made it! I made it!” Even you heart leaped. You took up your dissertation and looked at it over and over again. You felt very satisfied with it. You thought it’s the most excellent academic thesis in the field of TESOL. You are done with ETMA program! You took a deep breath and were ready to pack your bags going down from Chi-tao building to anywhere you want. Now, I have to leave you. You may go visit other teachers, take a last glimpse of NCCU campus, or do whatever you wish.
(Pause 3 minutes)
Now, it is time to bring yourself back to full awareness. In a moment I will count to five. At the moment five, your eyes open, you are fully awake and feeling great. One, two, three, four, and five. Eyes open, feeling excellently good.
So let’s begin the Guided Imagery. Now, loosen up yourself. Your body gets loosened. You may put your hands on your thighs. Be aware of not getting your legs crossed. Sit back and relax. Now, I want you to focus, focus and focus on anything in front of you. Good. Take a nice long breath, fill up your lungs, real good, breathe all the way in, and hold it for a second. Now breathe out slowly through your mouth. Breathe in again nicely and breathe out. Breathe in and breathe out. Now, close your eyes down and concentrate on going into a deep level of relaxation. Let a wonderful wave of relaxation flow through your entire body. Let your body, soul and mind rest peacefully.
Picture in your mind a big, important event that happens to you—you are finished with your master dissertation, and passed your oral defense. “Congratulations!!!” exclaimed your adviser, committee members and your ETMA classmates. You shook hands with each of them who are present. You were so much overwhelmed by such an exciting moment that you couldn’t stop shouting, “I made it! I made it!” Even you heart leaped. You took up your dissertation and looked at it over and over again. You felt very satisfied with it. You thought it’s the most excellent academic thesis in the field of TESOL. You are done with ETMA program! You took a deep breath and were ready to pack your bags going down from Chi-tao building to anywhere you want. Now, I have to leave you. You may go visit other teachers, take a last glimpse of NCCU campus, or do whatever you wish.
(Pause 3 minutes)
Now, it is time to bring yourself back to full awareness. In a moment I will count to five. At the moment five, your eyes open, you are fully awake and feeling great. One, two, three, four, and five. Eyes open, feeling excellently good.
My reflection on ILS
“Whose line is it anyway” is a wonderful and excellent resource for educational use. It not only entertains everybody in class but also plays an important role for language learning and teaching. Usually, speakers of foreign languages tend to achieve native-like fluency and accuracy by practicing lots of exercise with memorization and drills involved when learning other languages. They can do pretty well in speeches, drama, funny shows…in terms of language production when well-prepared. But when it comes to improvisation, it’s not likely to be the case that people can improvise as well as they do when preparing enough. ILS provides good access to understanding the nature of using languages--- Using the language in unconscious ways. In the first period of this course, the process of any language learning, as Dr. Phillips mentioned, was from conscious to unconscious ways. Only achieving the stage of unconsciously and improvisatorially producing language, can a person be said that he really picks up the language.
ILS games so fascinate and remind me of my current English teaching and learning that I can’t wait to see my students’ reaction to it. Putting the idea of ILS into classroom, I would use the method to encourage students that learning languages can be fun, humorous, real and practical. It’s not easy to get started in elementary level. Taiwanese students tend to be shy, passive, conformist, and not given much time and place having their own say. Not easy to be open to public is also one characteristic of them. They are not trained to have keen sense to performing lots of aesthetic skills as well in schools which totally opposes to kids in American. Besides the former reasons, the language level of elementary students may not be sufficient to play the ILS games. It seems to have lots of obstacles to exercising ILS in elementary school level. However, can’t wait to see students’ response to games, I try to think of solutions to solve these problems. In elementary schools, group students into small size heterogeneously. Encourage cooperative learning. Choose easier ILS games to get started according to students current level (sometimes can be i＋1 level of games). Give clear and excellent guidance. Embrace classmates and teachers support. Use ILT as achievement activities or proficiency activities.
Please feel free to comment anything I mention above or give me any ideas to help me modify my initial ILS plan.
I do enjoy watching “Whose line is it anyway” downloaded from the link Dr. Phillips provided. Actually me and Wendy have watched it over several times. It really relieve me from ETMA course burdens. Thanks a lot.
Anna
ILS games so fascinate and remind me of my current English teaching and learning that I can’t wait to see my students’ reaction to it. Putting the idea of ILS into classroom, I would use the method to encourage students that learning languages can be fun, humorous, real and practical. It’s not easy to get started in elementary level. Taiwanese students tend to be shy, passive, conformist, and not given much time and place having their own say. Not easy to be open to public is also one characteristic of them. They are not trained to have keen sense to performing lots of aesthetic skills as well in schools which totally opposes to kids in American. Besides the former reasons, the language level of elementary students may not be sufficient to play the ILS games. It seems to have lots of obstacles to exercising ILS in elementary school level. However, can’t wait to see students’ response to games, I try to think of solutions to solve these problems. In elementary schools, group students into small size heterogeneously. Encourage cooperative learning. Choose easier ILS games to get started according to students current level (sometimes can be i＋1 level of games). Give clear and excellent guidance. Embrace classmates and teachers support. Use ILT as achievement activities or proficiency activities.
Please feel free to comment anything I mention above or give me any ideas to help me modify my initial ILS plan.
I do enjoy watching “Whose line is it anyway” downloaded from the link Dr. Phillips provided. Actually me and Wendy have watched it over several times. It really relieve me from ETMA course burdens. Thanks a lot.
Anna
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