Friday, August 20, 2010


WHAT IS YOUR LEARNING STYLE?

Try these questionnaires.
1 very fast
2 fast
3 in between
4 slow
5 very slow

How fast do I usually am when I …

  1. Read books, magazines, and newspapers in English
1       2       3       4       5

  1. Read textbooks, articles, and reports in English, in my academic field
1       2       3       4       5

  1. Write an essay or composition in English
1       2       3       4       5

  1. Take multiple-choice test in English
1       2       3       4       5

  1. Answer test in English that ask for written sentences or paragraph
1       2       3       4       5

  1. Answer a direct questions to me from the teacher, in my English class
1       2       3       4       5

  1. Raise my hand when the teacher asks a question in my English class
1       2       3       4       5

  1. Volunteer to say something in class, when the teacher has not asked me
1       2       3       4       5

9.    Speak up in a small group in English, in class
1       2       3       4       5

10.                       Answer a question in English from someone outside my classroom
1       2       3       4       5

Add up the numbers you circled. You should get the total score between 10 and 50.
Score: ________

ANALYSIS
Score
30 or more
You are a reflective learner. You like to think about things before making a decision; you want to make sure that you are right before speaking. The higher your score, the more reflective you are.

ADVANTAGES: more accurate in speaking and reading, think carefully before acting
DISADVANTAGES: wait too long to speak, read more slowly, slower in timed test.

29 or less
You are impulsive. You make quick decisions and are willing to gamble that you are right. The lower your score, the more impulsive you are.

ADVANTAGES: more willing to speak in class, faster reading, better in timed test.

DISADVANTAGES: less accurate in speaking and reading, act without thinking enough.

so, what kind of learning style did you prefer?

explain why you said that you are the particular type of learner.

this is taken from Strategies for Success, H.Douglas Brown

Monday, August 9, 2010

LESSON PLAN


DAILY LESSON PLAN ENGLISH FORM TWO

Date: 19th July 2010
Time: 60 minutes
Class: 2 Amanah
Number of students: 28/30
Level of proficiency: Intermediate
Subject: English
Lesson theme: Grammar
Topic: Sound System (The past tense verb)


Learning outcomes:
1.      Speaking skills
  • Speak clearly by pronouncing words accurately
  • Asking questions and making statements with the correct intonation, word stress and sentence rhythm, and pronouncing words clearly and correctly.

2.      Listening skills
  • Listening to and identifying similarities and differences involving initial and final consonants, long and short vowels, diphthongs; and pronunciation of past tense forms, plural forms and contractions.
  • Listen to and repeat accurately the correct pronunciation of words and the correct intonation and words stress in phrases, expressions and sentences.

Learning objective: By the end of Form 2, learners should be able to:
  • Differentiate between the /t/, /d/ and /id/ sound in past tense
  • Pronounce every words in English correctly

Educational emphasis:
  • Creative thinking skills
  • Multiple Intelligences

Resource Material:
  • Flashcards
  • Ball
  • Text

Moral Values
  • Students will be able to speak properly
  • Help to improve the communication skills



    Stage/Time

Content
Teacher’s / student’s activities
Rationale and Material
Stage 1
Set Induction
(10 minutes)


Questions on experience
·         What did you do last week?
·         Where did you go?

Skills: -speaking


1.      Teacher asks students about their last weekend activities.
2.      The students will use the past tense verb.
3.      Teacher writes the verb on the whiteboard.
AVA:

1.      Whiteboard

 

 

Rationale:         

 To introduce the past tense verb

 

To get student interest to the topic that they going to learn

  
 Stage 2
 (40 minutes)

Example

        Pronounce the words written on  the board

Question

  • Can you differentiate the sound of these verbs?

TASK 1

1.      Teacher pronounces the words and students follow after her.
2.      Each student is called to pronounce the words.



TASK 2
  1. Teacher asks students to copy the notes and new words written on the whiteboard.
  2. Teacher explains and asks the students whether they have any questions.

AVA:

1.      whiteboard
2.      vocabulary book


Rationale:
To test the students’ understanding

To let student communicate and interact with one another

To improve students’ vocabulary skill and pronunciation skills




To make the students explore the different sounds in English

Stage 3
Evaluation

·         Write 5 short sentence using past tense.
·         Spell 5 new words that they learn today from vocabulary book



1.      Teacher gives instruction and distributes worksheets to students.
2.      Students do the given activities individually.





Stage 4
Closure
(10 minutes)

·         Can you differentiate which verb sounded /t/, /d/ and /id/?

1.      Teacher ask students how to differ the sounds
2.      Teacher gives handouts to students based on the topic learnt

AVA:

1.      Whiteboard
2.      Handouts




Sunday, August 8, 2010

Compound Words Game

Compound Words Game

What did you feel when you play this game?

Do you think this game is suitable for all people? Justify your opinion.

compound words



now, can you understand what is compound words?

if you do not understand, dont worry, we still have a lot of examples.

but if you understand, you can list down compound words that you know.

Tuesday, August 3, 2010

www.znanje.org/knjige/english/grammar/verbs/spast.htm


PRONUNCIATION OF REGULAR PAST TENSE VERBS


   After all voiceless consonant sounds:
  •   /f/, /k/, /p/, /sh/, /ch/, /s/, /x/, except /t/
  • Pronounce /t/

  After all voiced consonant sounds:
  • /b/, /g/, /j/, /l/, /m/, /n/, /r/, /v/, /z/, except /d/ 
  • Pronounce /d/

  After vowels /a/, /e/, /i/, /o/, /u/
  • Pronounce /d/
                                                    
  After /t/ and /d/:
  • Pronounce /id/


                                  
Example:
/t/
/d/
/id/
Ache
Advise
Love
Accept
Ask
Agree
Mail
Add
Cash
Answer
Measure
Afford
Check
Appear
Mention
Anticipate
Cook
Apply
Move
Appoint
Cough
Arrange
Name
Appreciate
Dance
Assume
Offer
Benefit
Develop
Believe
Open
Collect
Discuss
Belong
Order
Complete
Dress
Borrow
Owe
Create
Endorse
Burn
Own
Decide
Establish
Buzz
Perform
Demand
Finish
Call
Plan
Depend
Fish
Cancel
Play
Deposit
Fix
Carry
Please
Distribute
Guess
Change
Prefer
Elect
Help
Clean
Prepare
End
Hope
Climb
Preserve
Estimate
Introduce
Close
Propose
Exaggerate
Laugh
Confirm
Prove
Expect
Like
Conquer
Pull
Explode
Look
Consider
Rain
Float
Miss
Continue
Raise
Graduate
Park
Control
Realize
Heat
Pass
Cool
Receive
Imitate
Photograph
Copy
Refer
Include
Pick
Cover
Refuse
Insist
Practice
Deliver
Release
Interest
Produce
Describe
Remember
Invent
Promise
Destroy
Remove
Irrigate
Pronounce
Dial
Repair
Land
Publish
Differ
Reply
Last
Push
Disappear
Require
Mold
Reach
Double
Reserve
Need
Remark
Earn
Return
Omit
Shop
Enable
Sail
Paint
Talk
Enjoy
Satisfy
Participate
Thank
Enter
Save
Pollute
Type
Excuse
Seem
Predict
Walk
Explain
Serve
Present
Wash
Favor
Shave
Provide
Watch
Fill
Shovel
Present
Wish
Flow
Show
Provide
Work
Follow
Smell
Recommend

Gather
Smile
Relate

Handle
Snow
Remind

Happen
Spell
Rent

Hurry
Stay
Repeat

Imagine
Suppose
Represent

Improve
Tie
Respect

Increase
Train
Rest

Join
Travel
Sound