The most powerful word is the name of ALLAH.
The deepest word is spirit .
The longest word is ever.
The fastest word is time.
The nearest word is now.
The strongest word is truth.
The loveliest word is hope.
EASY..............DIFFICULT
Easy to get a place in someone's address book.Difficult to get a place in someone's heart.
Easy to judge the mistakes of others.Difficult to recognize our own mistakes
Easy to talk without thinking.Difficult to refrain the tongue
Easy to hurt someone who loves us.Difficult to heal the wound...
Easy to forgive others.Difficult to ask for forgiveness
Easy to set rules.Difficult to follow them...
Easy to dream every night.Difficult to fight for a dream...
Easy to show victory.Difficult to assume defeat with dignity...
Easy to admire a full moon.Difficult to see the other side...
Easy to stumble with a stone.Difficult to get up...
Easy to enjoy life every day.Difficult to give its real value...
Easy to promise something to someone.Difficult to fulfil that promise...
Easy to say we love.Difficult to show it every day...
Easy to criticize others.Difficult to improve oneself...
Easy to make mistakes.Difficult to learn from them...
Easy to weep for a lost love.Difficult to take care of it so not to lose it.
Easy to think about improving.Difficult to stop thinking about it and put it into action...
Easy to think bad of others.Difficult to give them the benefit of the doubt...
Easy to receive.Difficult to give
Easy to read this.Difficult to follow
Easy to keep the friendship with words.Difficult to keep it with meanings
Easy to judge the mistakes of others.Difficult to recognize our own mistakes
Easy to talk without thinking.Difficult to refrain the tongue
Easy to hurt someone who loves us.Difficult to heal the wound...
Easy to forgive others.Difficult to ask for forgiveness
Easy to set rules.Difficult to follow them...
Easy to dream every night.Difficult to fight for a dream...
Easy to show victory.Difficult to assume defeat with dignity...
Easy to admire a full moon.Difficult to see the other side...
Easy to stumble with a stone.Difficult to get up...
Easy to enjoy life every day.Difficult to give its real value...
Easy to promise something to someone.Difficult to fulfil that promise...
Easy to say we love.Difficult to show it every day...
Easy to criticize others.Difficult to improve oneself...
Easy to make mistakes.Difficult to learn from them...
Easy to weep for a lost love.Difficult to take care of it so not to lose it.
Easy to think about improving.Difficult to stop thinking about it and put it into action...
Easy to think bad of others.Difficult to give them the benefit of the doubt...
Easy to receive.Difficult to give
Easy to read this.Difficult to follow
Easy to keep the friendship with words.Difficult to keep it with meanings
Robot as a teacher?
By Maria E. Kallukaren
An American University of Sharjah professor is developing software that corrects errors made by students of English as a foreign language. Is this one step closer to a robotutor? Maria E. Kallukaren investigates.
It can make a teacher's burden lighter - Dr Marina Dodigovic's software. But can it replace him altogether? Dodigovic, an assistant professor of English and Tesol at the American University of Sharjah, certainly doesn't think so.
"Not in the long run," she says. "Computer applications are very task-specific."
On the other hand, the human brain is capable of processing an unimaginable range of functions simultaneously.
Having said that, software incorporating artificial intelligence continues to prove a valuable aid to people in a variety of fields including education.
Dodigovic is developing one such software - the Intelligent Tutor.
It works on the broad concept of Computer Assisted Language Learning.
Its strength lies in correcting errors and teaching vocabulary, grammar and the lexical aspects to learners of English as a second language.
Style of learning
What's more, it can adapt to a student's style of learning.
The pilot project has been successfully tested on around 300 students in Taiwan, Australia and the UAE, achieving an average of 85 per cent success in the correction of errors. Dodigovic says the next stage will be working on the user interface - what users would like as part of the software.
Although being tested in AUS's foundation classes, the software needs more student input before it can be finetuned to meet the needs of the student community as a whole.
If developed commercially, the software can be provided online.
It will be classified based on topics and a student can learn according to his or her own pace.
Robots to teach Arabic?
The British University in Dubai supports advanced research projects into information technology and its impact on education.
Dr Habib Talhami, head of the Institute of Informatics and senior lecturer at the university, believes Computer Assisted Language Learning can be adapted to the teaching of Arabic.
A version, currently being tested at the Rashid Paediatric Centre, helps children with Down's Syndrome.
In this case, the software primarily looks at pronunciation and the order of letters rather than grammar and spelling.
"The software uses the same reasoning processes as a flesh and blood tutor," says Talhami.
Both Talhami and Dr Marina Dodigovic, who is developing the Intelligent Tutor, would welcome funding from private companies for commercial production. But it isn't all that forthcoming.
"There's very little history of research in this region," says Talhami. "This attitude has to change." The main costs are in research, he says.
Are humans history?
Once developed the software can be sold at nominal prices and even exported.
Will giving the human teacher, which is part of social tradition, a boot be part of this success story?
"I don't think you can ever replace the human. These are teaching aids that can take on mundane and repetitive tasks."
A teacher's burden
Today's classroom is a far cry from yesterday's; and so it will be from tomorrow's.
There was a time when the teacher was the be all and end all in a classroom.
Today he is jostling for attention alongside multimedia devices, laptops and the worldwide web.
His role is fast becoming that of a guide, directing students towards sources of knowledge and how these can be best used.
Will that too, in time, be usurped by Asimov's thinking, reasoning robot?
Artificial intelligence
Dr. Kurt VanLehn, Artificial Intelligence researcher and professor of computer science at the University of Pittsburgh, US, paints a scenario of a time when "seat work takes place at home, with the help of a smart tutor".
"When students hit a rough spot, the tutor will automatically send a file with the problem to the teacher.
"When students return to class, the teacher can help them. The system directs human contact where it's most needed," he says in an article published in techlearning.com.
However, he stresses: "You can't replace a teacher."
THE INTELLIGENT TUTOR
- Corrects errors that learners of English as a second language are prone to make in grammar, vocabulary and the lexical aspects of the language.
- It can adapt to different learning styles. This it does by providing various study options for learners. The software can:
- Provide hints to tease the learner to detect the errors they have made and how these can be corrected.
- Through repetitions that help the learner practise
- The authoritarian option - if the learner prefers to be provided a set of rules which help him understand the language better.
- The software doesn't immediately respond to all the errors that a learner might make in a given sentence. "But one at a time so that the learner is not overwhelmed all at once," says Dodigovic.
ADVANTAGES OF USING THE INTELLIGENT TUTOR
- A student can learn at his own pace.
- Immediate correction of errors and immediate feedback.
- Teachers under pressure of time and resources can't often address an individual student's specific needs.
- Timely help can help maintain student's interest levels in a language programme and help reduce the drop-out rate.
- Thus the overall efficiency of a language programme improves.
- It can have a tremendous impact on the teaching of English in schools and colleges here.
- Higher education institutions spend a considerable portion of their budget to train UAE national students in English.
TOMORROW'S CLASSROOM
Voice to text (VTT)
- A student doesn't have to type out an assignment; just speak and his or her thoughts and ideas automatically appear on screen.
- The downside: Researchers are concerned that VTT allows next to no time for reflection; how many times have we said something that we regretted a second later. So they prefer it being used for "quick writes".
- Will help: Second-language learners and students with disabilities that make it difficult for them to type.
Hybrid computing
Science students can use a data-mining device to check the Ph of soil, variables such as temperature and pressure. These are later analysed in the science lab. Hybrid technology also lies behind interactive toys and books.
Virtual reality
Techlearning.com contrasts a boring physics lecture with a virtual reality session where students donning the appropriate headgear, their hands manipulating navigation tools are transported to Einstein's study.
Artificial Intelligence
Researchers are working on creating more efficient applications that can take on more of the tiresome aspects of a teacher's job, such as marking answer sheets. Even today online systems are available where students can turn in essays and get them graded.
Compare this with a teacher going through 25 answer sheets and returning them to students in a week or two.
An American University of Sharjah professor is developing software that corrects errors made by students of English as a foreign language. Is this one step closer to a robotutor? Maria E. Kallukaren investigates.
It can make a teacher's burden lighter - Dr Marina Dodigovic's software. But can it replace him altogether? Dodigovic, an assistant professor of English and Tesol at the American University of Sharjah, certainly doesn't think so.
"Not in the long run," she says. "Computer applications are very task-specific."
On the other hand, the human brain is capable of processing an unimaginable range of functions simultaneously.
Having said that, software incorporating artificial intelligence continues to prove a valuable aid to people in a variety of fields including education.
Dodigovic is developing one such software - the Intelligent Tutor.
It works on the broad concept of Computer Assisted Language Learning.
Its strength lies in correcting errors and teaching vocabulary, grammar and the lexical aspects to learners of English as a second language.
Style of learning
What's more, it can adapt to a student's style of learning.
The pilot project has been successfully tested on around 300 students in Taiwan, Australia and the UAE, achieving an average of 85 per cent success in the correction of errors. Dodigovic says the next stage will be working on the user interface - what users would like as part of the software.
Although being tested in AUS's foundation classes, the software needs more student input before it can be finetuned to meet the needs of the student community as a whole.
If developed commercially, the software can be provided online.
It will be classified based on topics and a student can learn according to his or her own pace.
Robots to teach Arabic?
The British University in Dubai supports advanced research projects into information technology and its impact on education.
Dr Habib Talhami, head of the Institute of Informatics and senior lecturer at the university, believes Computer Assisted Language Learning can be adapted to the teaching of Arabic.
A version, currently being tested at the Rashid Paediatric Centre, helps children with Down's Syndrome.
In this case, the software primarily looks at pronunciation and the order of letters rather than grammar and spelling.
"The software uses the same reasoning processes as a flesh and blood tutor," says Talhami.
Both Talhami and Dr Marina Dodigovic, who is developing the Intelligent Tutor, would welcome funding from private companies for commercial production. But it isn't all that forthcoming.
"There's very little history of research in this region," says Talhami. "This attitude has to change." The main costs are in research, he says.
Are humans history?
Once developed the software can be sold at nominal prices and even exported.
Will giving the human teacher, which is part of social tradition, a boot be part of this success story?
"I don't think you can ever replace the human. These are teaching aids that can take on mundane and repetitive tasks."
A teacher's burden
Today's classroom is a far cry from yesterday's; and so it will be from tomorrow's.
There was a time when the teacher was the be all and end all in a classroom.
Today he is jostling for attention alongside multimedia devices, laptops and the worldwide web.
His role is fast becoming that of a guide, directing students towards sources of knowledge and how these can be best used.
Will that too, in time, be usurped by Asimov's thinking, reasoning robot?
Artificial intelligence
Dr. Kurt VanLehn, Artificial Intelligence researcher and professor of computer science at the University of Pittsburgh, US, paints a scenario of a time when "seat work takes place at home, with the help of a smart tutor".
"When students hit a rough spot, the tutor will automatically send a file with the problem to the teacher.
"When students return to class, the teacher can help them. The system directs human contact where it's most needed," he says in an article published in techlearning.com.
However, he stresses: "You can't replace a teacher."
THE INTELLIGENT TUTOR
- Corrects errors that learners of English as a second language are prone to make in grammar, vocabulary and the lexical aspects of the language.
- It can adapt to different learning styles. This it does by providing various study options for learners. The software can:
- Provide hints to tease the learner to detect the errors they have made and how these can be corrected.
- Through repetitions that help the learner practise
- The authoritarian option - if the learner prefers to be provided a set of rules which help him understand the language better.
- The software doesn't immediately respond to all the errors that a learner might make in a given sentence. "But one at a time so that the learner is not overwhelmed all at once," says Dodigovic.
ADVANTAGES OF USING THE INTELLIGENT TUTOR
- A student can learn at his own pace.
- Immediate correction of errors and immediate feedback.
- Teachers under pressure of time and resources can't often address an individual student's specific needs.
- Timely help can help maintain student's interest levels in a language programme and help reduce the drop-out rate.
- Thus the overall efficiency of a language programme improves.
- It can have a tremendous impact on the teaching of English in schools and colleges here.
- Higher education institutions spend a considerable portion of their budget to train UAE national students in English.
TOMORROW'S CLASSROOM
Voice to text (VTT)
- A student doesn't have to type out an assignment; just speak and his or her thoughts and ideas automatically appear on screen.
- The downside: Researchers are concerned that VTT allows next to no time for reflection; how many times have we said something that we regretted a second later. So they prefer it being used for "quick writes".
- Will help: Second-language learners and students with disabilities that make it difficult for them to type.
Hybrid computing
Science students can use a data-mining device to check the Ph of soil, variables such as temperature and pressure. These are later analysed in the science lab. Hybrid technology also lies behind interactive toys and books.
Virtual reality
Techlearning.com contrasts a boring physics lecture with a virtual reality session where students donning the appropriate headgear, their hands manipulating navigation tools are transported to Einstein's study.
Artificial Intelligence
Researchers are working on creating more efficient applications that can take on more of the tiresome aspects of a teacher's job, such as marking answer sheets. Even today online systems are available where students can turn in essays and get them graded.
Compare this with a teacher going through 25 answer sheets and returning them to students in a week or two.
Ten Guidelines for a better Communicative, Learner-centered Instruction
These ten guidelines will help you make communicative language teaching and learner-centered instruction part of your own instructional approach.
1. Provide Appropriate Input
Input is the language to which students are exposed: teacher talk, listening activities, reading passages, and the language heard and read outside of class. Input gives learners the material they need to develop their ability to use the language on their own.
Language input has two forms. Finely tuned input
Is matched to learners’ current comprehension level and connected to what they already know
Focuses on conscious learning of a specific point: the pronunciation of a word, the contrast in the uses of two verb tenses, new vocabulary, useful social formulas
Is controlled by the instructor or textbook author
Is used in the presentation stage of a lesson
Roughly tuned input
Is more complex than learners’ current proficiency and stretches the boundaries of their current knowledge
Focuses on authentic use of language in listening or reading passages
Is used “as is,” with minimal alteration by the instructor or textbook author
Is used in the activity stage of the lesson
2. Use Language in Authentic Ways
In order to learn a language, instead of merely learning about it, students need as much as possible to hear and read the language as native speakers use it. Instructors can make this happen in two ways.
Teacher talk: Always try to use the language as naturally as possible when you are talking to students. Slowing down may seem to make the message more comprehensible, but it also distorts the subtle shifts in pronunciation that occur in naturally paced speech.
Speak at a normal rate
Use vocabulary and sentence structures with which students are familiar
State the same idea in different ways to aid comprehension
Materials: Give students authentic reading material from newspapers, magazines, and other print sources. To make them accessible,
Review them carefully to ensure that the reading level is appropriate
Introduce relevant vocabulary and grammatical structures in advance
Provide context by describing the content and typical formats for the type of material (for example, arrival and departure times for travel schedules)
Advertisements, travel brochures, packaging, and street signs contain short statements that students at lower levels can manage. The World Wide Web is a rich resource for authentic materials. Reading authentic materials motivates students at all levels because it gives them the sense that they really are able to use the language.
3. Provide Context
Context includes knowledge of
the topic or content
the vocabulary and language structures in which the content is usually presented
the social and cultural expectations associated with the content
To help students have an authentic experience of understanding and using language, prepare them by raising their awareness of the context in which it occurs.
Ask them what they know about the topic
Ask what they can predict from the title or heading of a reading selection or the opening line of a listening selection
Review the vocabulary (including idiomatic expressions) and sentence structures that are usually found in that type of material
Review relevant social and cultural expectations
4. Design Activities with a Purpose
Ordinarily, communication has a purpose: to convey information. Activities in the language classroom simulate communication outside the classroom when they are structured with such a purpose. In these classroom activities, students use the language to fill an information gap by getting answers or expanding a partial understanding. For example, students work in pairs, and each is given half of a map, grid, or list needed to complete a task. The pair then talk to each other until they both have all the information.
5. Use Task-based Activities
Fluent speakers use language to perform tasks such as solving problems, developing plans, and working together to complete projects. The use of similar task-based activities in the classroom is an excellent way to encourage students to use the language. Tasks may involve solving a word problem, creating a crossword puzzle, making a video, preparing a presentation, or drawing up a plan.
6. Encourage Collaboration
Whenever possible, ask students to work in pairs or small groups. Give students structure in the form of a defined task and outcome. This structure will allow students to collaborate as they develop a work plan, discuss the substance of the task, and report the outcome. They will thus use language in a variety of ways and learn from each other.
Effective collaborative activities have three characteristics.
Communication gap: Each student has relevant information that the others don’t have
Task orientation: Activity has a defined outcome, such as solving a problem or drawing a map
Time limit: Students have a preset amount of time to complete the task
7. Use an Integrated Approach
Integration has two forms. Mode integration is the combination of listening, speaking, reading, and writing in classroom activities. By asking students to use two or more modes, instructors create activities that imitate real world language use.
Content integration is bringing content from students’ fields of study into the language curriculum. University students often find it instructive to read, discuss, and write about material whose content they already know, because their knowledge of the topic helps them understand and use the language. They are able to scaffold: to build on existing knowledge as they increase their language proficiency. For students who plan to study and/or work in a field that will require them to use the language they are learning, integration of content can be a powerful motivator.
8. Address Grammar Consciously
University students usually need and appreciate direct instruction in points of grammar that are related to classroom activities. These students often have knowledge of the rules associated with standard use of their native language (metalinguistic knowledge) and can benefit from development of similar knowledge in the target language and discussion of similarities and differences.
Discuss points of grammar in the contexts where they arise. Asking students to think through a rule in the context of an effort to express themselves clearly is a more effective way of helping them internalize the rule than teaching the rule in isolation.
Two types of grammar rules to address when using authentic materials:
Prescriptive rules: State how the language “should” or “must” be used; define what is “correct.” These are the rules that are taught in language textbooks.
Descriptive rules: State how the language is actually used by fluent speakers. The degree to which descriptive rules differ from prescriptive rules depends on the setting (casual/formal use of language), the topic, and the backgrounds of the speakers.
9. Adjust Feedback/Error Correction to Situation
In the parts of a lesson that focus on form, direct and immediate feedback is needed and expected. Encourage students to self-correct by waiting after they have spoken or by asking them to try again.
Feedback techniques:
Paraphrase a student's utterances, modeling the correct forms
Ask students to clarify their utterances, providing paraphrases of their own
Avoid feeding students the correct forms every time. Gradually teaching them to depend less on you and more on themselves is what language teaching is all about.
In the parts of a lesson that focus on communication activities, the flow of talk should not be interrupted by the teacher's corrections. When students address you, react to the content of their utterances, not just the form. Your response is a useful comprehension check for students, and on the affective level it shows that you are listening to what they say. Make note of recurring errors you hear so that you can address them with the whole group in the feedback session later.
10. Include Awareness of Cultural Aspects of Language Use
Languages are cognitive systems, but they also express ideas and transmit cultural values. When you are discussing language use with your students, it is important to include information on the social, cultural, and historical context that certain language forms carry for native speakers. Often these explanations include reference to what a native speaker would say, and why.
Culture is expressed and transmitted through magazines and newspapers, radio and television programs, movies, and the internet. Using media as authentic materials in the classroom can expand students’ perspectives and generate interesting discussions about the relationships between language and culture.
1. Provide Appropriate Input
Input is the language to which students are exposed: teacher talk, listening activities, reading passages, and the language heard and read outside of class. Input gives learners the material they need to develop their ability to use the language on their own.
Language input has two forms. Finely tuned input
Is matched to learners’ current comprehension level and connected to what they already know
Focuses on conscious learning of a specific point: the pronunciation of a word, the contrast in the uses of two verb tenses, new vocabulary, useful social formulas
Is controlled by the instructor or textbook author
Is used in the presentation stage of a lesson
Roughly tuned input
Is more complex than learners’ current proficiency and stretches the boundaries of their current knowledge
Focuses on authentic use of language in listening or reading passages
Is used “as is,” with minimal alteration by the instructor or textbook author
Is used in the activity stage of the lesson
2. Use Language in Authentic Ways
In order to learn a language, instead of merely learning about it, students need as much as possible to hear and read the language as native speakers use it. Instructors can make this happen in two ways.
Teacher talk: Always try to use the language as naturally as possible when you are talking to students. Slowing down may seem to make the message more comprehensible, but it also distorts the subtle shifts in pronunciation that occur in naturally paced speech.
Speak at a normal rate
Use vocabulary and sentence structures with which students are familiar
State the same idea in different ways to aid comprehension
Materials: Give students authentic reading material from newspapers, magazines, and other print sources. To make them accessible,
Review them carefully to ensure that the reading level is appropriate
Introduce relevant vocabulary and grammatical structures in advance
Provide context by describing the content and typical formats for the type of material (for example, arrival and departure times for travel schedules)
Advertisements, travel brochures, packaging, and street signs contain short statements that students at lower levels can manage. The World Wide Web is a rich resource for authentic materials. Reading authentic materials motivates students at all levels because it gives them the sense that they really are able to use the language.
3. Provide Context
Context includes knowledge of
the topic or content
the vocabulary and language structures in which the content is usually presented
the social and cultural expectations associated with the content
To help students have an authentic experience of understanding and using language, prepare them by raising their awareness of the context in which it occurs.
Ask them what they know about the topic
Ask what they can predict from the title or heading of a reading selection or the opening line of a listening selection
Review the vocabulary (including idiomatic expressions) and sentence structures that are usually found in that type of material
Review relevant social and cultural expectations
4. Design Activities with a Purpose
Ordinarily, communication has a purpose: to convey information. Activities in the language classroom simulate communication outside the classroom when they are structured with such a purpose. In these classroom activities, students use the language to fill an information gap by getting answers or expanding a partial understanding. For example, students work in pairs, and each is given half of a map, grid, or list needed to complete a task. The pair then talk to each other until they both have all the information.
5. Use Task-based Activities
Fluent speakers use language to perform tasks such as solving problems, developing plans, and working together to complete projects. The use of similar task-based activities in the classroom is an excellent way to encourage students to use the language. Tasks may involve solving a word problem, creating a crossword puzzle, making a video, preparing a presentation, or drawing up a plan.
6. Encourage Collaboration
Whenever possible, ask students to work in pairs or small groups. Give students structure in the form of a defined task and outcome. This structure will allow students to collaborate as they develop a work plan, discuss the substance of the task, and report the outcome. They will thus use language in a variety of ways and learn from each other.
Effective collaborative activities have three characteristics.
Communication gap: Each student has relevant information that the others don’t have
Task orientation: Activity has a defined outcome, such as solving a problem or drawing a map
Time limit: Students have a preset amount of time to complete the task
7. Use an Integrated Approach
Integration has two forms. Mode integration is the combination of listening, speaking, reading, and writing in classroom activities. By asking students to use two or more modes, instructors create activities that imitate real world language use.
Content integration is bringing content from students’ fields of study into the language curriculum. University students often find it instructive to read, discuss, and write about material whose content they already know, because their knowledge of the topic helps them understand and use the language. They are able to scaffold: to build on existing knowledge as they increase their language proficiency. For students who plan to study and/or work in a field that will require them to use the language they are learning, integration of content can be a powerful motivator.
8. Address Grammar Consciously
University students usually need and appreciate direct instruction in points of grammar that are related to classroom activities. These students often have knowledge of the rules associated with standard use of their native language (metalinguistic knowledge) and can benefit from development of similar knowledge in the target language and discussion of similarities and differences.
Discuss points of grammar in the contexts where they arise. Asking students to think through a rule in the context of an effort to express themselves clearly is a more effective way of helping them internalize the rule than teaching the rule in isolation.
Two types of grammar rules to address when using authentic materials:
Prescriptive rules: State how the language “should” or “must” be used; define what is “correct.” These are the rules that are taught in language textbooks.
Descriptive rules: State how the language is actually used by fluent speakers. The degree to which descriptive rules differ from prescriptive rules depends on the setting (casual/formal use of language), the topic, and the backgrounds of the speakers.
9. Adjust Feedback/Error Correction to Situation
In the parts of a lesson that focus on form, direct and immediate feedback is needed and expected. Encourage students to self-correct by waiting after they have spoken or by asking them to try again.
Feedback techniques:
Paraphrase a student's utterances, modeling the correct forms
Ask students to clarify their utterances, providing paraphrases of their own
Avoid feeding students the correct forms every time. Gradually teaching them to depend less on you and more on themselves is what language teaching is all about.
In the parts of a lesson that focus on communication activities, the flow of talk should not be interrupted by the teacher's corrections. When students address you, react to the content of their utterances, not just the form. Your response is a useful comprehension check for students, and on the affective level it shows that you are listening to what they say. Make note of recurring errors you hear so that you can address them with the whole group in the feedback session later.
10. Include Awareness of Cultural Aspects of Language Use
Languages are cognitive systems, but they also express ideas and transmit cultural values. When you are discussing language use with your students, it is important to include information on the social, cultural, and historical context that certain language forms carry for native speakers. Often these explanations include reference to what a native speaker would say, and why.
Culture is expressed and transmitted through magazines and newspapers, radio and television programs, movies, and the internet. Using media as authentic materials in the classroom can expand students’ perspectives and generate interesting discussions about the relationships between language and culture.
The digital Classroom
What are degital Classrooms and what equipment do they contain?
The notion of a degital classroom is to have the teacher in the center of a work station where he can handle and manipulate presentations using projectors, document cameras, VCR's, DVD's, CD players, digital recorders and computers can all be connected to a control system at the instructor's workstation from which they can switch from one component to another. These classrooms are updated with new technologies and software through wireless internet connection and satellite links.
A top degital classroom would be the one which is equipped with ceiling mounted projector, with instructor console containing a PC with Internet access, CD-ROM, VCR, cable TV, and Elmo ( for transparencies and paper documents). In addition, video-conferencing.
Teaching in a Multimedia Room
Teaching using multimedia is an exciting experience for the students I believe when we use video, power point, internet sites all these will certainly add variety to the lesson and will enhance the content and presentation of the classroom's material materials.
We should notice here that smart classes do not necessarily lead to smart students, but when used in an appropriate way it may lead to a more dynamic learning.
A top degital classroom would be the one which is equipped with ceiling mounted projector, with instructor console containing a PC with Internet access, CD-ROM, VCR, cable TV, and Elmo ( for transparencies and paper documents). In addition, video-conferencing.
Teaching in a Multimedia Room
Teaching using multimedia is an exciting experience for the students I believe when we use video, power point, internet sites all these will certainly add variety to the lesson and will enhance the content and presentation of the classroom's material materials.
We should notice here that smart classes do not necessarily lead to smart students, but when used in an appropriate way it may lead to a more dynamic learning.
These are some photos of degital classrooms
Physical Description:Large tiered classroom with dimmable lights. Automatic screens, Rolling chairs at fixed desks. This room has is cable ready
A POEM
African kid...amazing thought
This poem was nominated for the best poem of 2005, written by an Africankid...amazing thought
When I born, I Black
When I grow up, I Black
When I go in Sun, I Black
When I scared, I Black
When I sick, I Black
And when I die, I still black
And you White fella When you born, you Pink
When you grow up, you White
When you go in Sun, you Red
When you cold, you Blue
When you scared, you Yellow
When you sick, you Green
And when you die, you Gray
And you calling me Colored ?
Rim E.Francis
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