Review the article 3

Start: 05.03 am                   End: 05.09 am    (25 March 2016)
Title: Evaluate What You Teach
Page: 4
Topic: Exam English
Details: 
TYPES OF EXAM QUESTION AND USING THEM EFFECTIVELY
Tests commonly include questions that ask students to select the appropriate answers from a list of options provided by the teacher. Other common questions require the student to fill in or supply the answer to the question based on what was taught during the class.

• Select

1. True/false questions
2. Matching
3. Multiple choice questions

• Supply

1. Fill in the blank questions
2. Short answer questions
3. Long answer questions

COMMON EXAM QUESTION TERMS AND WHAT THEY MEAN

• Word
• Definition/define
• Exposition/expository
• Analyze/analysis
• Argument/argumentative
• Persuasive/persuade
• Cause/effect
• Compare and contrast
• Narrative
• Descriptive
• Division
• Classification

Purpose of the writer: Using a mix of the types of questions and making sure that your questions are well written, clearly explained and understood by your students will help reduce confusion and ensure that your tests actually evaluate the right content in appropriate ways. while students will probably never enjoy taking tests, it is important to ensure that they are as free of needless confusion and irritation as humanly possible.
Quotation/expression: Students complain that the exam was too 'tough' or that the questions were 'unclear' or 'unfair'. While there may be a small number of teachers out there who may intentionally try to trick their students by writing exams that are impossible to pass or even understand.
Opinion: I think this article is good to know how to make a good test or exam question and make it effective.

Source:http://eflmagazine.com/evaluate-what-you-teach-teach-what-you-evaluate/

Review the article 2

Start: 01.09 pm                   End: 01.19 pm    (21 March 2016)

Title: Tweeting Through the Intermediate Plateau

Page: 3

Topic: Using Twitter as teaching media (Technology)

Details:

WHO ARE INTERMEDIATE STUDENTS?

• The intermediate level of language proficiency is a very broad category, such as: low intermediate, intermediate, high intermediate, upper intermediate.

WHAT IS IN A TWEET?

• 140 characters
• Writing/speaking
• Public
• Authentic communication
• Interactive

With 140 characters the students should type what will they share, the student use on their everyday out of class lives wisely and makes interaction with their friends or teacher.

WHAT TO DO WITH TWITTER IN (AND OUT OF) THE CLASSROOM?

• Communicate with the students outside the class
• Let them keep notes while in class
• Making twitter essay challenges
• Connect with learners/classes from around the world

Purpose of the writer:  Twitter usually used to share information, chatting with other people, but now twitter can also be used to media of teaching learning process can even be used outside of learning or class.

Quotation/expression: "Low intermediate level students can deal with most situations likely to arise whilst traveling in an area where English spoken and describe experiences, events, dreams, hopes, ambitions, and briefly give reasons and explanations for opinions and plans. High intermediate level students can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party and produce clear text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options."

Opinion: I think this article is very good to help students develop from group to team, makes group dynamics much easier to handle and use.

SOURCE: http://eflmagazine.com/tweeting-intermediate-plateau/

Review the Article 1

Start: 09.44 pm                           End: 09.53 pm        (March 13 2016)
Title: Ten Post-Listening Activities
Page: 5
Topic: Ten activities in the post-listening stage (How to teach listening)
Details: In this article http://eflmagazine.com/ten-post-listening-activites/ the point that I've get are ten different activities that you can use in the post-listening stage. In the stage, student have done a pre-listening activity, participated in a few while listening tasks and they are ready to move on to something else that include noticing new words and phrases that came up in listening, recalling, and reconstructing information from the listening and practicing new words and practicing in speaking or writing.

The writer using a track from ELLO, the dialogue is titled 'Change of Clothes', but you can use another songs too.

1. Reviewing The Transcript

    Each student have to copy the transcript. Tell to the class to underline any sections of the transcript that they think hey understand, also circle any sections which they don't understand at all. And then discuss the part they underlined and circled.

2. Quiz Your Classmate

Give each students test question. Ask student to make up 3 quiz questions based on the listening track and each question should be different.

3. Quizzing Teams

Copy the transcript before the class begin and divide it into two parts.

give each team one part of the transcript and give 15 minutes to make a question that to ask to another team.

4. What Do You Recall?

Put student into pairs. Ask them to take turn recalling one bit of information from the listening without repeating anything.

5. Discussion

Ask student to compose 3 discussion question based on the topics that came up during the listening.

 6. Revising The Dialogue

Put student into small groups. Give each group a copy of the dialogue and write their changes on the transcript and than practice it.

7. A Gift

Elicit from the class different items of clothing, rite them on the board. Next give each student a slip of paper and ask them to write their names. Collect the slips of paper, and redistribute them, so that everyone has someone else’s name. Tell the class that they need to choose an item of clothing they want to give to the student whose name is on their slip of paper.

8. Dictogloss

Tell students that you are going to read a short section of the dialogue, and you want them to listen, without writing anything down. 

9. Interviewing Danny

Tell your class that during the listening activity, you noticed that Danny asked the questions, but didn’t answer any. Tell student that they are going to have an opportunity to ask Danny questions, and they don’t have to limit the subject to clothes. They can ask Danny about anything! Give the class around 10 minutes to write as many questions as they can think of. Next, put a chair in front of the class and call on a student to take the role of Danny.

10. Spin-Offs

 Spin-off is a TV series that is based on some of the characters or situations from an earlier series. Put students into pairs and ask them to brainstorm some possible spin-offs from the dialogue, situations that are suggested by the dialogue.

From these activities you can  put students into groups of 5. Ask them to choose one of the situations, and practice it several times, each time with different students playing different roles. At the end of each role play, the other group members should offer suggestions on how to improve the role play.

After 15 minutes, call on each group to send its’ best performers to do their role play for the class.

Purpose of the writer: There is ten different activities that you can use in the post-listening stage. In this stage, students have done a pre-listening activity, participated in a few while-listening tasks, and they are ready to move on to something else.
Quotation/expression: -
Opinion: I think this activity is very useful to help the teachers to teach listening enjoyable

Dr Day: From intensive to extensive reading

From this video https://www.youtube.com/watch?v=f7Fq5fU5eQ8 you can watch Dr. Day sharing about reading. Dr. Day states "Reading is a number of interactive processes. Interactive means back and forth it means that has two ways between the reader and the story. The readers use their knowledge of the world, the topic, the language to interact with the text to create, to construct or to build meaning".

Dr. day is talking about how to do an extensive reading but first above it is comprehension become fluently reading activity and it will help you to learn how to read by reading. Because the point that I’ve got on that lecturer is the more you reading more fluently you read, um anything but especially a book or books because a lot of you read is good make you better readers, make you acknowledge a lot new word, and a lot new meaning of words, this called sight dictionary. After all this lecture, I think the most important thing if you want to become a good readers is more reading. So if you were intensive readers you always think the grammar and the meaning but in extensive readers you just reads comfortably move a side such a vocabulary grammar just let the word get inside our head.