Cyber security and preventive measures to secure your pc. The online assignment contains a brief description on malwares and it's different types. Moreover, the assignment paper discusses various preventive measures to secure your pc. Apart from that, it contains a overall view on firewall and antivirus software. Firewall has two different types and it's is a important component in network security system.
A language laboratory is a computer room setup to improve foreign language learning through speaking and listening practice. It contains individual soundproof booths for students, each connected to a console room for the instructor. The instructor can monitor and communicate with students to evaluate their speaking skills and provide feedback as students practice pronunciation by listening to recordings and repeating aloud. While language labs provide benefits like individualized self-paced learning and exposure to native speech, they also have limitations such as not developing reading/writing skills and being difficult to implement in rural areas.
Language labs, as we all know! There is a computer classroom where you may learn a new language for example English, Hindi, or Marathi. We commonly know it as a language lab. Students can use these self-learning labs to listen and practice speaking the language by watching video classes. With levels on LSRW- listening, speaking, reading, and writing skills. These skills help develop a proper selection of words, vocabulary and phrase usage, as well as how to speak and pronounce.
The Reasons Why Language Labs Are Important in Schools and Colleges!.pptxDigital Lab
Find out the benefits of language laboratories for students as well as teachers, including phonetics, vocabulary, soft skills, and life skills, providing a complete approach to language learning.
developing listening skills through technologyabidayou
The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
1. The document discusses the teacher's role in helping students improve their pronunciation of English. It emphasizes providing feedback, building awareness of pronunciation, and establishing priorities to focus on the areas that most impact intelligibility.
2. It recommends techniques like using the International Phonetic Alphabet, minimal pairs, contrastive analysis between the first language and English, and regular practice of sounds through activities like tongue twisters and reading aloud.
3. The goal of pronunciation teaching is to move students from conscious to automatic performance of sounds and to focus on intelligibility rather than perfection. Teachers should use student models and varied techniques tailored to individual needs.
The document discusses the importance of teaching pronunciation in English language classes. It provides several reasons why pronunciation is important, including for effective communication, improving other language skills, and career development. It also outlines some common challenges in teaching pronunciation and describes various techniques and activities that can be used, such as drilling, minimal pairs, listening activities, and games involving sounds.
A language laboratory is a computer room setup to improve foreign language learning through speaking and listening practice. It contains individual soundproof booths for students, each connected to a console room for the instructor. The instructor can monitor and communicate with students to evaluate their speaking skills and provide feedback as students practice pronunciation by listening to recordings and repeating aloud. While language labs provide benefits like individualized self-paced learning and exposure to native speech, they also have limitations such as not developing reading/writing skills and being difficult to implement in rural areas.
Language labs, as we all know! There is a computer classroom where you may learn a new language for example English, Hindi, or Marathi. We commonly know it as a language lab. Students can use these self-learning labs to listen and practice speaking the language by watching video classes. With levels on LSRW- listening, speaking, reading, and writing skills. These skills help develop a proper selection of words, vocabulary and phrase usage, as well as how to speak and pronounce.
The Reasons Why Language Labs Are Important in Schools and Colleges!.pptxDigital Lab
Find out the benefits of language laboratories for students as well as teachers, including phonetics, vocabulary, soft skills, and life skills, providing a complete approach to language learning.
developing listening skills through technologyabidayou
The document discusses how various technologies such as radio, audio tapes, language laboratories, and video can be used to develop listening skills for language learners. It describes the benefits and uses of each technology, including their ability to provide extensive and intensive listening practice opportunities, expose learners to native speaker models, and promote learner motivation and creativity. The role of the teacher in selecting materials and activities that target specific listening skills is also addressed.
1. The document discusses the teacher's role in helping students improve their pronunciation of English. It emphasizes providing feedback, building awareness of pronunciation, and establishing priorities to focus on the areas that most impact intelligibility.
2. It recommends techniques like using the International Phonetic Alphabet, minimal pairs, contrastive analysis between the first language and English, and regular practice of sounds through activities like tongue twisters and reading aloud.
3. The goal of pronunciation teaching is to move students from conscious to automatic performance of sounds and to focus on intelligibility rather than perfection. Teachers should use student models and varied techniques tailored to individual needs.
The document discusses the importance of teaching pronunciation in English language classes. It provides several reasons why pronunciation is important, including for effective communication, improving other language skills, and career development. It also outlines some common challenges in teaching pronunciation and describes various techniques and activities that can be used, such as drilling, minimal pairs, listening activities, and games involving sounds.
The document discusses the teacher's role in helping students improve their pronunciation. It provides several techniques teachers can use, including:
1. Helping students practice sounds by listening and repeating, using the International Phonetic Alphabet as a reference.
2. Providing feedback to students on their pronunciation through quizzes and tests.
3. Planning a variety of pronunciation activities like contrasting minimal pairs, reading aloud, and imitating models.
4. Prioritizing the areas of pronunciation that most impact intelligibility and finding ways to support all students.
This document discusses task-based learning (TBL) as an alternative method for teaching English to children ages 5-10 using arts. TBL involves having students complete a central task using the language resources available to them, with the teacher monitoring and offering support. The key steps in TBL include: 1) introducing the topic and instructions for the task, 2) students completing the task in groups, 3) students planning a report of their task, 4) students presenting their report, 5) teacher providing feedback, and 6) practicing relevant language. Advantages of TBL include developing a natural context for language use, varied exposure, and addressing language needs that emerge from task completion.
What is English Language Laboratory Why Do People Use It?Digital Lab
English Language Lab: Here, students may use fun activities and videos to enhance their knowledge of the English language. generally, it includes audio-visual help like laptops and headphones. In a welcoming setting, students practice speaking, listening, reading, and writing.
In brief, science laboratories teach us science through experiments, while English labs teach us English by doing different activities.
What is a Language Lab or Laboratory? Language laboratories offer a more comfortable and convenient alternative to typical classroom environments by providing a flexible, stress-free learning environment for students and English language learners. While attending college or university, these laboratories provide students with the opportunity to develop their skills in the English language.
The document describes the Audio-Lingual Method of language teaching. It emphasizes oral skills and habit formation through drills and repetition. Grammar is taught inductively through examples rather than explicit instruction. The teacher acts as a model for students and corrects errors to prevent formation of bad habits. Cultural information is presented contextually.
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
The 2-hour session aims to enhance teachers' strategies for teaching oral language skills. It will define oral language and discuss 13 key strategies for developing students' oral language abilities, such as encouraging conversation, maintaining eye contact when students speak, and ensuring students understand instructional talk. Teachers will work in groups to come up with their own oral language teaching strategy based on their students' capabilities. They will then present their strategies to the whole session. The major output is a unique strategy for teaching oral language activities.
The document discusses various approaches to teaching English as a foreign language (TEFL). It describes 15 approaches including student-centered, teacher-centered, grammar-translation, direct method, audio-lingual method, communicative language teaching, the silent way, community language learning, and total physical response. Each approach is explained, highlighting differences in techniques and focus, such as a focus on oral skills and memorization in audio-lingual versus communication in communicative language teaching.
The document discusses various methods of language teaching including:
1) Grammar-translation approach - Focuses on grammar rules and translation between the native and target languages with little active use of the target language.
2) Direct approach - Uses the target language exclusively with a focus on oral skills through dialogues and questions.
3) Communicative language teaching - Organizes the language syllabus around communicative situations and meaning negotiation to develop fluency and autonomous learners.
This document summarizes an online continuing professional development (CPD) course for primary school teachers to learn basic Spanish. The course aims to equip teachers with the vocabulary, pronunciation, and grammar to introduce Spanish to their students. It provides interactive online lessons, activities to practice language functions and culture. Support includes a learning advisor and collaborative tools to help isolated learners. The design ensures relevance to the primary classroom through examples of how to teach the language being learned.
This document contains Saul Quiros Teran's teaching portfolio. It includes sections on his teaching philosophy, a description of his teaching practicum focusing on an English pronunciation and spelling course, the course syllabus, lesson plans, samples of student work, assessment approaches and samples, teaching practicum formats, a reflective journal, and final reflection on the practicum experience. The portfolio provides documentation of Quiros Teran's teaching experience and approach.
In the traditional methods of Passive Learning English skills - reading, listening and speaking – are learned separately.
In the Active Learning of English skills - reading, listening, and speaking – are learned simultaneously. Active Learning stops cross-translation in the head and allows start thinking in English from the first lesson.
The document discusses several language teaching methods including situational language teaching, audiolingualism, total physical response, and the silent way. Situational language teaching focuses on vocabulary and grammar control and believes mastery of high-frequency vocabulary leads to strong reading skills. Audiolingualism uses behaviorist principles like drilling and repetition to form language habits. Total physical response incorporates motor activities and commands to reinforce comprehension. The silent way aims for independent student learning using visual tools with minimal teacher involvement.
This document outlines an English for Occupational Purposes (EOP) syllabus for engineers. The course aims to help engineers develop their English language skills through interactive methodologies and activities related to their field. It will integrate information and communication technologies, focus on reading, writing, speaking and listening skills, and address students' needs through practice with work-related vocabulary. The syllabus details course objectives, learning outcomes, strategies, content, and references. Key topics include the four language skills, grammar, and using songs to learn English. Teaching methods incorporate presentations, videos, online games, and materials created in Canva. The goal is for students to improve their English abilities for professional use.
The document discusses task-based language teaching (TBLT). TBLT focuses on having students complete meaningful tasks using the target language rather than focusing directly on language forms. It provides students with natural exposure and chances to use language without fear of errors. The TBLT process involves a pre-task introduction, a task, planning and reporting on the task, analysis of language used, and practice. TBLT is said to be motivating and allow students to focus on communication using their existing language resources.
The document discusses task-based language teaching (TBLT). TBLT focuses on having students complete meaningful tasks using the target language rather than focusing directly on language forms. It provides students with natural exposure and chances to use language without fear of errors. The TBLT process involves a pre-task introduction, a task, planning and reporting on the task, analysis of language used, and practice. TBLT is said to be motivating and allow students to focus on communication using their existing language resources.
This document provides tips and guidance for using CALL (computer-assisted language learning) in English language teaching. It recommends selecting CALL materials that explicitly teach vocabulary at an appropriate level, providing interactive practice opportunities for learners, and incorporating collaborative tasks. The document also discusses evaluating learner performance, developing online vocabulary learning strategies, and following principles of learner guidance, authentic language exposure, and structured learning activities when using CALL in the classroom.
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and autonomy. The teacher remains mostly silent, using visual tools like color-coded charts and rods to guide students in deducing pronunciation, vocabulary, and grammar without direct instruction. Learning occurs through problem-solving and creating hypotheses about the language rather than repeating what the teacher says. The goal is for students to take responsibility for their own learning and to learn the language by relying on their own resources and testing their understanding.
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and autonomy. The teacher remains mostly silent, using visual tools like color-coded charts and rods to guide students in deducing pronunciation, vocabulary, and grammar without direct instruction. Learning occurs through problem-solving and creating hypotheses about the language rather than repeating what the teacher says. The goal is for students to take responsibility for their own learning and to learn the language by relying on their own resources and testing their understanding.
This document discusses best practices for teaching interpretive listening skills in a foreign language classroom using authentic materials and 21st century technology. It provides 4 steps for listening activities: 1) activate background knowledge and identify the purpose, 2) selectively listen for relevant information, 3) use appropriate top-down and bottom-up listening strategies, and 4) do comprehension checks. Examples are given for each step and suggestions are made for planning an interpretive listening activity about weather using various technology tools and authentic sources.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
The document discusses the teacher's role in helping students improve their pronunciation. It provides several techniques teachers can use, including:
1. Helping students practice sounds by listening and repeating, using the International Phonetic Alphabet as a reference.
2. Providing feedback to students on their pronunciation through quizzes and tests.
3. Planning a variety of pronunciation activities like contrasting minimal pairs, reading aloud, and imitating models.
4. Prioritizing the areas of pronunciation that most impact intelligibility and finding ways to support all students.
This document discusses task-based learning (TBL) as an alternative method for teaching English to children ages 5-10 using arts. TBL involves having students complete a central task using the language resources available to them, with the teacher monitoring and offering support. The key steps in TBL include: 1) introducing the topic and instructions for the task, 2) students completing the task in groups, 3) students planning a report of their task, 4) students presenting their report, 5) teacher providing feedback, and 6) practicing relevant language. Advantages of TBL include developing a natural context for language use, varied exposure, and addressing language needs that emerge from task completion.
What is English Language Laboratory Why Do People Use It?Digital Lab
English Language Lab: Here, students may use fun activities and videos to enhance their knowledge of the English language. generally, it includes audio-visual help like laptops and headphones. In a welcoming setting, students practice speaking, listening, reading, and writing.
In brief, science laboratories teach us science through experiments, while English labs teach us English by doing different activities.
What is a Language Lab or Laboratory? Language laboratories offer a more comfortable and convenient alternative to typical classroom environments by providing a flexible, stress-free learning environment for students and English language learners. While attending college or university, these laboratories provide students with the opportunity to develop their skills in the English language.
The document describes the Audio-Lingual Method of language teaching. It emphasizes oral skills and habit formation through drills and repetition. Grammar is taught inductively through examples rather than explicit instruction. The teacher acts as a model for students and corrects errors to prevent formation of bad habits. Cultural information is presented contextually.
English in focus: ENGLISH FOR DOCTOR
I. COURSE DESCRIPTION.
This work plan focuses on learning the different skills of a new language such as English; in addition, the main objective is to teach the necessary skills for language learning to a doctor. Likewise, the professional must be prepared with their specific area of work so that they can have a greater profitability in their work and a better performance, using the appropriate vocabulary to the situations that arise. The levels of competencies are developed in the learning that the person requires so they must have different levels of skills such as reading, writing, listening and speaking.
II. COURSE OBJETIVE.
The importance of the increase of strategies and methodologies that will be carried out for the teaching of a new language to a health professional will be developed, with this it is important to know that the most used and most learned vocabulary will be related to the job you have, In order to have more profitability in future opportunities, in such a way determinations will be carried out for learning in each of the corresponding skills.
III. SPECIFIC OBJETIVES
-Help the doctor learn and improve speaking and listening skills.
-Create more vocabulary related to his profession, and increase this in conversations.
-Increase confidence in the health professional, creating strategies that help them improve.
- Increase in learning several strategies that help the student to learn in a more creative way and in a short time.
-Develop activities that involve ICTs for the teaching of the student in their improvement of speaking and listening skills.
The 2-hour session aims to enhance teachers' strategies for teaching oral language skills. It will define oral language and discuss 13 key strategies for developing students' oral language abilities, such as encouraging conversation, maintaining eye contact when students speak, and ensuring students understand instructional talk. Teachers will work in groups to come up with their own oral language teaching strategy based on their students' capabilities. They will then present their strategies to the whole session. The major output is a unique strategy for teaching oral language activities.
The document discusses various approaches to teaching English as a foreign language (TEFL). It describes 15 approaches including student-centered, teacher-centered, grammar-translation, direct method, audio-lingual method, communicative language teaching, the silent way, community language learning, and total physical response. Each approach is explained, highlighting differences in techniques and focus, such as a focus on oral skills and memorization in audio-lingual versus communication in communicative language teaching.
The document discusses various methods of language teaching including:
1) Grammar-translation approach - Focuses on grammar rules and translation between the native and target languages with little active use of the target language.
2) Direct approach - Uses the target language exclusively with a focus on oral skills through dialogues and questions.
3) Communicative language teaching - Organizes the language syllabus around communicative situations and meaning negotiation to develop fluency and autonomous learners.
This document summarizes an online continuing professional development (CPD) course for primary school teachers to learn basic Spanish. The course aims to equip teachers with the vocabulary, pronunciation, and grammar to introduce Spanish to their students. It provides interactive online lessons, activities to practice language functions and culture. Support includes a learning advisor and collaborative tools to help isolated learners. The design ensures relevance to the primary classroom through examples of how to teach the language being learned.
This document contains Saul Quiros Teran's teaching portfolio. It includes sections on his teaching philosophy, a description of his teaching practicum focusing on an English pronunciation and spelling course, the course syllabus, lesson plans, samples of student work, assessment approaches and samples, teaching practicum formats, a reflective journal, and final reflection on the practicum experience. The portfolio provides documentation of Quiros Teran's teaching experience and approach.
In the traditional methods of Passive Learning English skills - reading, listening and speaking – are learned separately.
In the Active Learning of English skills - reading, listening, and speaking – are learned simultaneously. Active Learning stops cross-translation in the head and allows start thinking in English from the first lesson.
The document discusses several language teaching methods including situational language teaching, audiolingualism, total physical response, and the silent way. Situational language teaching focuses on vocabulary and grammar control and believes mastery of high-frequency vocabulary leads to strong reading skills. Audiolingualism uses behaviorist principles like drilling and repetition to form language habits. Total physical response incorporates motor activities and commands to reinforce comprehension. The silent way aims for independent student learning using visual tools with minimal teacher involvement.
This document outlines an English for Occupational Purposes (EOP) syllabus for engineers. The course aims to help engineers develop their English language skills through interactive methodologies and activities related to their field. It will integrate information and communication technologies, focus on reading, writing, speaking and listening skills, and address students' needs through practice with work-related vocabulary. The syllabus details course objectives, learning outcomes, strategies, content, and references. Key topics include the four language skills, grammar, and using songs to learn English. Teaching methods incorporate presentations, videos, online games, and materials created in Canva. The goal is for students to improve their English abilities for professional use.
The document discusses task-based language teaching (TBLT). TBLT focuses on having students complete meaningful tasks using the target language rather than focusing directly on language forms. It provides students with natural exposure and chances to use language without fear of errors. The TBLT process involves a pre-task introduction, a task, planning and reporting on the task, analysis of language used, and practice. TBLT is said to be motivating and allow students to focus on communication using their existing language resources.
The document discusses task-based language teaching (TBLT). TBLT focuses on having students complete meaningful tasks using the target language rather than focusing directly on language forms. It provides students with natural exposure and chances to use language without fear of errors. The TBLT process involves a pre-task introduction, a task, planning and reporting on the task, analysis of language used, and practice. TBLT is said to be motivating and allow students to focus on communication using their existing language resources.
This document provides tips and guidance for using CALL (computer-assisted language learning) in English language teaching. It recommends selecting CALL materials that explicitly teach vocabulary at an appropriate level, providing interactive practice opportunities for learners, and incorporating collaborative tasks. The document also discusses evaluating learner performance, developing online vocabulary learning strategies, and following principles of learner guidance, authentic language exposure, and structured learning activities when using CALL in the classroom.
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and autonomy. The teacher remains mostly silent, using visual tools like color-coded charts and rods to guide students in deducing pronunciation, vocabulary, and grammar without direct instruction. Learning occurs through problem-solving and creating hypotheses about the language rather than repeating what the teacher says. The goal is for students to take responsibility for their own learning and to learn the language by relying on their own resources and testing their understanding.
The Silent Way is a language teaching method developed by Caleb Gattegno that focuses on student discovery and autonomy. The teacher remains mostly silent, using visual tools like color-coded charts and rods to guide students in deducing pronunciation, vocabulary, and grammar without direct instruction. Learning occurs through problem-solving and creating hypotheses about the language rather than repeating what the teacher says. The goal is for students to take responsibility for their own learning and to learn the language by relying on their own resources and testing their understanding.
This document discusses best practices for teaching interpretive listening skills in a foreign language classroom using authentic materials and 21st century technology. It provides 4 steps for listening activities: 1) activate background knowledge and identify the purpose, 2) selectively listen for relevant information, 3) use appropriate top-down and bottom-up listening strategies, and 4) do comprehension checks. Examples are given for each step and suggestions are made for planning an interpretive listening activity about weather using various technology tools and authentic sources.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
3. I. INTRODUCTION
Resource plays a vital role in the teaching-learning process. In education the
meaning of resource is any device, object or machine used by a teacher to clarify
or enliven a subject. It can also be viewed as material and equipment used in
teaching learning process. There are so many aspects of word “resource”. At some
place, it is taken as a source of supply and support or aid that can be readily drawn
upon. This word is also used as to refer to a capability or determination to persevere
and in the context of classrooms, resources can be defined as physical demonstration
aids, learners’ contextual understandings, teacher subject expertise, and structured
organization of materials, ideas and activities. Learning is a complex activity that
involves interplay of students’ motivation, physical facilities, teaching resources, and
skills of teaching and curriculum demands. Availability of TLR therefore enhances
the effectiveness of schools as they are the basic resources that bring about good
academic performance in the students. The necessary resources that should be
available for teaching and learning include material resources, human resource such as
teachers and support staff and, physical facilities such as laboratories, libraries and
classrooms. TLR help improve access and educational outcomes since students are
less likely to be absent from schools that provide interesting, meaningful and relevant
experiences to them. The contribution of teaching and learning resources to the
teaching process is manifold, and their use makes the process more attractive,
interesting and modern, and, most importantly, it aids the teacher in the organization
and quality of conducting the said process, whilst aiding the students in the processes
of enhancing their intellectual and emotional capacities.
4. CONTENT
I. Language Lab:-
Using language is a skill. A skill has to be mastered through practice and drill.
Language has to be heard, practiced and corrected. To acquire the sensitivity for the
sounds and rhythm of a language, one has to hear the best samples of the spoken
language. The practice sessions to acquire the skill of using second language
effectively are not possible in a natural atmosphere. To provide it is precisely the
function of a language laboratory. Language Laboratories originated in the USA, and
gained popularity in UK in the 1960's . Now they are widely used in L2 learning. It is a
self learning device. It is a class room in which students learning a foreign language
practice sounds and sentence patterns individually under supervision aid of audio
equipment. Usually twenty students are accommodated in a language laboratory.
A language laboratory is arranged to make foreign language learning more
effective. It helps the students to learn pronunciation and aids self examination and
self correction . Emphasis is on listening and speaking : reading and writing are left to
be developed later . They aim at correct pronunciation , intonation and accent and also
the use of words , structures and idioms correctly . Individual differences are taken
into account . They afford hearing native language and to practice it . Materials are
carefully produced by experts and are recorded for learners ' practice . A language
laboratory is equipped with electronic devices to aid second language acquisition . In
the earlier periods tape recorders, cassettes , amplifiers , headphones and microphones
were used in language laboratory . Now - a - days language laboratories are set in
computer rooms.
5. a . Components of a Language Laboratory.
A language laboratory has three sections : the hearing booths known as cubicles , the
instructor's booth known as console and the control room .
i. The Hearing booth ( cubicle )
It has normally 16-20 booths with seats and tables for learners . A telephone connects
the adviser's booth . Ear phones and switches are provided . The learner can contact
the instructor , play and hear the learner's expressions , wind or rewind as the learner
wishes . The booths are set up in such a way that the learners working in one booth
will not disturb the learners in the neighbouring booths . Each student has a sound
proof compartment called the cubicle . Each cubicle connected to the console is
provided with microphones , headphones and recorder . In the console , the teacher
selects language teaching programme according to the level of the student . This
programme is received by every student in the cubicle . They can hear the sound
through the headphone and see the movements of each speech organ , on the monitor
while articulating the sound . The learners produce the same sound and practice it t
perfection is gained . They will receive directions from the console and can respond to
the teacher accordingly using microphone without disturbing others . They can record
their sound , hear it again , compare it with the original sound , identify the mistake .
rectify it and practice again . 378 In the booth the learner can record and play his own
speech as many times as he desires . He can compare his speech with the master tape /
CD and refine his speech step by step .
6. ii. The Console
The console is the instructor's room . It has master tapes and monitoring equipment for
two way communications. The teacher controls her students from the teach desk or
console. She can monitor every student and ensure personal attention from the console
without disturbing other students. It has:
1. distribution switches to direct the recorded programmes to the learners in the
booths. The master tapes contain the recorded programmes.
2. monitoring switches to enable the instructor to listen to the learners as they work
on tapes , to correct , advise and evaluate them
3. intercom switches for two way communication with an individual learner .
4. group call switch for inviting attention of all the learners who are listening to a
particular tape , for receiving general instructions .
5. all call switch for making announcements to the learners , regardless of the
programme .
iii. Control room
The Control room contains all the tapes , records and other equipment , properly
indexed for quick use .
b . Objectives of Language Laboratory:-
To enable one :
1. to practise and assess speech in a language
2. to listen to model pronunciation , repeat and record the same , listen to his
performance and compare the same with the model and do self assessment and
correction .
7. 3. to learn at one's own pace . Communicative tasks giving practice in pronunciation ,
Intonation , stress , etc. can be given for practice . Programmes on these types of
exercises are available at BBC World English , CIEFL Hyderabad , LINGUAPHONE
London .
c . Characteristics of Language Laboratory:-
Language Laboratory The learner can work at his own pace He can repeat his text any
number of times till he is satisfied with his speech He can select any material
according to his level , need or interest .
d . Language Laboratory Exercises:-
The Language Lab exercises are to be designed differently for each level of
instruction . While imparting instruction in the Language lab , individual differences
among the learners also have to be taken into account . The approaches to teaching ,
teaching methods and techniques also influence the techniques followed in the lab .
The sources can be borrowed as well as prepared by the teacher herself . The
following steps are suggested to carry out the activities of the language lab
systematically and effectively .
1. Identify the problem that needs lab practice
2. Choose the correct type of drill
3. Prepare the tape / CD script . tv .
4. Make the recording
5. Check the recording
6. Evaluate the activity .
8. e . Suggested list of items for Exercise:-
1. Phonetic drill- using minimal pairs
2. Practice in stress and intonation
3. Analogy drill
4. Substitution of vocabulary items
5. Question forms
6. Listening to native speeches and dialogues .
f . Merits of Language Laboratory:-
The language laboratory has a number of advantages . The student :
1. can grasp correct English pronunciation , through a lot of practice of the right
model.
2. can ' detect errors by himself or the instructor can point out the errors then and
there.
3. need not be in a hurry , he can learn at his own pace and repeat as many times as he
desires .
4. feels free and confident and he is not inhibited as others are not listening to him
5. gets more time for practice than he gets in his classroom.
6. gets exposure to native type of language which cannot be expected in the
classroom.
7. gets a lot of practice in spoken form which has priority over other skills .
8. becomes an active listener and speaker in the language lab.
9. can learn meaningfully.
10. are intrinsically motivated as learning occurs through play – way.
9. 11. can develop the skill of keen listening and speaking with correct pronunciation.
12. can practice every aspect of sound production .
g . Demerits of Language Laboratory:-
1. Development of reading and writing skills has no scope in the language laboratory
2. More than 20 students at a time cannot be accommodated in the language
laboratory
3. Competent native speaker's speeches are rarely available
4. In rural schools installation of language laboratory may be difficult being costly
5. Efficient teachers who can exploit the full possibilities of language laboratory are
rare .
The language labs are set up not only purely for English Language studies at school or
college levels , but also with the immediate aims of employability . The laboratory
will comprise of three divisions - English lab, Currier lab and Aptitude lab . The
English lab will have different sections for communicative skills . It will cover
language skills such as listening , speaking , reading and writing.
II. Interactive Whiteboard:-
An interactive whiteboard (IWB), also known as interactive board or smart board, is a
large interactive display board in the form factor of a whiteboard. It can either be a
standalone touchscreen computer used independently to perform tasks and operations,
or a connectable apparatus used as a touchpad to control computers from a projector.
They are used in a variety of settings, including classrooms at all levels of education,
10. in corporate board rooms and work groups, in training rooms for professional sports
coaching, in broadcasting studios, and others. The first interactive whiteboards were
designed and manufactured for use in the office. They were developed by PARC
around 1990. This board was used in small group meetings and round-tables.
Advantages of using IWB as follows:
Effective use of visual materials such as pictures, photographs and videos allows the
learners to understand the subject better, teaching speed and practicality. The teacher
is able to solve more questions by gaining time by reflecting the questions on the
board. This prevents loss of time. In addition, course notes and related information can
be stored in a computer environment and classified. In this way, the teacher can reach
the information he wants at any time. This makes it easier to repeat the subject. IWB
also contributes to the student's learning process. It drives students to multi-faceted
thinking and opens the student's horizons. They are cleaner than other boards. They
don't smell dust and smell.
Disadvantages of using IWB as follows:
During the use of the IWB, the teachers are experiencing some technical problems
arising from software errors, program versions, calibration settings, system, hardware,
playing board, lack of technological infrastructure, lack of equipment. Electrical
failures are also one of the most important problems. Technical problems and power
interruption cause a very serious loss of time, causing the teacher's classroom
authority to weaken from time to time. The IWB is able to adapt the student to be
lazy, causing habits such as notes, writing, and drawing to diminish. Lessons are
monotonous from time to time and the student is passivated in class. Infecting
11. computers with viruses, corruption and disappearance of the board is also a problem.
The IWB makes the teacher dependent on the screen, limiting the movement area of
the teacher. The preparatory phase of the course takes a long time and the teachers
who use the prepared document are accustomed to laziness. In addition, excessive
light and radiation threaten the health of teachers and students.
III. Internet:-
The use of internet for education helps to streamline the sharing of information and
communication. It lets students access lectures online and refer to relevant study
material in various multimedia formats. It also helps teachers by letting them use
various tools in their curriculum. Internet plays a very vital role in education. It is no
doubt that in this modern era everyone prefers Google for their queries, problems or
doubts. Popular search engines like Google, Yahoo, etc. are the topmost choice of
people as they offer an easy and instant reach to the vast amount of information in just
a few seconds. It contains a wealth of knowledge that can be searched at any time. The
internet has introduced improvements in technology, communication, and online
entertainment. Importance of internet in education to the students’ means that it makes
easier for them to research things, and relearn the content taught in the school. People
use it according to their needs and interests.
There are many benefits of the internet in the field of education. Some of these are:
1. Cost Effective and Affordable Education
One of the largest barriers to education is high cost. The Internet improves the quality
of education, which is one of the pillars of sustainable development of a nation. It
12. provides education through Videos (like youtube tutorial videos) and web tutorials
which is affordable to everyone and cost-effective.
2. Student – Teacher and Peer Interaction
The internet has allowed students to be in constant touch with their teachers or with
other fellow classmates with the help of social media, messaging apps and chat
forums. Parents can interact as well as communicate with teachers and school
authorities about their kid’s performance in the school. Interaction with the like
minded people on forums can help students to explore new ideas and enrich their
knowledge.
3. Effective Teaching and Learning Tool
The Internet has become a major tool for effective teaching as well as a learning tool.
Teachers can use it as a teaching tool by posting their teaching materials (notes and
videos) on school website or forum . The learning process becomes interesting and
diverse with the use of tutorial videos and notes. Teachers can teach with the use of
animation, powerpoint slides, and images to capture the students’ attention.
4. Easy Access to Quality Education
Students can easily access quality education materials like tutorial videos on youtube
for free or pay fees online for more quality study materials. Teachers can also make
use of the internet by proving the students with extra study material and resources
such as interactive lessons, educational quiz as well as tutorials. Teachers can record
their lectures and provide it to the students for revisions which is better than reading
from notes.
13. 5. Interaction with Digital Media
Regular use of digital media is one of the most basic parts of our lives. Digital bulletin
boards save paper, allow displaying of videos and audios to attract the attention of
students. Nowadays, there are many paid sites which provide education resources
which are rich in quality and easily understandable to masses.
6. Keeping you updated with Latest Information
Information is the biggest advantage which the internet is offering. There is a huge
amount of information available for every subject. It keeps us up to date with the latest
information regarding the subjects in which we are interested.
7. Learning with Multimedia
It helps the students with the learning learning process as it helps to simplify the
knowledge. Also, it helps to visualize what is being taught by the teachers in school. If
you want to prepare for final exams, you can access Video Tutorials and other
resources online through the Internet.
The Internet is a boon to the people, which is used all over the world. Hence, it should
be used for good purpose. It has had a great impact on imparting education to the
children. If this is used in appropriate ways that meet children’s development level,
they can benefit and learn from the Internet.
14. CONCLUSION
It is easy to obtain different teaching and learning resources which can be used
in the teaching process today. We are reminded of this fact primarily by the textbooks
brimming with various teaching and learning resources. However, a quality teaching
process is not determined by the usage of numerous modern teaching and learning
resources, but by a teacher’s success in using the aforementioned resources to
encourage the students to gain knowledge, profile different skills, and accept and
adopt positive values and attitudes. In order to achieve the potential tasks of teaching
and learning resources successfully, it is extremely important the teacher knowhow to
evaluate the advantages and disadvantages of said resources and abide by the rules of
their adequate usage. Although determining the stage of working with teaching and
learning resources can seem like unifying and uniforming the teaching process, this
paper presents them as necessary, bearing in mind the fact that teaching is a complex
and often unpredictable process which depends on numerous factors and whose
success is primarily ensured by settling the basic rules for all of its segments.
15. REFERENCE
Forsyth, I. (1996), Teaching and Learning Materials and the Internet (Creating
Success).London: Kogan Page.
DenBeste, M. (2003), Power Point, Technology and the Web: More Than Just
an Overhead Projector for the New Century? The History Teacher, 36(4), p.
491-504.
Nelson, K. J. (2008), Teaching in the Digital Age: Using the Internet to
Increase Student Engagement and Understanding. Thousand Oaks, California:
Corwin Press.
https://www.researchgate.net/publication/272575241_Effective_Use_of_Teach
ing_and_Learning_Resources