Hi
This week we also had to find useful websites. Reading the posts by the other participants proved to be like opening a big gift. Eve even added some useful links to her blog.
I found the resourceful list of multi-skill websites very valuable. Since what I don’t use now, is still available to enrich a next lesson.
1.What I found?
I found this great website for my LPB classes. It contains exercises on current topics.
http://www.breakingnewsenglish.com/ -different free lesson topics, selected the first topic ‘Teacher on Trial for Attacking Student, (29 April 2010)’
http://www.breakingnewsenglish.com/1004/100429-teachers.html
2. What is expected from the students?
i. The student start of with a warmer activity; answering some questions on careers, and teaching.
ii. Then a before reading/listening activities
-T/F, synonym match, and a phrase match
iii. While reading/listening activity
-gap fill [like a pre-reading/listening activity]
iv. After reading/listening
-word search, article with questions, gap fill, vocabulary, test each other [how the given words were used in the text], survey, discussion [great different question cards for student A and B], 12 MCQ, short writing activity with the option to correct your partners work, followed with homework and best of all the answers!
3. Why it will work? Why useful?
Work is prepared with a variety of useful exercises. The teacher spends time selecting the specific topics. There are so many relevant topics. Students are required to interact with the text through the various activities. My students will not be bored because text are authentic and activities engaging.
4. ABCD for this lesson
After searching the URL as presented on the board, LPB students will interact with the text to complete the various activity, submitting the writing activity with 100% correct vocabulary.
Well enjoy
Juliet
Sunday, May 2, 2010
Reading and writing skills and technology
Hi
It is amazing to note how time flies. I arrived last Sunday from the north, conducted workshops for the teachers in the capital, then left for the south, about 500km this time, to return this afternoon. In addition to all this, I still taught my 20 hours of class.
The best of all was the very relevant topic we had this week. Valuable resources were shared by the lecturers and by the various course participants. Several good examples of lesson plans were also posted in the class discussion. Nadina presented an interesting interactive lesson plan on tree appreciation.
I enjoyed reading the article by Jarek Krajika,'using the Internet in ESL writing Instruction'.His article, “Using the Internet in ESL Writing Instruction”, presents a good summary of various work done on using web pages, e-mail connection and creating class websites, to enhance the teaching of writing. Some of the summaries Krajka highlighted were that of; Wilkinson (1996), prompted teachers to include e-mail in their classes by supplying them with useful, how-to steps. Tan et al. (1999) presented how lessons can include a combination of off-line and on-line instruction. Nagel (1999) dealt with more advanced issues like how to be most effective and get optimal use with e-mail as an instructional tool and he also presented some possible solutions for problem cases. Fox (1998) explains how the Internet can be used to boost students’ learning English and integrating the on-line component with the broad curriculum.
In addition the article list some advantages of on-line lessons such as; lessons provides recency to the classroom, linking current issues with English learning, variety of choice, presenting the unique opportunity to find a topic of personal interest, cooperative learning, in report back sessions class is exposed to a variety of current issues. The students’ cultural awareness is developed. They use authentic material and additionally motivated since they are using the computer to complete the task. The great thing about using topics which are discussed now, is that it can be linked to what is in the newspapers. This leads to an extension of lass activities.
Furthermore the article presents some options as to how to incorporate the on-line component into the curriculum. The students’ level of English should be not be lower than intermediate level and they should be computer literate.
The teacher is not kicked out of the on-line class but is part of the process. The teacher should be very well prepared for the lesson, knowing exactly what will happen at the click of the next button. Furthermore the teacher should have some technical know how in the absence of a lab technician. In addition, the teacher must have a plan B, in case of a breakdown. I've experienced very tight moments in the lab without the technician. I comprehend why teachers/lecturers must have technical know how to deal with minor problems. At times a cord is accidentally removed other times the students use the wrong log in codes.
According to Krajka the success of the on-line lesson further depends on the resources at hand. The teacher must have access to a computer lab, with Internet connection and students should either have their own computers or work in pairs on one computer.
Krajka stressed the fact that the success of an on-line component depends on the level, secondary school, 4-6 hours of mostly grammar instruction per week with one hour dedicated to on-line learning.
The article further presents great practical examples to teach, the formal and informal letter, a biography, various descriptions, an argument, notices and advertisements, a description or review, a newspaper report and the personal opinion essay.
He concludes that the Net is a tool that must be incorporated in face-2-face lessons.
I found the article very useful and easy to read.
Regards
Juliet
http://iteslj.org/Techniques/Krajka-WritingUsingNet.html
It is amazing to note how time flies. I arrived last Sunday from the north, conducted workshops for the teachers in the capital, then left for the south, about 500km this time, to return this afternoon. In addition to all this, I still taught my 20 hours of class.
The best of all was the very relevant topic we had this week. Valuable resources were shared by the lecturers and by the various course participants. Several good examples of lesson plans were also posted in the class discussion. Nadina presented an interesting interactive lesson plan on tree appreciation.
I enjoyed reading the article by Jarek Krajika,'using the Internet in ESL writing Instruction'.His article, “Using the Internet in ESL Writing Instruction”, presents a good summary of various work done on using web pages, e-mail connection and creating class websites, to enhance the teaching of writing. Some of the summaries Krajka highlighted were that of; Wilkinson (1996), prompted teachers to include e-mail in their classes by supplying them with useful, how-to steps. Tan et al. (1999) presented how lessons can include a combination of off-line and on-line instruction. Nagel (1999) dealt with more advanced issues like how to be most effective and get optimal use with e-mail as an instructional tool and he also presented some possible solutions for problem cases. Fox (1998) explains how the Internet can be used to boost students’ learning English and integrating the on-line component with the broad curriculum.
In addition the article list some advantages of on-line lessons such as; lessons provides recency to the classroom, linking current issues with English learning, variety of choice, presenting the unique opportunity to find a topic of personal interest, cooperative learning, in report back sessions class is exposed to a variety of current issues. The students’ cultural awareness is developed. They use authentic material and additionally motivated since they are using the computer to complete the task. The great thing about using topics which are discussed now, is that it can be linked to what is in the newspapers. This leads to an extension of lass activities.
Furthermore the article presents some options as to how to incorporate the on-line component into the curriculum. The students’ level of English should be not be lower than intermediate level and they should be computer literate.
The teacher is not kicked out of the on-line class but is part of the process. The teacher should be very well prepared for the lesson, knowing exactly what will happen at the click of the next button. Furthermore the teacher should have some technical know how in the absence of a lab technician. In addition, the teacher must have a plan B, in case of a breakdown. I've experienced very tight moments in the lab without the technician. I comprehend why teachers/lecturers must have technical know how to deal with minor problems. At times a cord is accidentally removed other times the students use the wrong log in codes.
According to Krajka the success of the on-line lesson further depends on the resources at hand. The teacher must have access to a computer lab, with Internet connection and students should either have their own computers or work in pairs on one computer.
Krajka stressed the fact that the success of an on-line component depends on the level, secondary school, 4-6 hours of mostly grammar instruction per week with one hour dedicated to on-line learning.
The article further presents great practical examples to teach, the formal and informal letter, a biography, various descriptions, an argument, notices and advertisements, a description or review, a newspaper report and the personal opinion essay.
He concludes that the Net is a tool that must be incorporated in face-2-face lessons.
I found the article very useful and easy to read.
Regards
Juliet
http://iteslj.org/Techniques/Krajka-WritingUsingNet.html
Saturday, April 24, 2010
Technology in the language class
Hi
This week we were asked to review possible useful aural/oral websites. I would like to share my review with you.
Randall’s Cyber Language Lab was very promising. There are various listening activities like, General Listening Questions, Basic Listening Questions, 20 minute ESL Vocabulary Lessons and Language learning and Life Skills.
Site: www.esl-lab.com/elc/elcrd1.htm,
Topic: English Language Centres
Level: medium
Here I found a pre-listening activity, 5 questions eliciting a focused response on available Language courses
This is followed by the listening text. The best thing about this is that it offers various audio choices, like Window media. In addition you can view the question whilst listening to the text and the text can be replayed. The sore is displayed immediately.
Topic: Movie Review
Level: Difficult
Again it had various activities, pre-listening, followed by the listening text, questions and score BUT, in addition it had a vocabulary section that presents some words used in the text supplying synonyms. Then there was quiz. You read e script while listening to it. This incorporates reading skills. Then there are also key vocabulary-words from the text and the part of speech indicated. For example, awesome(adj):fantastic; e.g. Te movie was awesome. I could stop here and it would still be worthwhile using this website BUT , there’s more absolutely great activities. There are further exercises, mix up sentences, MCQ, sentence + vocabulary material and closed exercise; complete the text as quiz. The best part is the teacher only selects the topic and it IS ALL THERE. Learners will be actively engaging in their learning process. As if that is not enough benefits, the exercises can be used for CASS
I’ve saved the various inks on my Delicious account, http://delicious.com/namjules
I also manage to look at http://www.real-english.com/reo/1/unit1.html
Although it is a great free resource, with short and log version of the listening, you need Java to play the texts.
These sites/ activities provide the teacher with valuable resources to enhance listening and reading skills.
In my opinion, this site is a valuable resource for all teachers. It provides the learner an interactive way to learn and improve their computer skills. It is not age specific but level of English competence. It occupies learners with different English abilities all at the same tie in the same class!
Now isn’t that great?
Kind regards
Juliet
This week we were asked to review possible useful aural/oral websites. I would like to share my review with you.
Randall’s Cyber Language Lab was very promising. There are various listening activities like, General Listening Questions, Basic Listening Questions, 20 minute ESL Vocabulary Lessons and Language learning and Life Skills.
Site: www.esl-lab.com/elc/elcrd1.htm,
Topic: English Language Centres
Level: medium
Here I found a pre-listening activity, 5 questions eliciting a focused response on available Language courses
This is followed by the listening text. The best thing about this is that it offers various audio choices, like Window media. In addition you can view the question whilst listening to the text and the text can be replayed. The sore is displayed immediately.
Topic: Movie Review
Level: Difficult
Again it had various activities, pre-listening, followed by the listening text, questions and score BUT, in addition it had a vocabulary section that presents some words used in the text supplying synonyms. Then there was quiz. You read e script while listening to it. This incorporates reading skills. Then there are also key vocabulary-words from the text and the part of speech indicated. For example, awesome(adj):fantastic; e.g. Te movie was awesome. I could stop here and it would still be worthwhile using this website BUT , there’s more absolutely great activities. There are further exercises, mix up sentences, MCQ, sentence + vocabulary material and closed exercise; complete the text as quiz. The best part is the teacher only selects the topic and it IS ALL THERE. Learners will be actively engaging in their learning process. As if that is not enough benefits, the exercises can be used for CASS
I’ve saved the various inks on my Delicious account, http://delicious.com/namjules
I also manage to look at http://www.real-english.com/reo/1/unit1.html
Although it is a great free resource, with short and log version of the listening, you need Java to play the texts.
These sites/ activities provide the teacher with valuable resources to enhance listening and reading skills.
In my opinion, this site is a valuable resource for all teachers. It provides the learner an interactive way to learn and improve their computer skills. It is not age specific but level of English competence. It occupies learners with different English abilities all at the same tie in the same class!
Now isn’t that great?
Kind regards
Juliet
एन्जोयिंग Delicious
Hi from Oshakati
This week was filled with loads of excitement. I called in our IT assistant to help me create my Delicious account. Unfortunately he was unable to help me, offering to install another surfer. You see I need detail step by step instruction when it comes to technology. If my screen does not show the exact same page as on the notes, I panic. I realized that different software and editions have some different display settings. But, what a great sense of achievement I felt, when I finally managed to create and add links to my delicious account.
Deborah’ article, Social Bookmaking-Saving and Sharing Links, Sept, 2007, [http://www.uoregon.edu/~dhealey/techtips/sept2009.html], is a great resource on creating a Delicious account.
The article states that the benefits of Delicious include;
1. Storing all your favorites/ bookmarks in one place,
2. which is accessible anytime from anywhere.
3. Further, it has a public and private view.
4. Tags are used to organize your favorites.
5. New categories can also be created
6. You don’t have to start afresh, use import your current favorites
These are not possible with the usual favorite or bookmarks.
The benefit for me, is that I can now access my favorites/ files, all organized and at and for my convenience.
Regards
Juliet
This week was filled with loads of excitement. I called in our IT assistant to help me create my Delicious account. Unfortunately he was unable to help me, offering to install another surfer. You see I need detail step by step instruction when it comes to technology. If my screen does not show the exact same page as on the notes, I panic. I realized that different software and editions have some different display settings. But, what a great sense of achievement I felt, when I finally managed to create and add links to my delicious account.
Deborah’ article, Social Bookmaking-Saving and Sharing Links, Sept, 2007, [http://www.uoregon.edu/~dhealey/techtips/sept2009.html], is a great resource on creating a Delicious account.
The article states that the benefits of Delicious include;
1. Storing all your favorites/ bookmarks in one place,
2. which is accessible anytime from anywhere.
3. Further, it has a public and private view.
4. Tags are used to organize your favorites.
5. New categories can also be created
6. You don’t have to start afresh, use import your current favorites
These are not possible with the usual favorite or bookmarks.
The benefit for me, is that I can now access my favorites/ files, all organized and at and for my convenience.
Regards
Juliet
Sunday, April 18, 2010
WEEK 2: ABCD Learning Objectives and search engines
Hi
Wow! What a week.
I've learnt that there is more planets out there besides Google. NoodleTools was a revelation! Deborah's, article , Better Web Searching was great. If any of you are stuck with web terms, try this article; htt://www.uoregon.edu/~dhealy/techtips/june2009.html
What I liked about noodletools.com was that it presents specific searches that makes finding specific information much easier and faster. I've learned about Clusty a search engine that presents information in a refined narrow way pertaining to the topic requested.
I tried Clusty, Surfwax and Twurdy. I looked for summary writing guides. I found a lot of useful sites like http://www.englishdaily626.com/summary.php.013. On Surfwax I found a great blog site, that I plan to use; http://nikpeachey.blogspot.com/2008/10/animayed-efl-esl-writing-prompts.html
This blog contains embed –a new pc word for me-codes to have animation talk. Imagine that!
Twurdy was a great revelation too. I liked how it graded the text according to ease of reading. One search showed a harder passage at 597 points, an easy passge at 381 and an easier one at 140. It was all clearly color-coded.
In addition I've learnt the ABCD Learning Objective Framework.
The A-presents the audience, my students. B—that which I expect my students to accomplish and C- the tools or materials I’ll give to my students and the D- refers to the expected mastery of the learning. A sample objective might be; Given the opportunity to listen to and participate in a lesson on summary writing[C] the student [A]will be able to summarize passages of 300-400 words[B] correctly including 80% of the main points in the passage[D].
The article, Planning for Instruction, Classifying Objective, presented a summary of the Revised Taxonomy. The list was great in helping to create measurable objectives. The article, Tech&Learning, even had Bloom's Digital Taxonomy, helping us correctly create objectives for the technological components of our work.
The best thing about this week was that I could present a picture of my class.
1. Overview
The Polytechnic of Namibia, main campus, is situated in the capital city, Windhoek. The other 12 regions have centers to accommodate distance students. The Institution celebrated 15 years of transformation, innovation and capacity building. The Poly is expanding rapidly. Depending on government approval, the Polytechnic will in future be known s the University of Science and Technology. This year more than 11000 students, of a national population of about 2 million, registered at the Polytechnic. The Communication Department is one of several service departments. The Department offers 6 different levels of English service courses and 3-degree programs. I serve as the coordinator of LPB, the 3rd of 6 levels. Our aim is to bridge the gap between secondary and tertiary education expectations. Language in Practice B has a NQA level 5, intermediate level. English is the official language in Namibia and the medium of instruction. At the beginning of the year all first year students must write a placement test to test their English proficiency and accordingly placed in 1 of the 6 levels. Currently LPB has about 520 students, 14 full-time and 7 part-time classes/ groups. There about 500 students on distance mode. Each class has about 30 students. I teach 3 groups. Fortunately, I share the teaching responsibilities with 6 other lecturers. We use a course workbook that is revised every 3 years. LPB focus on all 4 skills. A lot of emphasis is placed on enhancing reading and writing skills.
2. My students
My students come mostly from the various regions in Namibia, and some from Angola and even Botswana. These students have very diverse cultures and educational backgrounds. Many of them speak 3 to 4 languages. We have 4, 1-hour classes per week. There are fairly even male/ female ratios in my classes. All service courses last 1 semester. Their ages range from 18- 25 and older, especially in the part-time classes. The majority of my students are first year students, fresh from high school.
3. My classroom
The English Department has classrooms 1 to 6 in the Auditorium building. However due the high number of students we also have classrooms in the other buildings; Engineering, lecture block and Science and Technology building. The later is the more modern fancy classrooms. My class can easily accommodate up to 34 students. There are desks and chairs for all students. There’s a central air conditioner, big windows, tv-video, white screen and power supply plugs. There’s a overhead projector with the door security.
4. Levels of IT skills
All students must do a semester course on PIS, Principals of Information Science before they graduate. Since my students are fresh from school, their IT skills vary. There are those who had never used a pc to those who have their own pc at home. In addition the students following different programs are mixed. The IT students advance faster than some of the other students.
5. Technology
At Polytechnic each staff member has a pc and printer. The Internet speed depends on the number of users at a time. Students are given email accounts upon registration. In addition they mostly use wireless connection. There are a quite a lot of them who have a laptop or notebook. The English Department has 3 computer labs and 1 audio lab. We are blessed to have our own IT technician supported by the Computer Service Centre. In addition students have access to the computers in the library. The capital city is littered with Internet cafes. About 35%+of the students have a pc at home or in their dorms. I have a Mac at home, which I seldom use, opting to let my children use and learn on it.
It was indeed an eye opener week for me.
Now I just need to figure out why my blog does not show the new template I'd selected. The struggle continues!
Regards
Juliet
Wow! What a week.
I've learnt that there is more planets out there besides Google. NoodleTools was a revelation! Deborah's, article , Better Web Searching was great. If any of you are stuck with web terms, try this article; htt://www.uoregon.edu/~dhealy/techtips/june2009.html
What I liked about noodletools.com was that it presents specific searches that makes finding specific information much easier and faster. I've learned about Clusty a search engine that presents information in a refined narrow way pertaining to the topic requested.
I tried Clusty, Surfwax and Twurdy. I looked for summary writing guides. I found a lot of useful sites like http://www.englishdaily626.com/summary.php.013. On Surfwax I found a great blog site, that I plan to use; http://nikpeachey.blogspot.com/2008/10/animayed-efl-esl-writing-prompts.html
This blog contains embed –a new pc word for me-codes to have animation talk. Imagine that!
Twurdy was a great revelation too. I liked how it graded the text according to ease of reading. One search showed a harder passage at 597 points, an easy passge at 381 and an easier one at 140. It was all clearly color-coded.
In addition I've learnt the ABCD Learning Objective Framework.
The A-presents the audience, my students. B—that which I expect my students to accomplish and C- the tools or materials I’ll give to my students and the D- refers to the expected mastery of the learning. A sample objective might be; Given the opportunity to listen to and participate in a lesson on summary writing[C] the student [A]will be able to summarize passages of 300-400 words[B] correctly including 80% of the main points in the passage[D].
The article, Planning for Instruction, Classifying Objective, presented a summary of the Revised Taxonomy. The list was great in helping to create measurable objectives. The article, Tech&Learning, even had Bloom's Digital Taxonomy, helping us correctly create objectives for the technological components of our work.
The best thing about this week was that I could present a picture of my class.
1. Overview
The Polytechnic of Namibia, main campus, is situated in the capital city, Windhoek. The other 12 regions have centers to accommodate distance students. The Institution celebrated 15 years of transformation, innovation and capacity building. The Poly is expanding rapidly. Depending on government approval, the Polytechnic will in future be known s the University of Science and Technology. This year more than 11000 students, of a national population of about 2 million, registered at the Polytechnic. The Communication Department is one of several service departments. The Department offers 6 different levels of English service courses and 3-degree programs. I serve as the coordinator of LPB, the 3rd of 6 levels. Our aim is to bridge the gap between secondary and tertiary education expectations. Language in Practice B has a NQA level 5, intermediate level. English is the official language in Namibia and the medium of instruction. At the beginning of the year all first year students must write a placement test to test their English proficiency and accordingly placed in 1 of the 6 levels. Currently LPB has about 520 students, 14 full-time and 7 part-time classes/ groups. There about 500 students on distance mode. Each class has about 30 students. I teach 3 groups. Fortunately, I share the teaching responsibilities with 6 other lecturers. We use a course workbook that is revised every 3 years. LPB focus on all 4 skills. A lot of emphasis is placed on enhancing reading and writing skills.
2. My students
My students come mostly from the various regions in Namibia, and some from Angola and even Botswana. These students have very diverse cultures and educational backgrounds. Many of them speak 3 to 4 languages. We have 4, 1-hour classes per week. There are fairly even male/ female ratios in my classes. All service courses last 1 semester. Their ages range from 18- 25 and older, especially in the part-time classes. The majority of my students are first year students, fresh from high school.
3. My classroom
The English Department has classrooms 1 to 6 in the Auditorium building. However due the high number of students we also have classrooms in the other buildings; Engineering, lecture block and Science and Technology building. The later is the more modern fancy classrooms. My class can easily accommodate up to 34 students. There are desks and chairs for all students. There’s a central air conditioner, big windows, tv-video, white screen and power supply plugs. There’s a overhead projector with the door security.
4. Levels of IT skills
All students must do a semester course on PIS, Principals of Information Science before they graduate. Since my students are fresh from school, their IT skills vary. There are those who had never used a pc to those who have their own pc at home. In addition the students following different programs are mixed. The IT students advance faster than some of the other students.
5. Technology
At Polytechnic each staff member has a pc and printer. The Internet speed depends on the number of users at a time. Students are given email accounts upon registration. In addition they mostly use wireless connection. There are a quite a lot of them who have a laptop or notebook. The English Department has 3 computer labs and 1 audio lab. We are blessed to have our own IT technician supported by the Computer Service Centre. In addition students have access to the computers in the library. The capital city is littered with Internet cafes. About 35%+of the students have a pc at home or in their dorms. I have a Mac at home, which I seldom use, opting to let my children use and learn on it.
It was indeed an eye opener week for me.
Now I just need to figure out why my blog does not show the new template I'd selected. The struggle continues!
Regards
Juliet
Wednesday, April 14, 2010
WEEK 1: TO BLOG TO BLOG
Hi
It was an absolutely amazing week learning about blogs. I've heard about blogs but never thought of the many benefits it has for my teaching. Now I know blogs are seen as online diaries with loads of potential to enhance learning.
Firstly the ELT article showed that there are three different types of blogs. The tutor blog is operated by the teacher. Students are limited to the type of input they can make. then there is the class bog. This blog is more interactive in terms of sharing work space and the responsibility to maintain the space. The learner blog is far more labour intensive. I'm reminded of the saying that refers to the benefits of hard work with its numerous rewards. Likewise this blog too offers according to the ELT article far more rewards to learning process of the student. The great thing about these various blogs is that hey can be used collectively or individually.
Many advantages to blogging were mentioned in the ELT article written by Graham Stanley.
*Blogs is the perfect place to present students with extra reading exercises. This is a very important factor since it can help create a reading culture among students.
* Blogs can also be used to reflect on the relationships between students and teachers and between students and students. Students ca also document their progress.
*I've also learnt that the tutor blog is best to link students to relevant portals to enhance their learning. This will lead to higher level of learning since students are guided towards more stimulating material.
*In the discussion forum Eve responded to the possible abuse of blogs when used by sick students to catch up on missed work. However after some thought I believe the learner blog can be used to post additional work to the face to face sessions. This will ensure sick students have access to the day's work but that same work does not equate to the tasks performed in the class. I realize this would mean some extra work for the teacher but at least it is possible to use the learner blog to post general content.
*Furthermore I've learnt that blogs is the perfect solution to make the introverts part of class discussions. Blogs provide the more timid student a safe non threatening environment to air their voice. This in itself can lead to the increase of self confidence.
*I don't have to feel guilty about closing a topic especially one that my students really warmed up to. With a blog, I can continue the discussions. this is great for both pre and post class discussions.
*A major concern was always the haste my students have when doing writing tasks. At times I've even wondered at the worth of highlighting errors. Now with a blog my students will realize I am not the only person to see their work. Students usually make more effort when they know other people will review their work. That's why my students' presentations are so good. The good thing about a blog is that the students work is presented to the world. the student is now exposed to the view of others concerning its work. Hopefully this greater sense of community as stated by Stanley will result in more thoughtful writing .
Needless to say blogs also present some disadvantages like the lack of privacy and also the thoughtless comments by others. Since Stanley has warned of these pitfalls I can be more alert to it and create a more conscious environment for my students. Yet I still believe the benefits outweighs the disadvantages.
I further found the list of free blogging software presented by Campbell very helpful. We operate in different countries with various technological tools at our disposal. I must agree with Campbell, that blogging has the potential to assist any ESL class.
I know I am eager and willing to incorporate blogs in my teaching.
http://iteslj.org/Techniques/campbell-Weblogs.html
http://www.teachingenglish.org.uk/print/452
I must admit the best advice I got this week was when Joanna took the time to direct me how to change the appearance of my blog. Thanks a million Joanna.
Wishing you all a wonderful blogging experience.
Regards
Juliet
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