How to Learn English Very Fast(outside classroom)

How to Learn English Very Fast

          Every week, I get emails about this topic.   Typically, someone writes and wants to know how they can speak fluently in only 2 or 3 months.  Usually they are in a hurry because they have a test or an interview coming soon. Of course, it’s best not to wait until 2 months before your interview to think about this! But still, it’s an interesting question.   Is it possible to learn English very fast?   Is it possible to make massive improvements in only 2-3 months? The answer is yes. But of course, to make massive improvements requires massive intensity and effort.

          First obsession, the first and most important thing you need to achieve this goal is incredible passion.  You must have tremendous emotional power to learn super-fast.   Why?  Because you must study English 8-14 hours a day and every hour you must be alert, interested, and energetic.

          Second massive input, the second key to super-fast learning and incredible intensity is to focus on English INPUT.  Do not waste time studying grammar or vocabulary.  Don’t waste time trying to speak.

You should spend all of your time either listening or reading.  This is the fastest and most efficient method for speaking English fluently.

          Third massive intensity is to be fluent in only 2-3 months, you must create massive intensity.  In other words, you have to listen and read 8-14 hours a day, every day.   You must listen constantly to English.   You must read constantly.

          In fact, I recommend alternating the two activities.  Listen for an hour, and then read a novel for an hour.  Then listen again for an hour.  Another hour of novel reading. 

Learning log (Inside classroom)

          Learning log

          This week, our class is not a presentation because my friend not ready to presented.  The teacher tells us looking back to ourselves that we have some problems and how to fix.

          Most problems is listening and speaking. We can listen that foreigners say but we can’t reply it. Because of we feared that grammatical errors and fear that foreigners will not understand as we said. Our solution is to watch and listen to a movie. The first time, we read the sub title with listening. The second time, we listening and repeat after it. Another problem is classroom management. Some friends fear that they will be unable to control the students. They solve problems by practicing with their friends.

          In conclusion, every problem has a solution. Is that we are trying to solve it or not? 

A Passage to India

A Passage to India

          On Wednesday 17^th September 2014, I watch the movie: Passage to India. I watch to practice my listening and speaking skill. I think watching the movie help me to develop my listening and speaking skill. Passage to India is the story of the doctors in India which has synopsis follows:

          The story takes place in the city of Chandrapore in India in the early 1920’s when the British occupied, colonized, and controlled India. Dr. Aziz, an Indian Doctor, gets to be friends with a British Professor, Fielding, and two British women, Mrs. Moore and Miss Quested. He offers to take them to see the famous Marabar Caves. Once there, a strange and unexplained event occurs and Aziz winds up being accused of attacking Miss Quested. He is arrested and put on trial. This trial represents and heightens all the conflicts between Indians and English, and is especially scandalous because Fielding has taken the side of the Indians over the British. Eventually, Miss Quested is on the stand and takes back her accusation, causing widespread chaos in the streets. Miss Quested, Fielding and Aziz all go their separate ways. Two years later, Fielding and Aziz are reunited only to come to the conclusion that as long as the English are still in India, the English and Indians cannot be friends.

          In conclusion, this movie is the greatest for me. I like the motto from this movie such as "fairness" and “guilty until proved innocent."

Strategies for Effective Lesson Planning

Strategies for Effective Lesson Planning

         

          A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting.  Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components.

          First, an objective for student learning .The first step is to determine what you want students to learn and be able to do at the end of class. To help you specify your objectives for student learning, answer the following questions: What is the topic of the lesson? What do I want students to learn?, What do I want them to understand and be able to do at the end of class?, What do I want them to take away from this particular lesson?

          Second, teaching/learning activities. Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding. These questions would help you design the learning activities you will use: What will I do to explain the topic?, What will I do to illustrate the topic in a different way?,  How can I engage students in the topic?, What are some relevant real-life examples, analogies, or situations that can help students understand the topic? And what will students need to do to help them understand the topic better?

          Third, the strategies to check understanding of the student. Now that you have explained the topic and illustrated it with different examples, you need to check for student understanding. Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways. Try to predict the answers your questions will generate.
          Conclusion, to be effective, the lesson plan does not have to be an exhaustive document that describes each and every possible classroom scenario. Nor does it have to anticipate each and every student’s response or question. Instead, it should provide you with a general outline of your teaching goals, learning objectives, and means to accomplish them. It is a reminder of what you want to do and how you want to do it. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn from each other.

Reference : http://www.crlt.umich.edu/gsis/p2_5

Goals and Techniques for Teaching Speaking

Goals and Techniques for Teaching Speaking

            The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

            Teaching speaking skills to help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.

            Language input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class. It gives learners the material they need to begin producing language themselves.

            Conclusion, I think the teacher uses a variety of activities from these different categories of input and output. Learners at all proficiency levels, including beginners, benefit from this variety; it is more motivating, and it is also more likely to result in effective language learning.

Reference : http://www.nclrc.org/essentials/speaking/goalsspeak.htm