By Steven Starry
http://tx.english-ch.com/teacher/art/level-b/how-to-improve-your-english-level/
There are five points, number 1 is the most important.
5) Make English your hobby and have fun!
Study at least two or three hours per week.
Learn English through other activities:
Reading – there are graded books in English for your level.
Internet – begin with the activities on this website and on the links page.
Songs in English - take your favorite songs, download the lyrics (the words) from Google and sing them again and again until your neighbors scream: “STOP!!”.
DVDs – many films are also in English with subtitles in your language.
Magazines – there are specialized magazines for English students.
Travel – travel motivates you to improve your level because you need English for everything.
4) Be constant!
Don’t stop for long periods of time such as in the summer and don’t do too much! It is also important to study at least 3 hours every week. To progress very well, you should study at least 5 hours per week.
Tuesday, May 28, 2013
Why Learn English: 10 Reasons to Learn English
There are many reasons to learn English, but because it is one of the most difficult languages to learn it is important to focus on exactly why it is you want to learn English. Here we will look at ten great reasons why English is so important. Post this list somewhere you can see it and it will montivate you to keep going even when you are tired of trying to figure out which witch is which!
LEARNING PARADIGMS
Learning theories are usually divided into several paradigms which represent different perspectives on the learning process. Theories within the same paradigm share the same basic point of view. Currently, the most commonly accepted learning paradigms are behaviorism, cognitivism, constructivism, connectivism, and humanism.
Here the named learning paradigms and their related learning and instructional design theories. A brief overview of the paradigms follows:
- Behaviorism
- Cognitivism
- Humanism
- Constructivism
A brief comparison of learning paradigms can be used to better understand their differences and similarities.
1. Behaviorism
About behaviorism
Behaviorism is a learning paradigm with its roots dating back to the second half of 19th century and works of Ivan Sechenov (1829 - 1905) and Vladimir Bekhterev (1857 - 1927), and gaining a significant attention in the first decades of the 20th century. The most central premise of behaviorism is that, in order to make psychology a real science, it must be orientated on what is observable and measurable. In words of one of the key behaviorists John Watson (1878 - 1958),
Behaviorism is a learning paradigm with its roots dating back to the second half of 19th century and works of Ivan Sechenov (1829 - 1905) and Vladimir Bekhterev (1857 - 1927), and gaining a significant attention in the first decades of the 20th century. The most central premise of behaviorism is that, in order to make psychology a real science, it must be orientated on what is observable and measurable. In words of one of the key behaviorists John Watson (1878 - 1958),
”Psychology, as the behaviorist views it, is a purely objective, experimental branch of natural science which needs introspection as little as do the sciences of chemistry and physics. It is granted that the behavior of animals can be investigated without appeal to consciousness.”
Behaviorists saw the mind as a “black box” and did not attempt to analyze its inner processes like thoughts, feelings, or motivation. Instead, they saw learning as a visible change in one's behavior which, unlike mind processes, can be measured. From behaviorist perspective, a learner starts off as a clear state and simply responds to environmental stimuli. Those responses can be shaped through positive and negative reinforcement (usually a reward for desired and a punishment for undesired behavior), increasing or decreasing the probability of repeating the same behavior. Forming stimulus-response (S-R) associations which result in observable behavior is for behaviorism the most significant form of learning.
This learning paradigm can roughly be divided in two phases:
- behaviorism (1910 - 1930), and
- neobehaviorism (1930 - 1955).
Neobehaviorism outgrew classical behaviorism by attempts to formalize the laws of behavior (sometimes in forms of mathematical expressions) and beliefs that learning can also occur indirectly through observing. Neobehaviorists are sometimes considered a transitional group that shifted dominant learning perspective toward cognitivism.
Learning theories:
Among learning theories listed above, connectionism presents an introduction to behaviorist learning and setting its frames followed by true behaviorist learning perspectives of classical and operand conditioning. Sign learning appeared as first neobehaviorist theory, followed by drive reduction theory, which also incorporated idea of describing learning with intervening variables.
ICT GAMES
The use of ICT games in teaching is to assist children find out ICT at an early age. ICT games can be used at residence or at school to help children get utilized to making use of ICT in their lives, which will benefit them when they are operating or in additional education. ICT is now an essential portion of the world national school curriculum, and there are lot of resources for youngsters to get them started on studying this excellent subject. For teachers, they will be relieved to know that there are a quantity of free online quizzes which they can use to test their students understanding.
Here are some links that can be used to teach English through ICT games:
Here are some links that can be used to teach English through ICT games:
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