WWW Lesson Plan

ANCIENT EGYPTIAN 

LEVEL   : Form 2 (Intermediate)

TOPIC   : Ancient Egypt

THEME  : People and Places

LANGUAGE CONTENT      :Past tense and vocabulary

EDUCATIONAL EMPHASIS :ICT Skills, Information Transfer Skills, Multiple Intelligences,
Creative and Critical thinking Skills

TIME     : 70 minutes

AIMS: 

1. To find specific information on a Website and use the information; 

2. To enhance the students' information transfer skill;

3. To expose students with new vocabularies associated with ancient Egyptian

4. To draw up a plan of a new version of pyramid

TECHNICAL REQUIREMENTS:

1. One computer for 2 students 

2. Internet connection 

3. A Web browser
4. A Speaker 
5. LCD Projector

Websites: 

1. http://www.youtube.com/watch?v=TGnlXIXmw4A&feature=related

2. http://www.markville.ss.yrdsb.edu.on.ca/projects/classof2007/16chong/kim/Ancient%20Egyptian%20Social%20Life_files/social_report.htm      

3. http://www.mywonderfulworld.org/toolsforadventure/games/pyramid.html
 

PREPARATION:

1. Locate sites related to hieroglyphics, pyramids and ancient Egyptian social class.

2. Locate sites on simple games related to Egypt.


3. Using information on the site, prepare a worksheet.

PROCEDURE:

Set Induction (10 minutes)

1. Show student one of the symbols in hieroglyphic by using Power Point Slides.
2. Ask the students what the symbol means.
3. Encourage student to tell what they think of the possible meanings of the symbol.
4. Ask student to name the type of writing based on the symbol.
5. Tell student that the symbol is actually an Egyptian hieroglyph writing.
6. Ask student to spell the word 'hieroglyph' correctly and ask them to Google for the exact definition.
7. Explain a bit about hieroglyph writing.
8. Students go to You Tube and watch real hieroglyphics written on the wall inside a pyramid.

9. Give a brief explanation of topic of the day - Ancient Egypt

DEVELOPMENT:

Task 1 (30 minutes)

1. Ask students what comes to their mind when they hear the word 'Egypt'.
2. Students state what they think of and some of the possible answers are pyramid, pharaoh, mummy and sphinx. 
3. Teacher writes the answers on the whiteboard and discuss.

4. Students go to National Geographic Maps Website - Explore a Pyramid
5. Inform students that the game is related to pyramid and hieroglyph.

6. Students play the game and write down any difficult words.

7. Remind students to read and listen carefully to understand the instructions in order to complete the game. 
8. Assist the students if they do not understand certain words and clarify.


9. Students identify new vocabularies and teacher provides the meanings of a few words.

10. Ask students to find the meaning of the other words online. 

Task 2 (20 minutes)

1.Distribute a task sheet on professions in ancient Egyptian to each student.

2. Ask students to highlight difficult words and discuss the meaning together.

3. Students go to a website on Ancient Egptian Social Life to read about professions involved during that era. (examples : craftsmen, farmer, engineer, scribe)
4. Teacher asks a few students to read the article for the whole class.
5. Teacher asks students to write down any difficult words.
6. Teacher distributes task sheets to everyone and asks them to complete it individually.

7. Teacher asks students to look for the answers from the website.

8. Teacher discusses the answers and explains the meaning of a few difficult words.

CONCLUSION (5 minutes)

1. Ask students to come up front and draw a few objects in hieroglyphics that they remember based on the activities that they have done.

2. Asks students to provide examples of professions in ancient Egypt and their specific task.

3. Ask students definition of a few words they had encountered during completion of the task.  

FOLLOW-UP ACTIVITY (5 minutes of explanation)

1. Teacher asks students to form 5 groups.
2. Teacher gives each group a task sheet.

3. Students are required to imagine themselves as the scribes who were in charge or drawing a plan of pyramids. Students are asked to draw a plan of a new version of pyramid by using their own creativity.
4.The pyramid must be totally different from the existing pyramids. 
5. Each group has to draw the pyramid manually on the task sheet given or other piece of paper and the drawing need to be submitted.

6. Students need to present their drawings and ideas on the next class using Power Point.The slides show must be saved on a CD and submit it together with the drawing.
7. During the presentation, students must point out the strengths of their pyramid's structure and why do they choose the pyramid to be built that way. 
8. Each member o the groups need to speak during the presentation.

9. Students are encouraged to give comments and critiques other groups during presentations.

Hypertext & Hypermedia

The Evolvement of Ancient Japanese Clothing
http://www.ancientjapaneseclothing.org/the-evolvement-of-ancient-japanese-clothing

     After the Heian period, the Kamakura period saw a number of clashes and war clans within Japan. The ancient Japanese clothing soon underwent another change and now clothes became more functional. The number of layers and broad sleeved clothes were shunned for more usable clothing. Soon the imperial land split into a southern and northern court and these people’s lives got influenced by the soft court life. Fights resumed and the gradual decadence is obvious in the elaborate dresses of the period.

     Women had stopped wearing the Hakama and the robes were lengthened to ankle level. Veils and robes over the head were some strange ways experimented and worn during this time.Japanese ancient clothing was mainly robes and most of the patterns and designs were religious and auspicious. Dragons were printed with nine yellow dragons and five cloud patterns. These heavily embroidered robes were won by the emperors and were auspicious for the wearer.

ARTICLE REVIEW

OPPORTUNITIES IN TECHNOLOGY-ENHANCED LANGUAGE LEARNING (TELL) CLASSROOM ENVIRONMENTS

Teaching English with Technology

A Journal for Teachers of English

ISSN 1642-1027

Vol. 4, Issue 4 (October 2004)

Author’s name :

Hee-Jung Jung (Washington State University Pullman, WA, USA and

Sang Hyun Kim (University of Mississippi University, MS, USA)

Source – http://www.iatefl.org.pl/call/j_article19.htm

           The study was aimed to explore opportunities that English as a Foreign Language (EFL) teachers have created to help students meet English language literacy goals in technology enhanced language learning (TELL) classroom environments. This qualitative study examined opportunities in two TELL classroom environments based on interviews, observation and document collection for two months. In evaluating the environments, a framework of eight conditions for optimal language learning proposed by Egbert (1993) was used :

The subject/sample in this research was one English classroom from each of two different schools located in the same local city in South Korea.

i. The 5th Grade EFL classroom : Composed of 22 boys and 20 girls, the students speak Korean as their first language. The students’ level of proficiency varied due to private tutoring system. The classroom which focused on speaking and listening was equipped with a networked computer, a scanner, printer, camcorder, overhead projector, 45-inch television, and a video. Each student had a computer on his/her desk. The teacher used software and the Internet as technological applications to teach English.

ii. The 8th Grade EFL classroom : Composed of 22 boys and 20 girls, this class focused on speaking, listening, reading, and writing. This classroom was equipped with one networked computer, a 45-inch television, a video player, and an overhead projector. However, the classroom did not provide students with a computer each. The English teacher of this class used software and the Internet in teaching English.

            The methodology in conducting this research were semi-structured interviews with students and teachers, observations of learning environments with technology and document analysis. The students were interviewed to get their opinion about their language learning environment while teachers were interviewed to look at their experiences in the TELL classrooms. Observations were made to help in understanding the language-learning contexts and discovering how learning environments carried out goals of language learning in the classrooms. During the observations and interviews, materials that could be helpful in understanding the classroom environments such as lesson plans, handouts, assignments and such were collected.

           The findings based on the eight conditions by Egbert (1993), showed that TELL classroom gave learners the opportunities to interact and negotiate meaning as some of the activities supported the students’ learning process with native speaker pronunciation. Students practiced speaking and listening with their classmates using resources from the internet. However, the use of software as a primary tool reduced chances to interact with classmates as sometimes the teacher focusing on the software too much and the students lost the chances to do group work. The technology on the other hand supported the teachers and students to be authentic audiences whenever they listened to native speakers through the use of software and internet. In TELL classrooms, the teachers included the tasks that the learners were likely to encounter in their real life. The TELL classroom environments made the learning enriched by overcoming the limitations of time, money, and resources that as the students sensed the culture and situations with the aid of technology and the given tasks were closer the students’ lives. Moreover, the students were exposed and encouraged to produce varied and creative language through various activities through the activities from the software and the internet. In both classes, it was observed that the teachers’ feedback was only provided during the lesson. The teacher did not check on her students’ homework and assignments. They kept on assigning homework as they believed students will be reminded of what they learned for the moment. TELL classrooms guided the learners to attend mindfully to the learning process. The teacher of 5th Grade classroom used simple words and instructions. Moreover, both teachers used various supplements for their students for further explanations. Students in TELL classrooms worked in an atmosphere with an ideal stress/anxiety level. The teacher of 5th Grade classroom focused on motivation and confidence rather than accuracy and fluency. The students claimed that they did not get stress as one of the reasons was because they did not have exams or grading. The relationship between teachers and students was informal and intimate as technology provided more chances to interact and share ideas. However, unlike the 5th graders, the 8th graders received numbered grade reports after each exam. These somehow seemed to affect their level of anxiety. Apart from that, though the teachers and students considered their classrooms as teachers-centered, selecting activities and materials were toward learner centeredness. Therefore, TELL classroom somehow supported the students’ autonomy which is the last condition for optimal language learning as proposed by Egbert (1993).

Reaction

         I think this research was not really well organized and it did not exactly focusing on the opportunities in TELL classroom environments. The focus was somehow confusing me as it indirectly brought up the negative parts of conducting a lesson using technology such as the decrease of interaction between the students and their classmates and also the teachers as sometimes the instructions and feedbacks came from the software or the internet used during the lesson. Maybe they should change the title of the research to ‘The Advantages and Disadvantages in Learning English in TELL Classroom Environments’. In addition to that, I personally feel that the researchers might be too ambitious in collecting the data as their study groups consist of the students of different grades (5th and 8th) which definitely pointed out views and issues which contradicting between each others. They also interviewed the teachers of both classrooms and this caused another conflicting issue on the findings. For instance, the teachers believed that they had provided enough time and feedback for their students. However, none of the student interviewed agreed with this. Furthermore, to discuss the TELL classroom environments, it was really hard to categorize the examples into the eight conditions because all these eight conditions were in force simultaneously. I think, to make the findings become clearer, the researchers need to compose all the components in TELL classroom environments as a whole.

          As what the researchers felt about the findings, I was also amazed to know that technology was naturally accepted in language learning classrooms and teachers as well as students explored various opportunities in such environment. I think no one could deny the effectiveness of using technology in language learning/teaching. This research has proven that TELL classroom environments promotes lots of opportunities in enhancing language learning through many interactive and creative ways. Technology does not just save time, money and energy but it also provided learners with extra-ordinary learning experiences as they could interact with native speakers through conference by using the internet and could learn more authentically. However, the effectiveness may decrease due to the lack of focus on the content of a particular lesson as the teachers sometimes focusing more on the completion of tasks without considering proper learning goals. Thus, the teachers might neglect the core elements that they should are supposed to teach such as the structure of the sentence or the grammar part. Apart from that, though the students enjoyed learning with technology yet they did feel that it somehow withdrawn them from interacting actively with the classmates and teachers as they did the given task on their own as each one of them had their own computers. This is again depending on how the teachers conduct the lesson. Yes, technology is really powerful in enhancing the students’ language learning. However, I personally think that the teacher should always be really critical in selecting an activity that utilizing technology because if not, the technology itself may demolish the existing opportunities that the lesson promotes without the use of technology. Thus, what I am trying to say is that the traditional way of teaching has its own advantages and the teachers should never neglect the traditional way of teaching but to integrate it wisely with technology so that the knowledge can be imparted more effectively and optimally. When the classroom environments meet more conditions for optimal language learning, students were more actively engaged in the language learning.

Website Evaluation

                                Website : http://www.oup.com/elt/global/products/englishfile/

 

1. What does the application attempt to “teach”?

New English File, an educational website created under Oxford University Press is moderated by Paul Seligson and Carmen Dolz attempts to teach language learners of different levels -beginner, elementary, pre-intermediate, intermediate, and also upper-intermediate. It covers reading, writing, listening and speaking which are important for every learner who intends to master the language. This interactive and well organized website emphasizes on Grammar, Vocabulary, Pronunciation, Practical English (learners are asked to spot the mistakes in each sentence) and building words. Apart from that, this website allows the learners to learn and at the same time having fun with interactive and colourful games and some injection of humorous elements that will surely boost up the learners’ interest. Learners just need to choose their level before they can enjoy doing the activities and exercises which suit them best. The exercises are different between each level. The number or activities and exercises for the upper levels are more than of the learners of lower level. On the other hand, this website also provides links to other websites that are related with language learning in which it will make the learning process becomes more effective and meaningful. The vocabulary calendar provided in this website helps the learners to learn and organize new vocabularies monthly. This website also provides the learners with printable learning record so that they can record whatever topics that they have done or need to be given extra attention.

2. What sorts of things is the application user expected to do with regards to learning the content?

With regards to learning its content, the application users are expected to identify their level of proficiency before they could proceed with the activities. Generally, the activities for advanced level are more variety as the scope of the lesson is wider. For instance, at beginner level, it focuses on grammar, vocabulary, pronunciation as well as practical English whereas for upper-intermediate, the activities and exercises available are not just on grammar, vocabulary and pronunciation but it is also complete with exercises on colloquial English, mini grammar, idioms and collocation, and a few more as you can see below :

 

For each topic, it comes with several subtopics and learners will have to choose any of the subtopics that they feel like doing. The activities for idioms and collocation for upper-intermediate for example come with 10 different sets of questions according to its subtopics (personality, town and cities, music, the body, weather, and etc). In other words, this website in addition gives learners the freedom to choose the activities that they want to do. If learners do a particular activity and they happen to find out that they are weak at a particular part, they are able to focus more on certain part so that they could understand and remember much better. Apart from that, the weblinks application provides the learners with a wider access to other related website to practice their reading and learn more about some of the topics in New English File according to the level that they have chosen.

3. What sorts of computer skills is the application users expected to have in order to operate/access/use the application?

In doing the activities and exercises presented on New English File, of course the learners need to be able to use the computer and the computer needs to have the internet connection. Learners have to use their spatial skill in which they need to play with keyboard and mouse. Activity like crossword puzzle necessitates the learners to click on the crossword and type in the answers in the space provided. Listening activities require them to plug in their speakers so that they will know how certain words or utterances are pronounced. In addition, the application users are expected to download Flash Player for some of the activities on this website. Learners are also expected to be able to operate the printer. In order to make the lesson to be more effective, learners may need to straightaway print some of the exercises or activities as future references.

These are some of the activities that require the learners to have Flash Player:

 4. While you are “playing”/”accessing”/”assessing” the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?

Yes! As I go through the activities on this website, I’ve found an interesting and interactive game – Stress Monsters!.

To play this game, users need to find the stress, use the arrow keys to move the submarine, and use the space bar to identify the stress on the word. This stress lesson reminds me of Phonetics and Phonology - a course that I took during my 3rd semester, I guess – Learning where to stress is rather confusing. The game which is created to identify the ‘placement’ of STRESS is very ‘RELAXing’ and fun! The illustration and attractive colours makes the activity seems to be less difficult, even at the more difficult level. During my practicum period, I did not really teach my Form 1 students on stress because I was afraid that they might get confused and my explanation would just make their confusion getting worst! I think, this game helps a lot in making the students become familiarize with which syllable they need to stress and where not to. By letting them playing this game over and over again, I think, they will remember very well. It is more or less an element of drilling in learning. If only I knew this website at the very beginning of my practicum session, I would have encouraged my students to continuously do all the activities and games equipped on this website.

5. Can you pin point some of the theories of language learning and/or teaching underlying the application?

A language is learned through listening, reading, writing and speaking. This website has managed to come out with activities and games that cover these four skills of language learning. There are activities presented in this website that require learners to have basic knowledge about grammar. This is actually an inductive approach in teaching Grammar. For example, if the learner wants to do the activity on present tense, they should have the basic rules of that particular tense. When learners at first need to study examples and work the rules out for themselves, they will remember and memorize certain rules better. On this website, whenever the learners do the activities given, they are able to see the answers straightaway in just a click. They can also see the score that they gain for each activity or game. This allows them to make corrections and improvement. When they do the same activity for quite a few times, it is actually a form of drilling. When learners do a particular activity repeatedly, it is associated with behaviorist theory.This website also applies the constructivist theory.

6. How well is the constructivist theory of learning applied to the chosen website(s)?

To me, this website applies the constructivist theory of learning very well. As taken from Wikipedia, Jean Piaget suggested that through processes of accommodation and assimilation, individuals construct new knowledge from their experiences. In working on the activities, exercises and games on this website, learners are given the freedom to choose the level of the activity that they want to do (either to do an activity which is of their level, below their level or even above their level). When a learner do a particular activity which is above their level, for example, they will come across many new rules about language that they might not know before. When they do the activity, they will tend to make mistakes and the tendency of making mistakes is high (because they don’t know-they just give a try). As they go through the answers and take note upon the mistakes that they have done, they are learning. Whenever they come across the same question, they already know the correct answer as they learn through their previous experience (in answering a particular question).

7. In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984). In relation to your evaluation - was the computer a replacement for teachers, or merely an obedient servant to students?

In my opinion and in relation to my evaluation, the computer is not a replacement for teachers though it is useful and helpful. This is because students somehow need the teacher’s guidance. Computers cannot answer all of the students’ questions. Some of the information may not be provided by on the website and therefore, teachers are the ones students will turn to. However, the computer can be a good tool in giving the students the freedom to learn in whatever means that they want (provided on the website). It is also very interactive and students may hardly get bored with the colourful illustrations and sounds as they do the activity.

8. Would you like to use the application yourself in your future work?

Well, I will definitely look forward to use this application in my future work. There is no reason why I should not use this application as it brings lots of benefits to the users. New English File covers all the four skill in language learning which are reading, writing, listening and of course, speaking! This website caters the learners with activities in various levels. It is also well presented and very user-friendly as the instructions are clearly stated and easy to follow. In addition to that, the games are very interesting and even me myself enjoy playing it and of course I learn something at the same time! In my point of view, I think, through games, it will make a lesson become simpler and less difficult. It is maybe because we see the activity given as a game and not a task. That will psychologically make the learners feel that the task is easy and fun to be completed. Learners will stay focus longer in doing a particular exercise when they feel at ease it doing a particular activity or exercise. There is a variety in terms of how they task is designed and should be done. There are crossword puzzles, games, choosing the correct answer from the options given, idioms, and a few more. The weblinks may provide my future students with extra learning materials and references.

Suggestions/recommendations:

I think this website is very helpful in providing the students with exercises, activities as well as games that are very well presented and the instructions given are easy to follow. Students that learn through this website may have a wonderful experience in learning the language. Personally, I would suggest that this kind of websites should be exposed to the students. Students nowadays are very advanced and they can work with computers very well. Hence, teachers should exploit the skills that they have in dealing with computers so that they will use the internet wisely. The weblinks also promote loads of other sources that will be beneficial to them and they may have the opportunity to learn a particular lesson according to their level and interest. Even if they play the games in this website for the sake of just having fun, I would strongly believe that they will eventually learn something just by playing! Maybe the moderator should put some animated pictures to decorate the main page of the website and add more games!

TASK 3

1. Why do you think evaluation of CALL courseware, websites, materials etc important?

From my point of view, CALL courseware, websites, materials and etc should be evaluated to determine its practicality and for me it is one of the most important aspects to consider because if the task that they need to do is not practical, then how can the lesson be effective, right? Apart from that, CALL material should be evaluated because the teachers must ensure that the material used suits the students’ level and they are capable of doing the activity. Another reason for evaluating the CALL material is to see the relevance of the content with the topic that they are about to learn. CALL material can be more effective if the teacher really understands the objective of giving it to the students because he or she could somehow improvise or highlight a particular aspect of the material and probably it would be more meaningful for the students. Therefore, it is a must I think to evaluate each and every CALL material before we bring it into the classroom.



2. How do you think Hot Potatoes JCloze may help your students learn English?


There are five basic programs in the Hot Potatoes and one of them is JCloze.
I think it is wonderful to create a cloze passage using JCloze. Not just it gives the teacher an enjoyable moment in creating a ‘virtual’ task sheet, but it could also make the lesson to be more attractive and effective. Students will have a longer attention span when they are happy in learning something. Well, this is just my own theory. By using JCloze, teachers could play with colours and some animated pictures, which could boost up the students’ interest and when they are interested, they will absolutely enjoy the lesson. Apart from that, JCloze could also assists the students by providing them with some clues while answering the questions and it definitely could save time and the students will get an immediate feedback in just a click! An automatic scoring is also available!

Exercise Using Microsoft Word

I have created a simple exercise for the beginners...

My F.I.R.S.T. Entry

Sunday, January 3, 2010

In-Class Task 1


Whhaoow! I can't believe that I could actually create my own blog! So, what does it feel when posting something to our own blog? let me feeeeel it first.... :). Since anyone can read this blog, just ignore any grammatical errors and such..ok? Just consider that as my STYLE of writing....(haha)

1. Please introduce yourself.

Assalamualaikum...

I'm Siti Aishah bt Mohd Rosdy. My friends call me Ecah.I was born on 4th of May 1987 in Temerloh, Pahang and from the day that I was born, that is the only place where I live until now.Luckily, I have experienced renting a house in Shah Alam together with my 3 other classmates and therefore I got a picture of what is it like to live in other place. I have a brother, 2 sisters and I'm the youngest in my family AND the one and only child who is still studying (hah!)... Though I'm taking a teaching course at the moment, my passion since I was small is actually towards business field. I love to create or 'invent' something for the sake of making money out of it. I also love to learn certain skills such as sewing and baking. I do not see a hobby as just a hobby but instead, a hobby for me is something that I can do during my free time and at the same time I could gain some money in return! Hopefully, I could sell my products through this blog. However, for the time being, I am still busy with my sewing class and therefore, I don't have any product to sell yet! Hopefully, after i have completed my sewing class, my friends could ask me to make baju kurung for them...but..of course.. it is not FOC yea! :)

2. How would you rate yourself in terms of your computer skills and why? (e.g. expert, novice, savvy, geek, illiterate etc)

As an individual who is born in the world of technology, I think it is a lie if I rate myself as illiterate. However, the computer skills that I have acquired are quite limited because i usually use computers to type my assignments, sending e-mails, and a few stuffs which are very common to anyone that owns a computer or laptop. What I'm trying to say here is that, I only have knowledge on general things in utilizing the computer.All I have is just the BASIC...

Therefore, i would rather rate my computer skills as -->between savvy and novice???


3. What computer software and hardware knowledge do you have?

I don't have much knowldge on software and hardware.All I know is only on what I have learned during my school time (Standard Five!) and of course some information I had already forgotten such as the use of formula in doing calculation in Microsoft Excel...and stuff...


The software that I know and still in my mind right now are :

• Microsoft Word
• Microsoft Excel
• Microsoft Publisher
• Photo Editor
• Windows Media Player
• and a few others...

For the hardware :

• A few components of the computer (monitor, keyboard, speaker)
• Easy to say..just the commonly known hardware...

4. Have you experienced learning via the computer (online, etc)?


Learning via the computer (online)? You mean like..an online tutor to help us in learning? I don't think I've experienced that...but i will with this C.A.L.L. class right?




5. Did you try to incorporate technology in some of your lessons during the practicum? Was it a success or a failure? If you did not, what was/were the reason(s)?


I did try to incorporate technolgy in some of my lessons during my practicum session and Thank God, it was a success! They enjoy learning using songs, slide shows and stuff because having all that would make a lesson become more interactive and fun! Teaching Form 1 students really required me to think of a lesson that could attract the students' attention and make them feel eager to be in my class and the most importantly-- Behave themselves! But of course, we need to have a back up plan just in case our laptop or computer does not want to 'cooperate' with us! Frankly speaking, I did not make any back up plan..Haha..but Thank God, everything was under control???




6. What is your opinion on the use of computer/ technology in language teaching?


I think, the teacher should allocate some time to teach the students with the help of computer and/or technology. Perhaps twice a month or when they think that a particular lesson could be more effective if it is taught using the computer. This is because students could learn and remember well when they are excited and curious to know about something AND for me, computers and technology do help a lot in developing the curiosity and make the students excited to learn because they love computers! Therefore, the teacher should have the knowledge of computer skills so that they could make full use of the computer or they could find any software that could be helpful in making learning activity more interesting and meaningful. I am still working to equip myself with those konwledge so that I could help them even more in acquiring the knowledge.


7. What are your expectations from this course?


Well, as this is a Computer Assisted Language Learning class, my expectationsfor this course is that I will be fully equipped with lots of computer skills and knowledge of 'manipulating' the technology that we have so that I could be an effective teacher for each of my students...Apart from that, I'm expecting that I could come out with my own website so that the students could just browse it when searching for any materials and information which are related to their study...I want to make them feel that learning English is exciting!