Language+&+Media



**INTRODUCTION**
**  Teaching English is an art-form. There are many approaches and methods from which to **   choose, and such a choice may be influenced by the age and level of the students, time, learning preferences, special needs, and – of course – the resources available to the instructor.   Teaching English to children, moreover, poses its own particular challenges, and imposes even more particular demands on the instructor. Instructors must take into account learners' short attention spans and/or lack of discipline and possibly underdeveloped linguistic foundations in the learners' native languages (i.e. young learners may not yet be able to read or write in their own language by the time they begin to learn English). Additionally, teachers should take an instructional approach that fosters positive experiences and provides a supportive learning environment, rather than placing emphasis on correctness or grades. A good teacher seeks as many ways as possible to present information and ideas to students to stimulate their thinking. Luckily, in today's technologically-advanced world, the recent proliferation of computer-based curricula (or blended learning designs for language learning) in school systems - including for very young learners - has opened doors to English teachers all over the world. In fact, whether we like it or not, computers are permeating every aspect of our daily lives, and children are not only embracing the technology at hand, but they would not know what to do without it. As instructors, therefore, it is our duty not only to teach the next generation what we know, but to adopt new methods of instruction which are more appropriate to the context in which we are living – and in which our students are growing up.

The word media, plural of medium, is from the Latin word for middle and describes that which stands between the receiver and the source of the message. It is commonly used to describe ways to convey information and entertainment.The golden rule is that the message a teacher wishes to convey is considerably more important than the means used to convey it. In the world of education and training, technology is a servant and not a master; the media isn't the message, only the means. 

=
**FUNCTIONS OF MEDIA IN SOCIETY **  =====  The media plays a very significant role in our society today. The media is all around us.From the shows we watch on TV, the music we listen to on the radio, to the books, magazines, and newspapers we read each day. Without the media, people in societies would be isolated, not only from the rest of the world, but from governments, law-makers, and neighbouring towns and cities.

 Socialization is the process of developing a sense of self connected to a larger social world through learning and internalizing the values, beliefs, and norms of one’s culture. Through socialization we learn to perform certain roles as citizens, friends, lovers, workers, and so forth. 

<span style="color: #808000; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: center;"><span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**<span style="color: #808000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">“An average American high school graduate spent more time in front of the TV than in the classroom” (Graber, 1980) ** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">

<span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">The mass media is a powerful socializing agent. For sociologists significance of the media is not limited to the content of media messages.

Media affect how we learn about our world and interact with one another.

Media literally mediate our relationship with social institutions. We base most of our knowledge on government news accounts, not experience. We are dependent on the media for <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> //<span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">what // <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> we know and <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> //<span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">how //  <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> we relate to the world of politics because of the media-politics connection. <span style="color: #733493; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">

**<span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">LANGUAGE USE IN VARIOUS MEDIA RESOURCES ** <span style="color: #733493; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 140%;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; font-weight: normal;">The term //<span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; font-weight: normal;">multi media // <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; font-weight: normal;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; font-weight: normal;">often describes highly sophisticated technology, such as CD-ROM and Internet web sites, which incorporate text, sound, vision and animation. In general, we understand technology to embrace things like radio, TV, video, telephone, fax machines and computers. Not all media involve technology, of course. Books and newspapers don't conjure up images of technology, although a good deal of technology goes into their creation. In this paper, multi media refers to any communication method that conveys information, or that allows interaction between teachers and students. <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; font-weight: normal; line-height: 115%;"> Media components can provide:

- <span style="color: #404040; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; font-weight: normal; line-height: 115%;"> subject information and the instructional process <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; font-weight: normal; line-height: 115%;"> - <span style="color: #404040; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; font-weight: normal; line-height: 115%;"> sound and vision to explain or demonstrate skills - self-testing opportunities and assessment processes - communication between teachers and students <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; line-height: 115%;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; font-weight: normal;"> The purpose of a resource rather than the medium will determine how it is integrated: for example, whether students read, listen, watch or interact with a computer. These uses may also depend on who the students are, where they are, their existing skill levels and their learning styles. Since the purpose of using media in training is to improve the quality of the learning process for students, each medium's characteristics need to be matched to the skills being addressed. <span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;">ANALYZING ADVERTISEMENT AND NEWS STORIES <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">In order to explore the news, the first thing to do is move the news from the sheltered and protected domain where it is seen as a reflection of reality, to a position among all other television programs. Now it can be seen as a construction or representation of a partial reality, rather than reality itself. It can be revealed as a series of selected stories (national, state, regional, local), each of which fits a particular genre (human interest, political, crime/violence) and comes to us replete with codes, conventions and a cast of characters—both stereotypical and non-stereotypical. <span style="color: #808000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">** A Framework for Deconstructing News : <span style="color: #808000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Recognizing its components and the process of assembling it. ** <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">


 * The Stories: **   <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Have students create an itemized list of each story covered on a broadcast or in an issue of a newspaper. This is fascinating when compared to a paper or broadcast from the same day. If it is news, why do they not all cover the same stories, or cover them the same way? <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">

<span style="color: #808000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**The Sequence:** <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> <span class="apple-style-span" style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Have students list the stories in the order in <span class="apple-style-span" style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">which they appear. This could be according to the front page, the lead or opening story etc. Students intuitively know that the most important story is up front. Comparing lead stories in newspapers and news programs again reveals the subjective nature of this priority. <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">

<span style="color: #808000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**The Scope:** <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> <span class="apple-style-span" style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Here students concentrate on the running time, the space or column inches devoted to a story. Students will begin to note that some stories that do not rank as high in sequence actually rank quite high on the scope scale, especially if there is graphic footage with entertainment values or high levels of conflict. <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">

<span style="color: #808000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**The Structure:** <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> How is the story structured? What does it consist of? This includes aspects such as a lead-in by the anchor, live interview in studio with a key figure in the story; analysis from a reporter or commentator; news box or graphics behind the anchor's head; on the scene report from place with high recognition, e.g. Congress, or the Supreme Court. <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">

<span style="color: #808000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**The Style:** <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> <span class="apple-style-span" style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Related to the structure, this now deals with the look and feel of the piece. This can be described as the aesthetics or <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> //mise en scene// (see //Visual Messages// <span class="apple-style-span" style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">, Considine and Haley 1992). It can include posture and body language of the reporters and anchor as well as consideration of the camera angle. Students can begin to look at the framing process and ask not just what is shown but what is left out, what the camera is not showing. This helps them to recognize that the camera can lie by showing only a partial picture. The set in which the anchor is located also is part of the style. Tom Brokaw's newsroom, with its monitors and computer banks, seems like the control tower at Cape Kennedy or some government war room. The overall style conveys power upon the anchor or network and encourages the viewer to surrender to their authority and point of view. <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">

<span style="color: #808000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**The Statement and Slant:** <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> <span class="apple-style-span" style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">This can be presented on a simple scale of bias running from neutral in the center to positive or negative. Students need to evaluate each story in terms of its objectivity. When bias is detected, students have to agree upon the bias, locating it in terms of visual or verbal cues. We have described this elsewhere in terms of "weighted words," "loaded language," and "prejudiced pictures." <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">

<span style="color: #808000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">**The Sponsor:** <span style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> <span class="apple-style-span" style="color: navy; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Since the news exists because of advertising revenue, it should not be isolated from those who bring it to us. The advertisements enable us to read the news in terms of who brings it to us--and more importantly, what assumptions they have about us. By reading the commercials we are in fact reading ourselves. We intuitively know that Saturday morning cartoons are often presented by the makers of fast food, action toys and high-sugar cereals that are based on toy or cartoon characters. Those sponsors are targeting what they see as the nature and needs of young viewers. If television news is heavily sponsored by insurance companies, alcohol manufacturer's, headache relief remedies, and ocean cruises, what do we learn about audience demographics? What age group, what income bracket and what fears and fantasies does the news and its sponsor’s target? How might the content of the news shape the products that it promotes and vice versa? <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;"> INTERPRETING AMBIGUOUS SENTENCES AND HEADLINES ** <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> As listeners and readers, we rarely notice the ambiguities that pervade our everyday language. When we hear the proverb ‘Time flies like an arrow' we might ponder its meaning, but not the fact that there are almost 100 grammatically permissible interpretations of this short sentence. <span style="color: #000080; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; text-align: left;"> On occasion, however, we do notice sentential ambiguity: headlines, such as ‘Two Sisters Reunited after 18 Years in Checkout Counter', are amusing because they so consistently lead to the unintended interpretation (presumably, the sisters did not spend 18 years at the checkout). It is this consistent preference for one interpretation—and one grammatical structure—rather than another that has fueled research into sentence processing for more than 20 years. Until relatively recently, the dominant belief had been that these preferences arise from general principles that underlie our use of grammar, with certain grammatical constructions being preferred over others. There has now accrued, however, a considerable body of evidence demonstrating that these preferences are not absolute, but can change in particular circumstances. With this evidence have come new theories of sentence processing, some of which, at first glance, radically question the standard notions of linguistic representation, grammar and understanding.
 * <span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">

<span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> Sentences can have more than one syntactic structure, as shown by the following (real) newspaper headlines: a) HERSHEY BARS PROTEST b) CHOU REMAINS CREMATED c) ENRAGED COW INJURES FARMER WITH AX (1)

Structural ambiguity leads to different meanings for the same string of words, as shown by the prepositional phrase (PP) for the sentence "John bought the book for Susan". [Attachment ambiguity in (2)]





<span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">In 2a, the meaning of the sentence would be interpreted as "John bought the specific book for Susan" (nominal complement), whereas in 2b the meaning would be "John bought a book, and the book was for Susan" (verbal adjunct).

<span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;"> **<span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">HOW CAN MED ****<span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;">IA HELP LANGUAGE TEACHERS IN CLASSROOM LANGUAGE TEACHING ? ** <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; line-height: 115%;">Now teachers have stimulating tools and rich libraries of multi-media materials available to them to better adapt e <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; line-height: 115%;">ducational content to the specific needs and preferences of the learner. Videos, games, speech recognition tools, and internet-based communication can all add vast depth to traditional instruction materials - such as text books. Incorporating multi-media into the language curriculum, therefore, engages students in more communicative, authentic, context <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt; line-height: 115%;">ualized, and interactive activities that practice all four skills in an integrated fashion, and even provide instant feedback.

In addition, utilizing multi-media not only provides stimulating and effective instruction in a manner to which most young students are already accustomed due to their extracurricular (i.e. non-educational) activities, but also allows teachers flexibility with course content, and provides a learning environment in which students can begin to develop autonomy. The Internet is a perfect way to incorporate new elements into a lesson plan, and teachers are taking advantage of this growing trend by welcoming technology into their classrooms to assist with lesson plans, compliment thematic units, create learning activities, and to access reference materials faster than before. Technology allows educators to take their classes to ancient worlds, see long-forgotten monuments, and dissect animals online with the help of detailed Internet tutorials. <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> The Internet can be used to enrich thematic units and classroom lesson plans. If the class is studying about a particular artist, art websites can compliment the lesson by giving children an in-depth look at the life and works of the artist. They can see paintings that are in far-away museums or countries, and get a behind-the-scenes look at how the artist conceptualized the painting. Having several laptops with wireless Internet access can make the classroom a much more visual experience.
 * INTERNET **

There are also a variety of websites that provide fun alternatives to teaching standard materials. The T.W.I.N.K.I.E.S. Project, conducted b <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">y a group of Rice University students, can help students understand the scientific method in a way that's entertaining and interactive. Math games like Carl's Cookie Capers and Car Wash encourage students to quickly utilize their multiplication skills in order to play a fun game. The Internet provides an interactive element that traditional textbook learning simply cannot. No matter what topics kids are studying, technology can be used to integrate web-based activities into the curriculum. Use of <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> the mass media as a teaching instrument in the classroom has increased considerably at all grade levels in the past few years. The Journal of Reading carries a regular series--"Use the News"--on integrating the reading of newspapers into classroom activities. The newspaper is the most widely used of the media, the direct result of a national campaign by publishers, known as "Newspapers in Education" (NIE). This initiative encourages the use of newspapers as an educational tool both to complement and supplement traditional classroom texts and resource materials (Newton, 1985). "The Newspaper as an Effective Teaching Tool" (1981) explains the intent of the program and provides a variety of classroom activities using newspapers.
 * NEWSPAPER **

At the present time, about 600 newspapers in the United States and Canada participate in the NIE program, whi <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">ch involves approximately three million students, 90,000 teachers, and 16,000 schools each year. Before the advent of NIE, newspapers tended to be used only by secondary school social studies teachers in two-week units or for Friday current events sessions. Now, however, newspapers are used throughout the school year in every area of the curriculum (Kossack, 1987).

The success of this broad initiative is evident in programs such as "Newspapers Are for Kids, Too!", which was designed for young children and their parents. It contains creative ideas to help children improve reading, writing, social studies, math, and science skills. It can easily be modified for classroom use in the elementary grades (Hermann, 1981). <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> ** MAGAZINE ** Magazines are a rich source of authentic materials and can be very motivating and inspire a wide range of activities. You can bring whole magazines to class to stimulate interest in British culture, to introduce the topic of media and language or just to help students get to grips with handling a whole publication in English. If possible, it's good to use copies of teen magazines or language magazines. <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> ** FILM, VIDEO AND TELEVISION ** <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> Teachers have long used the media and particularly film to accomplish various instructional objectives such as building background for particular topics or motivating student reaction and analysis. The appeal of visual media continues to make film, video, and television educational tools with high potential impact; and they are now considerably more accessible and less cumbersome to use. <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">The use of <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">film in the classroom has become more popular since the arrival of the videocassette recorder (VCR) with its relative economy and ease of operation. The opinion of one teacher probably echoes the opinion of many others: "The VCR gave us flexibility. We could watch the first exciting twenty minutes, stop the tape and discuss elements of introduction, mood, suspense, and characterization--and view it again....The VCR is simple to operate, portable, and less expensive." (Farmer, 1987) Another educator who has considered the potential of the VCR believes that "one of the pedagogical ta <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"><span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">sks of the next decade may well be discovering the most efficacious ways of employing this omnipresent piece of technology." (Gallagher, 1987) Another teacher pinpoints a reason for the potential: "Because students live in a media-oriented world, they consider sight and sound as 'user friendly.'" (Post, 1987) <span style="color: #733493; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> <span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 150%;"> <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12px;"> <span style="color: #000080; font-family: Times New Roman,serif; font-size: 12pt; font-weight: normal;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">There are various means of teaching used today that merges the power and influence of the media within the curriculum. This is meant to further ensure effective learning by making it a rather interesting process that encourages attention from learners. Listed below are some of the examples of teaching activities that incorporates media:
 * TEACHING ACTIVITIES THAT INCORPORATE MEDIA**

<span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">
 * <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Integrating the Internet into the lesson plan is one of the examples. The Internet is an endless stream of information, accessed and updated by users all over the world everyday. To fully benefit this, teachers must be able to give out tasks that utilizes the Internet as the medium of information e.g. instruct learners to create a WebQuest. WebQuests are inquiry-based learning activities that require the learners to address an issue or question in particular, pulling resources from the Internet. During this activity, students work in groups, dividing assignments among each other, so that everyone participates in a group-assigned role. The objective of the activity is to promote "transformative" learning outcomes, accomplished through the reading, analysis, and synthesis of Web-based information. At the same time, students are able to familiarize themselves with the webs, using them as a learning tool. It also enables them to learn how to reflect on and extend the material they acquire from the web.
 * <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">The local news on TV can also be used as a tool of learning. Students could view a 30-minute local commercial network news broadcasts and keep a log of the specific stories, types of stories, and the time of stories in number of seconds. Then, they could identify the types of content in terms of time devoted to “news,” “weather,” “sports,” “consumer/health/entertainment feature stories,” and “ads.” Within the “news” category, characterize the types of stories included. If they viewed several different stations on the same news day, they could then compare the differences in station’s news in terms of their presentation style, selection of topic, content analysis and the development of the story. They could also note the similarities and consistency of these factors in between stations.
 * <span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Movies is another type of media suitable to take part in the process of effective learning. It, usually being the visualization of a story or experience in the of writing, serves as a popular visual aid in learning. Students can be given a task of reading a novel, in example, 'A Walk To Remember' written by Nicholas Sparks, followed by a thorough book report. Subsequently, the movie version of the book is shown to the students. At this level, students achieve can actually achieve a visual understanding of the novel. And after that, study of both the book and the movie can be conducted. A further comparison can be done by the students, based on their own experience reading the book and the actual representation of the book seen in the movie.

<span style="color: #000080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;">Basically, the three activities included above relatively include the application of media in the curriculum. It can be said that these tasks encourages critical thinking, creativity and initiative; qualities which is essential in a student. <span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 12pt;"> <span style="color: #800080; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 18pt;">