hi！各位親愛的朋友！ 克帆的新唱片正式開工日已經確定！將會和克帆的好友林邁可，還有新簽下的詞曲創作人阿丹，阿文，一同開始正式進錄音室了！正式的版本就不能傳mp3給各位，要大家破費了喔！在這裏通知大家！不好意思！等了我五年多！年底前一定給大家好聽又好看！
陪了我那麼久！大家辛苦了！
克帆
嘿嘿~看到这个留言，好贴心哦！
克帆兄~3号见哦！太久没有听到你的现场了~~
Monday, August 29, 2005
号外号外！
hi！各位親愛的朋友！ 克帆的新唱片正式開工日已經確定！將會和克帆的好友林邁可，還有新簽下的詞曲創作人阿丹，阿文，一同開始正式進錄音室了！正式的版本就不能傳mp3給各位，要大家破費了喔！在這裏通知大家！不好意思！等了我五年多！年底前一定給大家好聽又好看！
陪了我那麼久！大家辛苦了！
克帆
Saturday, August 27, 2005
Thursday, August 25, 2005
这几个月在搞的东东
这几个月，忙盲茫的结果揭晓：
Sleeping Beauty's Dream (the musical) by DLS School...
Sleeping Beauty n the Frog Prince
'ribbit...ribbit...'
Papa Bear, Mama Bear n Baby Bear... my dear colleagues...Robert n Aifang... hee...
Beauty's King Daddy n Queen Mummy
6 Good Fairies
n the Bad Fairy - Ting Ting
The Forest Creatures - Elephants, Zebras, Tigers, Lions, Leopards
and last of all, my favourite cool guy - the town crier
Interested parties may approach me for tickets.
Details:
Sleeping Beauty's Dream (The Musical)
Venue: St Joseph Institute Art Centre
Date: 7th September 2005 (Wednesday)
Time: Matinee 2.30pm, Evening 7.00pm
Price: Matinee $10, Evening $12
Duration: approximately 1 hour, no intermission
Sleeping Beauty's Dream (the musical) by DLS School...
Sleeping Beauty n the Frog Prince
'ribbit...ribbit...'
Papa Bear, Mama Bear n Baby Bear... my dear colleagues...Robert n Aifang... hee...
Beauty's King Daddy n Queen Mummy
6 Good Fairies
n the Bad Fairy - Ting Ting
The Forest Creatures - Elephants, Zebras, Tigers, Lions, Leopards
and last of all, my favourite cool guy - the town crier
Interested parties may approach me for tickets.
Details:
Sleeping Beauty's Dream (The Musical)
Venue: St Joseph Institute Art Centre
Date: 7th September 2005 (Wednesday)
Time: Matinee 2.30pm, Evening 7.00pm
Price: Matinee $10, Evening $12
Duration: approximately 1 hour, no intermission
Monday, August 22, 2005
新曲试听
嘿嘿~等不急的朋友~好料哦！
《五月天》最真傑作選→新曲試聽
知足http://www.yoyorock.com.tw/RTDemo/066106.wma
牙關 http://www.yoyorock.com.tw/RTDemo/066107.wma
亂世浮生http://www.yoyorock.com.tw/RTDemo/066108.wma
戀愛ing http://www.yoyorock.com.tw/RTDemo/066109.wma
金多蝦http://www.yoyorock.com.tw/RTDemo/066110.wma
麥來亂http://www.yoyorock.com.tw/RTDemo/066111.wma
轉至★五月天★你要去哪裡★
《五月天》最真傑作選→新曲試聽
知足http://www.yoyorock.com.tw/RTDemo/066106.wma
牙關 http://www.yoyorock.com.tw/RTDemo/066107.wma
亂世浮生http://www.yoyorock.com.tw/RTDemo/066108.wma
戀愛ing http://www.yoyorock.com.tw/RTDemo/066109.wma
金多蝦http://www.yoyorock.com.tw/RTDemo/066110.wma
麥來亂http://www.yoyorock.com.tw/RTDemo/066111.wma
轉至★五月天★你要去哪裡★
Saturday, August 20, 2005
红孩儿：决战火焰山
片名：红孩儿：决战火焰山
编剧：纪蔚然
导演：王童 (台湾电影金马奖评委会主席)
配音：柳翰雅 玛莎 杨贵媚 澎恰恰
陈昭荣 NONO 白云 许杰辉 干德门
类型：卡通/动画
出品：台湾宏广股份有限公司
发行：北京川江联盟影视文化有限公司
中国电影集团公司发行放映分公司
北京儿童艺术剧院股份有限公司
上映：2005年8月5日 全亚洲同步
几时会在狮城上映呢？
恋爱ing
词曲唱：五月天
陪你熬夜 聊天到爆肝也沒關係 --
陪你逛街 逛成扁平足也沒關係
超感謝你 讓我重生 整個o-r-z --
讓我重新認識 l o v e ( l - o - v - e ! l-o-v-e! )
戀愛ing happy ing
心情就像是 坐上一台噴射機
戀愛ing 改變ing
改變了黃昏 黎明 有你 都心跳到不行
你是空氣 但是好聞勝過了空氣 --
你是陽光 但是卻能照進半夜裡
水能載舟 也能煮粥 餵飽了生命 --
你就是維他命l o v e ( l - o - v - e ! l-o-v-e! )
未來 某年某月 某日某時 某分某秒 某人某地 某種永遠的心情
不會忘記此刻 L O V E
陪你熬夜 聊天到爆肝也沒關係 --
陪你逛街 逛成扁平足也沒關係
超感謝你 讓我重生 整個o-r-z --
讓我重新認識 l o v e ( l - o - v - e ! l-o-v-e! )
戀愛ing happy ing
心情就像是 坐上一台噴射機
戀愛ing 改變ing
改變了黃昏 黎明 有你 都心跳到不行
你是空氣 但是好聞勝過了空氣 --
你是陽光 但是卻能照進半夜裡
水能載舟 也能煮粥 餵飽了生命 --
你就是維他命l o v e ( l - o - v - e ! l-o-v-e! )
未來 某年某月 某日某時 某分某秒 某人某地 某種永遠的心情
不會忘記此刻 L O V E
引用阿信的话：
就像初吻前一秒
都還能聽見耳朵裡震撼天地的心跳聲
那一刻真的是这样吗？
Saturday, August 13, 2005
催泪剧
友川四季（菅野美穗飾演）是活潑開朗的小兒科實習醫生，與攝影師俊介（藤木直人飾演）墜入情網，但是俊介卻注定迎向失明的命運…故事的舞台位於遠離喧囂的美麗城鎮—長崎，這對戀人在家人和朋友的溫暖環繞下，以苦惱、愛情與勇氣，共同譜出生命的喜悅與悲傷，敘說「愛」的真意…
本劇改編自日本暢銷小說「解夏」，繼話題性十足的電影版之後，在富士電視台最具收視傳統的「月九」時段，推出全新型態的人性愛情物語－「讓愛看得見」。幕後團隊不但請到「東京愛情故事」王牌製作人與腳本家再次合作、雙掛保證，主題曲則啟用以「櫻花」紅遍日本的美聲抒情歌手－森山直太朗配合劇情催淚。
而劇中靈魂人物更分別邀請演技、外形兼具的菅野美穗與藤木直人，搭配新生代演員伊東美、「水男孩」玉木宏，以及硬底子資深演員時任三郎、八千草薰同台競演，在敘情中激起燦爛火花。日本播出首集即創下平均21.9﹪、瞬間最高26.8﹪的收視率，堪稱近年難得一見的精緻感人日劇。
http://japan.videoland.com.tw/channel/itoshikimie/
催泪剧！眼泪流到不行！
Thursday, August 11, 2005
晚安地球人
歌手：五月天
专辑：神的孩子都在跳舞
词:阿信
曲:石头
紫皮肤大脑袋血液不绿也不蓝
在我已经毁灭的星球我比五月天还帅
那一年大逃难爸爸把我丢上船
光的速度能比爱恨快所以我也忘了哭
来到这里一光年外
沉睡七年的蝉
换取七天的灿烂
生命穿过漫长年代
直到名为人类的灾难
诸葛亮赤壁战万人一冢的豪迈
千年之后重回荧幕里还是征战的舞台
难道会又重来妈妈他说的混乱
谁能还清自己的卡债谁能控制核子弹
谁能顿悟轮回会来
大人在冷气房作战
小孩在太阳下逃难
石油田的干旱华尔街卷起灾难
终于人们发射了飞弹捍卫自己的晚餐
多害怕在未来人类对一切习惯
拿起字典一页页的翻始终找不到的字
是不是爱
是不是爱
(地球人晚安)
不要是爱
不要是爱
(地球人晚安)
专辑：神的孩子都在跳舞
词:阿信
曲:石头
紫皮肤大脑袋血液不绿也不蓝
在我已经毁灭的星球我比五月天还帅
那一年大逃难爸爸把我丢上船
光的速度能比爱恨快所以我也忘了哭
来到这里一光年外
沉睡七年的蝉
换取七天的灿烂
生命穿过漫长年代
直到名为人类的灾难
诸葛亮赤壁战万人一冢的豪迈
千年之后重回荧幕里还是征战的舞台
难道会又重来妈妈他说的混乱
谁能还清自己的卡债谁能控制核子弹
谁能顿悟轮回会来
大人在冷气房作战
小孩在太阳下逃难
石油田的干旱华尔街卷起灾难
终于人们发射了飞弹捍卫自己的晚餐
多害怕在未来人类对一切习惯
拿起字典一页页的翻始终找不到的字
是不是爱
是不是爱
(地球人晚安)
不要是爱
不要是爱
(地球人晚安)
阿信~~真的是奇才~~
Tuesday, August 09, 2005
新加坡40岁快乐！
今年的国庆庆祝活动好多哦！滨海湾、政府大厦前的广场、淡滨尼、义顺、裕廊~~
今天和冬冬就到了裕廊的庆祝场地~
晋乐也来了~~她还有艳遇哦！
后来，晋乐和冬冬看完精彩的烟火后回家了~蘑菇留下来看演出~
1。巫启贤~~
2。周重庆
3。蔡淳佳
4。183Club
哈哈~根本不知道他们会出现在这里~结果一听到他们的名字，就马上冲上前~~不过手脚不够快，就爬上台前的一个高台上猛拍起来！哈~~~~好好玩！
最后，在新加坡最大的贺卡前自拍~~技术大大进步了哦！
今天和冬冬就到了裕廊的庆祝场地~
晋乐也来了~~她还有艳遇哦！
后来，晋乐和冬冬看完精彩的烟火后回家了~蘑菇留下来看演出~
1。巫启贤~~
2。周重庆
3。蔡淳佳
4。183Club
哈哈~根本不知道他们会出现在这里~结果一听到他们的名字，就马上冲上前~~不过手脚不够快，就爬上台前的一个高台上猛拍起来！哈~~~~好好玩！
最后，在新加坡最大的贺卡前自拍~~技术大大进步了哦！
Monday, August 08, 2005
Sunday, August 07, 2005
Concert @ Marina
八月六日，晚上8点半，绚丽的烟花表演开始。
瑞恩和Taufik出场，现场演唱了Reach Out for the Sky.
动静乐团出场。阿滚真的长得不错~琴艺也真得很不错~~
自然卷乐团~轻快轻松的节奏~民谣风的俏皮~不错听的一个组合~
宇恒~另外一名有实力才华的滚石歌手~~
期待已久的五月天终于登场了！全场兴奋起来，蓝色的荧光棒也突然间全亮了起来~
从那秒开始，蘑菇我的全身上下都听不下来了~HIGH HIGH HIGH!
阿信这次演唱花的时候好好笑哦！开始他就说，唱错弹错的人要被法规唱歌，结果他自己啊！哈哈！只唱到第二句就忘词了！结果他跪下来唱了半首“花”。好好笑哦！
还有啊！不知道唱那一首歌，他竟然将鞋子脱了下来！天啊！其他4个团员都开始喊臭！阿信竟然没穿袜子！哈！
后来，华建大哥出来和五月天一起同台演出，唱了三首歌~~其中就由beatles和花心~~好好听哦！
这次五月天总共唱了几首歌，兴奋的蘑菇也记不清了~
1。孙悟空
2。终结孤单
3。志明与春娇
4。轧车
5。花
6。温柔
7。倔强
8。人生海海
9。听不到
还有其他的吗？蘑菇真的记不起来了！
Saturday, August 06, 2005
3 Practices To Change In Our Classrooms
3 Practices To Change In Our Classrooms
Recently, I was reading about a new lot of teacher assistants who have been placed in classrooms to help teachers. I applaud this new practice as we need to acknowledge that teachers do need this kind of support in their large classes of mixed ability pupils. However, some of the practices we have in our classrooms need to be questioned and changed as they often impede effective teaching and learning. I will focus on 3 practices to question and change in our classrooms.
1. Completing the syllabus
Teachers tell me all the time that they have to complete the syllabus and that they have no time to teach what I consider important skills because they are not in the syllabus.
I often tell them that there is no syllabus in English and by that I mean that what we teach in English are skills and strategies that need to be taught over and over again, year after year at increasing level of complexity. From P1 to Sec 4, we teach the same parts of speech, the same skills for writing and reading, but at more and more sophisticated levels.
What teachers consider the syllabus is nothing but the textbook and we know the textbook is not meant to be taught from cover to cover. How else can you explain the presence of 16 units in one series and 6 units in another series of textbooks?
Teachers then say that since parents have paid money for the textbook they must ensure that it is used. I think parents think that way when they are not well informed. Covering the textbook is one way of showing how diligent and hardworking teachers are but it is not a smart or even productive way of teaching. Do students learn more from your careful covering of the textbook and finishing the workbook? I doubt it.
Suggestion: I would suggest teachers think carefully about what pupils need to learn at each level. What are the outcomes for language learning according to MOE's syllabus (not the textbook)? How much do they have to read and write in order to move to the next level? Then sit down as a level and decide how much of the textbook is really necessary. It is better to cover a topic in great detail than to skim over many topics. At least your pupils will be minor experts in the topic rather than mere dilettantes.
2. Teaching to the test
It is a common practice for us to use the PSLE (or the P4 streaming test in the earlier years) as a guideline to set our test papers. How else can we explain all the different components in the lower primary test papers? Teachers know that many lower primary pupils struggle with cloze but it remains firmly entrenched in many school test papers. Grammar tests are invariably multiple choice and writing is based on one picture when it is easier to write with several pictures as stimuli.
Many teachers ignore topics that are not part of the test syllabus so our pupils do not write poems or stories, fear dramatic or oral activities and are ignorant of metacognition skills and other comprehension activities apart from answering questions. We thus deprive our children of truly creative and useful learning. Is it a wonder that some pupils leave school disliking reading and writing?
Suggestion: Our fundamental goal must be to create an interest in and develop the skills for reading and writing. Focus on developing these skills in the foundation years. Get children reading, read to children; get children writing and teach children how to write and not just do picture compositions. We don't do picture compositions in real life! Give reading and writing a personal meaning beyond the test and make learning a natural and enjoyable part of school.
3. Determining the amount of work by the quota given
All schools have a "quota" that teachers fret over. The quota refers to the amount of work to be given and it is often 4-5 pieces of comprehension exercises and 4-5 pieces of compositions per term. Principals and HODs ensure that this quota is met and teachers work themselves to distraction meeting the quota. Now it's true that without a stated quota, some teachers will not give much written work. On the other hand, the quota also serves to instil a "give work" attitude among teachers so much so that week after week, pieces of work are doled out to pupils with little thought given to the need and purpose of the task. Meanwhile teachers too wear themselves out marking. This is like a dog chasing its tail situation and no good can come out of this practice if we continue at it.
Most harmful of all is that with all this work given out, teachers have little time to teach any skills and the pupils are the ones to lose out. If there should be any manifestation of the TLLM (Teach less learn more) slogan in schools, it should first be the reduction of this quota. Interestingly, a former Deputy Director of Schools told me that this idea of a quota was first mooted in the 1970s by the Ministry. I think the quota idea has outlived its usefulness and relevance. I might even suggest that it is both insulting and disempowering to teachers to be told that they need to show that they are doing their job this way, and it also goes against our principles of teaching the children instead of the syllabus. Who says all pupils need the same amount and the same kind of work?
Suggestion: Focus on meaningful work rather than the amount of work. Teachers should spend time on teaching skills and strategies and not on completing worksheets or other tasks. Currently, every piece of work is like an assessment. Spend time instead on practising the "shots" not playing the game, on building stamina and skill and not running the race. Three pieces of work may be sufficient but require teachers to show evidence of teaching by looking for shorter exercises and lesson plans.
Finally, it is our business and duty to educate parents that giving a lot of work can be counter productive. We also need to inform them that a textbook is not meant to be taught from cover to cover. We ourselves as professionals should refuse to be intimidated by parents and instead take a more professional approach. Remember we fear what we don't understand. If parents understand what we are doing, they will be less apprehensive and consequently, less aggressive.
In a sense, these are entrenched mind sets we are dealing with and they won't be easy to dislodge from the system. But as teachers and principals we need to be aware of these practices and the thinking behind them. I do know of many enlightened principals who do not require such quotas but often, the teachers are the ones who keep reinforcing the system. Our education system has come a long way since the 1970s and since my time in school. As teachers, our beliefs and practices have to keep pace too.
source:LEARNING VENTURES NEWSLETTER (August 2005, Vol. 66)
Recently, I was reading about a new lot of teacher assistants who have been placed in classrooms to help teachers. I applaud this new practice as we need to acknowledge that teachers do need this kind of support in their large classes of mixed ability pupils. However, some of the practices we have in our classrooms need to be questioned and changed as they often impede effective teaching and learning. I will focus on 3 practices to question and change in our classrooms.
1. Completing the syllabus
Teachers tell me all the time that they have to complete the syllabus and that they have no time to teach what I consider important skills because they are not in the syllabus.
I often tell them that there is no syllabus in English and by that I mean that what we teach in English are skills and strategies that need to be taught over and over again, year after year at increasing level of complexity. From P1 to Sec 4, we teach the same parts of speech, the same skills for writing and reading, but at more and more sophisticated levels.
What teachers consider the syllabus is nothing but the textbook and we know the textbook is not meant to be taught from cover to cover. How else can you explain the presence of 16 units in one series and 6 units in another series of textbooks?
Teachers then say that since parents have paid money for the textbook they must ensure that it is used. I think parents think that way when they are not well informed. Covering the textbook is one way of showing how diligent and hardworking teachers are but it is not a smart or even productive way of teaching. Do students learn more from your careful covering of the textbook and finishing the workbook? I doubt it.
Suggestion: I would suggest teachers think carefully about what pupils need to learn at each level. What are the outcomes for language learning according to MOE's syllabus (not the textbook)? How much do they have to read and write in order to move to the next level? Then sit down as a level and decide how much of the textbook is really necessary. It is better to cover a topic in great detail than to skim over many topics. At least your pupils will be minor experts in the topic rather than mere dilettantes.
2. Teaching to the test
It is a common practice for us to use the PSLE (or the P4 streaming test in the earlier years) as a guideline to set our test papers. How else can we explain all the different components in the lower primary test papers? Teachers know that many lower primary pupils struggle with cloze but it remains firmly entrenched in many school test papers. Grammar tests are invariably multiple choice and writing is based on one picture when it is easier to write with several pictures as stimuli.
Many teachers ignore topics that are not part of the test syllabus so our pupils do not write poems or stories, fear dramatic or oral activities and are ignorant of metacognition skills and other comprehension activities apart from answering questions. We thus deprive our children of truly creative and useful learning. Is it a wonder that some pupils leave school disliking reading and writing?
Suggestion: Our fundamental goal must be to create an interest in and develop the skills for reading and writing. Focus on developing these skills in the foundation years. Get children reading, read to children; get children writing and teach children how to write and not just do picture compositions. We don't do picture compositions in real life! Give reading and writing a personal meaning beyond the test and make learning a natural and enjoyable part of school.
3. Determining the amount of work by the quota given
All schools have a "quota" that teachers fret over. The quota refers to the amount of work to be given and it is often 4-5 pieces of comprehension exercises and 4-5 pieces of compositions per term. Principals and HODs ensure that this quota is met and teachers work themselves to distraction meeting the quota. Now it's true that without a stated quota, some teachers will not give much written work. On the other hand, the quota also serves to instil a "give work" attitude among teachers so much so that week after week, pieces of work are doled out to pupils with little thought given to the need and purpose of the task. Meanwhile teachers too wear themselves out marking. This is like a dog chasing its tail situation and no good can come out of this practice if we continue at it.
Most harmful of all is that with all this work given out, teachers have little time to teach any skills and the pupils are the ones to lose out. If there should be any manifestation of the TLLM (Teach less learn more) slogan in schools, it should first be the reduction of this quota. Interestingly, a former Deputy Director of Schools told me that this idea of a quota was first mooted in the 1970s by the Ministry. I think the quota idea has outlived its usefulness and relevance. I might even suggest that it is both insulting and disempowering to teachers to be told that they need to show that they are doing their job this way, and it also goes against our principles of teaching the children instead of the syllabus. Who says all pupils need the same amount and the same kind of work?
Suggestion: Focus on meaningful work rather than the amount of work. Teachers should spend time on teaching skills and strategies and not on completing worksheets or other tasks. Currently, every piece of work is like an assessment. Spend time instead on practising the "shots" not playing the game, on building stamina and skill and not running the race. Three pieces of work may be sufficient but require teachers to show evidence of teaching by looking for shorter exercises and lesson plans.
Finally, it is our business and duty to educate parents that giving a lot of work can be counter productive. We also need to inform them that a textbook is not meant to be taught from cover to cover. We ourselves as professionals should refuse to be intimidated by parents and instead take a more professional approach. Remember we fear what we don't understand. If parents understand what we are doing, they will be less apprehensive and consequently, less aggressive.
In a sense, these are entrenched mind sets we are dealing with and they won't be easy to dislodge from the system. But as teachers and principals we need to be aware of these practices and the thinking behind them. I do know of many enlightened principals who do not require such quotas but often, the teachers are the ones who keep reinforcing the system. Our education system has come a long way since the 1970s and since my time in school. As teachers, our beliefs and practices have to keep pace too.
source:LEARNING VENTURES NEWSLETTER (August 2005, Vol. 66)
Friday, August 05, 2005
蘑菇
哟！check out this site on MUSHROOMS... so interesting... din know a search on mushrooms can bring me to music... !!!
http://fusionanomaly.net/mushrooms.html
Monday, August 01, 2005
自拍
30号和中学的姐妹们有了个聚会
已经好久没6个人同时出现在同一个聚会了
结果，
原本的主角（美霞和男友）迟迟都没出现
连电话也不敢接
哈哈哈!!
肯定是怕我们扁她
所以呢
5个女人就开始在素林的车内完起自拍来
以下是几张比较“能看”的~~~
已经好久没6个人同时出现在同一个聚会了
结果，
原本的主角（美霞和男友）迟迟都没出现
连电话也不敢接
哈哈哈!!
肯定是怕我们扁她
所以呢
5个女人就开始在素林的车内完起自拍来
以下是几张比较“能看”的~~~
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