Learning contract
Date
|
Time
|
Learning contract
|
Monday
|
8 pm.-10 pm.
|
review the lesson and write learning log
|
Tuesday
|
8 pm.-10 pm.
|
write learning log in blog
|
Wednesday
|
8 pm.-10 pm.
|
improve blog
|
Thursday
|
8 pm.-10 pm.
|
Chat with foreigner
|
Friday
|
3 pm.-6 pm.
|
Watch and find new vocabularies in VOA
|
Saturday
|
1 pm.-3 pm
|
Edit blog, improve blog
|
Sunday
|
3 pm.- 4 pm.
|
Edit blog, improve blog
|
Learning Log 21 (outside of class room)
Teaching Reading
Strategies for Developing
Reading Skills
Using Reading Strategies
Language instructors are often frustrated by the fact that students do not
automatically transfer the strategies they use when reading in their native
language to reading in a language they are learning. Instead, they seem to
think reading means starting at the beginning and going word by word, stopping
to look up every unknown vocabulary item, until they reach the end. When they
do this, students are relying exclusively on their linguistic knowledge, a
bottom-up strategy. One of the most important functions of the language
instructor, then, is to help students move past this idea and use top-down
strategies as they do in their native language.Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation.
Strategies that can help students read more quickly and effectively include
- Previewing: reviewing titles,
section headings, and photo captions to get a sense of the structure and
content of a reading selection
- Predicting: using knowledge of the
subject matter to make predictions about content and vocabulary and check
comprehension; using knowledge of the text type and purpose to make
predictions about discourse structure; using knowledge about the author to
make predictions about writing style, vocabulary, and content
- Skimming and scanning: using a quick
survey of the text to get the main idea, identify text structure, confirm
or question predictions
- Guessing from context: using prior
knowledge of the subject and the ideas in the text as clues to the
meanings of unknown words, instead of stopping to look them up
- Paraphrasing: stopping at the end of
a section to check comprehension by restating the information and ideas in
the text
- By modeling the strategies aloud,
talking through the processes of previewing, predicting, skimming and
scanning, and paraphrasing. This shows students how the strategies work
and how much they can know about a text before they begin to read word by
word.
- By allowing time in class for group
and individual previewing and predicting activities as preparation for
in-class or out-of-class reading. Allocating class time to these
activities indicates their importance and value.
- By using cloze (fill in the blank)
exercises to review vocabulary items. This helps students learn to guess
meaning from context.
- By encouraging students to talk
about what strategies they think will help them approach a reading
assignment, and then talking after reading about what strategies they
actually used. This helps students develop flexibility in their choice of
strategies.
Reading to Learn
Reading is an essential part of language instruction at every level
because it supports learning in multiple ways.- Reading to learn the language:
Reading material is language input. By giving students a variety of
materials to read, instructors provide multiple opportunities for students
to absorb vocabulary, grammar, sentence structure, and discourse structure
as they occur in authentic contexts. Students thus gain a more complete
picture of the ways in which the elements of the language work together to
convey meaning.
- Reading for content information:
Students' purpose for reading in their native language is often to obtain
information about a subject they are studying, and this purpose can be
useful in the language learning classroom as well. Reading for content
information in the language classroom gives students both authentic
reading material and an authentic purpose for reading.
- Reading for cultural knowledge and
awareness: Reading everyday materials that are designed for native
speakers can give students insight into the lifestyles and worldviews of
the people whose language they are studying. When students have access to
newspapers, magazines, and Web sites, they are exposed to culture in all its
variety, and monolithic cultural stereotypes begin to break down.
1.
Figure out the purpose
for reading. Activate background knowledge of the topic in order to predict or
anticipate content and identify appropriate reading strategies.
2.
Attend to the parts of
the text that are relevant to the identified purpose and ignore the rest. This
selectivity enables students to focus on specific items in the input and
reduces the amount of information they have to hold in short-term memory.
3.
Select strategies that
are appropriate to the reading task and use them flexibly and interactively.
Students' comprehension improves and their confidence increases when they use
top-down and bottom-up skills simultaneously to construct meaning.
4.
Check comprehension
while reading and when the reading task is completed. Monitoring comprehension
helps students detect inconsistencies and comprehension failures, helping them
learn to use alternate strategies.
Learning Log 21 (inside of class room)
18 October 2013
Today is the second time for teaching about ASEAN Lesson Plan and the
last time of this term. There is teaching test again.
Everybody good improve for teaches today.I think Pommarin have a good
teaching for today. She has a lot of activities to use in their teaching. She
use check lists for assessment their students. She supports their students to
improve speaking skill.
Today is very fun because somebody apply all of technical that teacher
comment every week such as has the new step teaching, and new idea in the
class. They have game and gifts in the activities.
Learning Log 20 (inside of class room)
17 October 2013
Today is the first
time for teaching about ASEAN lesson plan. There are 12 students teach in this
plan. Today, I teaching test in topic greeting and introducing in ASEAN. we can teach for many people because teacher no comments for
everybody, but teacher comments everyone when we finish class.
Someone do good
teaching. Someone have the interesting teaching. So, everybody enjoy with
English classroom. In the class are many methods about teaching that
interesting. Somebody have the new ideas for teaching. ASEAN is important for
teaching in the future because ASEAN is coming in 2015. Sometimes, students can
use in real life. Most of all always teach about country, nationality, capital
and greeting in ASEAN.
When my friends
finished teaching, teacher has the suggestions and comments for students and compliment for some one. I very happy because teacher compliment me,too.
Learning Log 20 (outside of class room)
Greeting, Country and Nationality in ASEAN
Greeting
|
Country
|
Nationality
|
Shuo
Sa Dai ซัวสเด
|
Cambodia
|
Cambodian
|
Salamat
Siang ซาลามัต เซียง
|
Indonesia
|
Indonesian
|
Sabaidee สะบายดี
|
Laos
|
Laotian
|
Salamat
Datang ซาลามัต ดาตัง
|
Malaysia
|
Malaysian
|
Mingalar
Par มิงกาลาบา
|
Myanmar
|
Burmese
|
Kumusta กูมุสตา
|
Philippines
|
Filipino
|
Ni
Hao หนีห่าว
|
Singapore
|
Singaporean
|
Sawadee สวัสดี
|
Thailand
|
Thai
|
Xin
Chao ซินจ่าว
|
Vietnam
|
Vietnamese
|
Salamat
Datang ซาลามัต ดาตัง
|
Brunei Darussalam
|
Bruneian
|
**When you asking and
giving personal information you can use all of these sentences.
What is your name?
-My name is ……………
Where are you from?
-I’m from …………..
What is your nationality?
-I’m …………………..
Learning Log 19 (outside of class room)
Strategies for
Improving Listening Skills
Instructions
1.
Listen with care. As
you listen, focus on what is being said. Keep your eyes on the person while she
is talking. Stay focused on what she is saying by formulating questions in your
head, such as "What's the main point of this conversation?" Don't
listen by thinking up what you're going to say next; just focus on the speaker.
You'll have to devote real energy to staying highly tuned in, but it will show
the speaker that you care deeply about what's being said.
2. Respond in
relevant ways. When the person you're listening to stops speaking and is
looking at you for a response, speak directly to what has just been said. Say
something like "So you're saying you don't think that ___. Is that
right?" or "It seems like you're feeling really ___. Is that
true?" This will keep the attention focused on the other person and what
he needs right now, which is the foundation of good listening. It's all about
the other person. Be a mirror for the person who needs to talk, so that you can
help him unravel what he is thinking and feeling.
3.
Ask questions that
require open-ended rather than closed answers. This means that you should ask
questions that encourage further sharing rather than closing it off. Don't ask
questions that can be answered with a simple yes or no. Rather than ask
"Do you want to quit your job?" ask something more like "What
are the positives and negatives you should look at before deciding to leave
this job?" This last question requires the person to continue speaking and
exploring her own feelings, so it encourages openness. When someone realizes
you want to hear her out, that person will usually relax more about the subject
and speak with greater freedom. This builds trust and relationship and helps
the person to see her thoughts and feelings in a more objective light.
4. Lean into
the person. Use your body to convey that you are listening with a concerned
heart. If you're sitting down, lean toward the person. Keep your arms and legs
uncrossed. When crossed, you appear to be closing people out. You want your
posture as well as your words to say "I'm present to you; I'm here for you."
It's good to nod or shake your head when you want to convey agreement or
surprise to him. Anything that shows you are actively in this conversation with
him is a plus.
5. Don't talk
until the person stops talking. Interrupting always makes the speaker feel as if
you aren't listening and as if what she is saying is of no importance to you.
You can't hear if you are talking, so keep quiet and listen. People don't
always want or need advice, but they always need to know they're being heard.
Usually their answers will be found within their own words, so they need time
and space to speak freely to get to those answers that may be buried under a
mountain of emotion or conflict. Let them speak and comment when they are
finished, and you'll show them you care about what they're feeling and saying.
6. Be patient. Listening
takes time and patience. You can't jump to conclusions or rush into give advice
unless you are willing to seem uncaring. Just being actively there, letting the
other person know that she matters and what she has to say is important will be
healing and comforting. Listening is nearly a lost art in these days of rushing
and electronic communication, but it is worth the time it takes to learn since
it's the quickest and easiest pathway to great relationships. For more
information on relationship skills, go to eNotAlone’s Relationship Handbook.
The URL is listed below.
สมัครสมาชิก:
บทความ (Atom)