It"me





I'm a student in English major of Education,
Nakhon Si Thammarat Rajaphat University.
student ID 5311114024 Eng'01



E-mail:Kuan-0905@hotmail.com
Facebook: Pariya’zz Kuannizz



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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

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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
Instructors can help students learn when and how to use reading strategies in several ways.
  • 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.
When language learners use reading strategies, they find that they can control the reading experience, and they gain confidence in their ability to read the language.

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.
When reading to learn, students need to follow four basic steps:
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.


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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.




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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. 

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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 …………………..



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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.

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Phonetics