Learning contract
Date
|
Time
|
Learning contract
|
Monday
|
8 pm.-10 pm.
|
review the lesson and write learning log
|
Tuesday
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8 pm.-10 pm.
|
write learning log in blog
|
Wednesday
|
8 pm.-10 pm.
|
improve blog
|
Thursday
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8 pm.-10 pm.
|
Chat with foreigner
|
Friday
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3 pm.-6 pm.
|
Watch and find new vocabularies in VOA
|
Saturday
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1 pm.-3 pm
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Edit blog, improve blog
|
Sunday
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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.
Learning Log 19 (inside of class room)
2 October 2013
Today is the last week
for teach test in local topic.
The first person
teaches about directions in Nakhon Si Thammarat. She use map in Nakhon Si
Thammarat. The second person teaches about dessert in tenth lunar month
festival. The third person teaches about directions in pakpanang district in
Nakhon Si Thammarat. She use map in Pakpanang district. The fourth person
teaches about dessert in Nakhon Si Thammarat. She teaches how to make Kanom Ko.
The fifth person teaches about ordering food in restaurant. The first time she is
fail. The last person teaches about food.She teaches how to make turmeric
chicken.
To
conclude, Reflection what I have learned from teaching from this test teaching.
From this class I can adapt for my lesson plan about the process and objective.
Learning log 18 (outside of class room)
Tenth Lunar Month
The festival of the Tenth Lunar Month was firstly held in 1923 in
Nakhon Si Thammarat. The ceremony has since become an annual event. Besides
traditional activities the three days and nights of the festival includes trade
fairs and performances. The celebration was originally the idea of Thais who
wanted to pay respects and offer merit to their ancestors. As a result, this
practice became the most important and biggest event in Nakhon Si Thammarat.
The 10th lunar month or around September is the period when farms
yield the biggest amount of crops. So, in the past the local people decided to
offer their products to the spirits. The people believed that the time between
the 1st to the 15th day of the waning moon in the 10th lunar month is when the
spirits of their ancestors, particularly ones that have not yet reincarnated,
will be released from the underworld. On this occasion, those still alive make
merit by giving food offerings to Buddhist monks and dedicate merit to the
dead.
The merit making starts on the first day of the festival. Fifteen days
from this day the spirits of the dead will go back to the underworld. The
people then arrange a merit making ceremony again on the last day of the
festival, to which most people attend.
The villagers take the 13th day as the day to buy food, cook, and
arrange in sets to offer to monks on the next day. Sets of food offerings are
usually laid on a short bamboo basket, added to other items used by monks. The
set requires five major Thai snacks. The first is Phong, representing a vehicle
that will take the spirits to heaven. The second is La, as clothing for the dead,
and thirdly, Kong as an accessory. The forth is Di Sam, believed to be used as
money by the dead. And finally, Ba snack, given to the dead as a tool for
playing on Songkran day. However, the elderly believe that there is another
snack needed to be put in. It is La Loy, acting as a bed and a pillow for the
spirits. Most of these items are dried snacks that can be kept for a long time.
Following giving food offerings to monks, the people hold a ceremony
to give alms to Pret, a hungry ghost with a thin tall body. Foods and snacks
are put on a high post so that Prets can reach them. Then the monks pray to
call for the ghosts. After the ceremony, poor villagers or children will rush
to snatch the foods and snacks, commonly known as the Ching Pret ceremony.
Besides a usual merit making ceremony of the local people, the
provincial authorities organize a procession of food offerings in the city,
plus governmental exhibitions, and an OTOP fair. There are also cultural shows
and performances during the festival.
Learning Log 18 (inside of class room)
30 September 2013
Today is the third
time to teach test.
The first person
teaches about local fruit such as banana, rambutan, longan, etc. She uses an
interest game. The second person teaches about history and dessert tenth lunar
month festival. The third person teaches about local fruit such as mangosteen,
sapodilla, durian, etc. The fourth person teaches about local food. She teaches
how to make Maing Kum. The fifth person teaches about tradition in surattanee
such as Loy kratong, etc. The last person teaches about souvenir in Nakhon Si Thammarat such as silverware,
neilloware, etc.
To sum up, Today 5
person pass and 1 person fail. People that fail can teach test one more time in
next time.
Student Essays Reflect on "One World" Issues [18]
Day
|
Vocabulary
|
Pronunciation
|
Meaning
|
Friday
|
parenthood <n>
|
'perən,thud
|
การเป็นบิดามารดา
The state of being a parent.
Example
The strains of lone single parenthood.
|
reflection <n>
|
sə:'tifikət
|
การสะท้อนกลับ
an image in a mirror, the action or process of sending back
Example
Your clothes are often a reflection of your personality.
| |
developed <adj.>
|
di'veləpt
|
ได้รับการพัฒนา
having many industries and a complicate economic system
Example
Countries that have beendeveloped people will comfort.
| |
executive
<n, adj.>
|
i'gzekyətiv
|
ฝ่ายบริหาร
an important job of company as a manager
Example
He worked executives in the company of Mexico.
| |
nonprofit <adj.>
|
nɔn'prɔfət
|
ไม่หวังผลกำไร
without the aim of making profit
Example
The centre is run on a non-profit basis.
| |
publish <v>
|
,i'mi:di:ətli:
|
ตีพิมพ์
to produce a book, letter, CD-ROM
Example
She works in a company that publish reference book.
|
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