reflect from my friends teaching

Today is last week for this class. Today have many people to present teaching technique. The first person is teaching about currency she teaches speaking skill. In this time she is very good speak and has many materials but I think her content is difficult for student.  The second person is teaching about education of Malaysia and reading skill before she teaches she open video about Malaysia I think this video can lead student to know what teacher will teach. After that she teaches about meaning of scanning and skimming and she has an exercise to practice this reading skill. The third person is teaching about interesting place of Vietnam and writing skill. In warm up she opens video about what is Asean. In this video is cartoon video that can motivate students to learn. After that she teaches about how to write a letter. In this time her teaching is better from last time she is very try to do that. Also she speaks English not fluency. The fourth person is me. I teaching about interesting places of Singapore and listening skill. In warm up I open video about Singapore for lead to the lesson. After that I open conversation about book a flight tickets to practice student’s listening skill. Next I give students to make a conversation and practice their speaking skill. In this time I think I teach don’t perfect because isn’t more confidence. The fifth person is teaching about interesting of Singapore and writing skill. I like his teaching because is a good idea and student can use in real situation. He gives students to book a flight tickets by internet online. In this time has a game and authentic materials. It is good for our friends.

I think Teaching technique in my classroom have several techniques that I can apply to my teaching I next semester. Especially, authentic materials that very interesting and can motivate and make a good atmosphere for students. Good teaching method is good successful for teaching.

Reading from outside

To accomplish this goal, instructors focus on the process of reading rather than on its product. They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.

They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.

When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.

They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage students to be conscious of what they're doing while they complete reading assignments.

They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.

They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.

They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.

By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the   confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language.

Learning log # reflect from my friend's teaching

     Today is second week of teaching presentation. In this day have 5 people to present. The first person is teaching about places of Narathiwat and asking and giving directions. She teaches structure that use in asking and giving direction and gives student to do role play. In this activity is an exciting.  She is  a good  speak and manage classroom but in her lesson the terminal objective and rubric not correct. The second person is teaching about places in Trang. He teaches grammar bout adjectives and he has game for students to play but teacher tell them the game is difficult and teaches a lot of grammar. He speaks fluency and accuracy and can manage the classroom. The third person is teaching about places of Nakhon Si Thammarat and teches structure about asking and giving directions. The fourth person is teaching about  places in Songkhla.  In warm up she has a board that she teaches about preposition and next teaches structure about asking and giving direction. She has map and gives students to do roleplay.  The last person in this day is teaching about places in Nakhon Si Thammarat. In warm up she has game for student to play this game is matching. Games can motivate student and lead to lesson. After that she teaches about structure that we use to asking and giving directions. Students practice conversation by working in groups. She has a map of Nakhon Si Thammarat province. Her lesson plan are good because has a direct and clear terminal enabling of objectives. She speaks and manages  classroom is fluency and very good.

     All of my friend’s teaching is good and bad techniques. Some people should to improve for better. I will take and apply for my teaching in next week . I think all of comment from my friends can improve our technique that we can use in the future

Social Media Limits in Vietnam Criticized

Listening Skill

Vocabulary	Pronunciation	Meaning
criticize	/ˈkrɪtɪsʌɪz/	verb indicate the faults of (someone or something) in a disapproving way: Exp. the opposition criticized the government’s failure to consult adequately. วิจารณ์
activist	/ˈaktɪvɪz/	นักกิจกรรม Exp. Only a handful of activists are articulate our union.
restrict	/rɪˈstrɪkt/	verb ·                     put a limit on; keep under control: Exp. some roads may have to be closed at peak times to restrict the number of visitors. จำกัด , การยับยั้ง
citizen	/ˈsɪtɪz(ə)n/	noun  a legally recognized subject or national of a state or commonwealth, either native or naturalized: a British citizen ประชาชน ,พลเมือง
undermine	/ʌndəˈmʌɪn/	Exp. Confidence in management practices was undermined by the crash. ทำให้กร่อน

classroom observation

Classroom Observation

We go to Sathit Nakhon Si Thammarat Rajabhat University school for observation’s teacher. Her name is Rachael. Today She teaches English in grad 2. We got many experiences from there for 2 weeks. Why we choose to go there because it near the university had a lot of foreigner teachers. In our observation, we got many experiences that we can apply it for the future. For example, teaching technique, student’s behavior, how to manage classroom, teacher’s behavior and teaching materials. 

          The first topic is lesson structure. These are the way the lesson opens, develops and closeswhen the teacher came to the class, she greeting her students by singing a song

Good morning to you ,

Good morning to you,

Good morning ,

Good morning ,

Good morning to you

During the teacher teaches, she uses many activities with her students . She often uses the song for them when she teaches structure.

          The second topic is classroom management strategies, In the class had group already. There are 4 groups in this class. ( A, B, C, D) When she teaches she will give a point for each group that participate in the class. She will deduct point for group that doesn’t participate in the class. It motivates students to learn. The class is U shape. Teacher comes to class on time.

          The third topic is about types of activity. There are a great variety of ways to make entrepreneurship programs interesting and memorable through active participation in the learning process. In this class has group activities such as, sing a song in each group, answer the question in each group. In their participation they will get a point from teacher. These activities can help them to harmonize.

          The fourth topic is teaching strategies. Teaching strategies are the methods you use to allow learners to access the information you are teaching. In her teaching strategies, she usually teaches the content by practice, practice and practice to pronounce the words or sentences. In every class, teacher will use phonetic chart to teach the role of pronunciation.

          The fifth topic is teacher’s use of materials. "Teaching materials" is a generic term used to describe the resources teachers use to deliver instruction. Teaching materials can support student learning and increase student success.In this day teacher has many materials for teaching. There are textbook (Let’s go), exercise book and phonetic chart. In textbook, it uses for teaching structure of question and answer. In exercise book, it uses for giving homework to students every day. In the phonetic chart, it uses for pronouncing the words. Moreover, she makes it by herself. It makes her students can read the words very well.

          The sixth topic is teacher’s use of language. Language is important for teacher and students. Learning English is important for our daily life.. As we all know, English is the one of important language in this world. In this class has foreigner teacher. So, she usually speaks English all the time, but she speaks Thai a little bit. (ชอบ, ไม่ชอบ, ต้องการ) She uses good or very good foe feedback to students. Teacher gives precedence of pronunciation and grammar.

          The seventh topic is student’s use language. In this class, students use English language for answer the question from teacher. On the other hand, when they don’t know the vocabulary in English. They will use Thai language. For grammar almost student don’t understand but teacher will help them to pronounce the word.

The last topic is student’s interaction. Interaction is a kind of action that occurs as two or more objects have an effect upon one another. The idea of a two-way effect is essential in the concept of interaction, as opposed to a one-way causal effect. When teacher ask question students in each group will help together to answer the question. Some students don’t answer but someone answer.

In conclusion, from this observation about teacher teaching is very good technique because she apply the technique that can motivate student to learn such as, sing a song, pronounce the word, and give point. She use several materials to teach her students. But she should improve about classroom management because students speak all the time. In my opinion I will use this technique to teach my students in the future. Especially, the phonetic chart it makes my students can pronounce the vocabulary that they don’t know before.

Project/Problem based learning in elementary school.

     Today I listen video about Problem based learning or PBL. In the second week I present about this project.

I think is has many advantages for teacher training teacher because we can apply this method to our lesson plan

     One of the major advantages of project work is that it makes school more like real life. In real life, we don't spend several hours at a time listening to authorities who know more than we do and who tell us exactly what to do and how to do it. We need to be able to ask questions of a person we're learning from. We need to be able to link what the person is telling us with what we already know. And we need to be able to bring what we already know and experiences we've had that are relevant to the topic to the front of our minds and say something about them."

     You see this with a young class of learners who've not yet learned classroom behavior. Little kindergarten children all raise their hands at once, and you're lucky if they raise their hands. Usually they just break out and say something when the teacher tells a story about her experience because they want to share their experiences. This is how life is much of the time. And it's not that when children are doing that they're not learning. They want to be able to apply their natural tendencies to the learning process. And I think by giving children project work, we open up areas during the school day when children can speak about what they already know, when they can ask questions, they can express interests that are different from [those of] other children. And, I believe, where they can work on their strengths."

      To conclude problem based learning is method that can help students to study. most students can see the problem and study by the problem. I think is useful for me because I can improve my listening skill. 

ESL - Booking a Hotel

              Listening Skill                    

 Booking a Hotel room conversation

       Today I listen video about booking a Hotel room conversation. It is good for me because I would like it to teach in my lesson plan. It is interesting and has many advantages for my student. It can use for our life. In this conversation is clear and easy to understand. I like this Video. It's easy for me when i go to abroad. i can  use this conversation with foreigner. I can improve my listening and speaking skill and I can know more vocabularies.  

Listenning Skill (Presentation Stage of a 3Ps EFL Lesson)

Thinking and Reading skills in English classroom...So Useful!!!

In this website has many useful for everyone. we can apply them to use in my life. it can improve thinking and reading skill in English classroom.Thinking and Reading skills in English classroom...So Useful!!!

log from week 12

Inside classroom

In this two weeks I observe at Satit Rajabhat Nakhon Si Thammarat school. I get many experiences that I can use in my future for example teaching style, classroom management, and working with other people.

The first experience is Teaching style. I can learn teaching style when I observe teacher. In classroom teacher can use many style to teach students. For example using game, group work, pair work, in these activities can motivate students and make a good atmosphere to learn.

The second experience is classroom management. When I observe teacher will use many method that motivate students and they will interested to learn. Students will respect teacher. Classroom management should appropriate  with our student.

The last experience is working with other people. In my observation I should go to the school before 7.45 a.m because I have many missions. When I work with other people I should use a lot of patient and diligent.

Experiences that I get from  observation at Satit Rajabhat Nakhon Si Thammarat School is good for me. I can use in my future. I can apply with my teaching. 

Reading Skill

Teaching Grammar with Games in the ESL Classroom

     You may remember when you were in school the dreaded grammar lessons of sitting in a desk writing, correcting and rewriting sentences to learn proper grammar usage.  Well, while some people may still teach grammar in this method, there is a movement towards teaching grammar with games.  Just imagine your class when you announce that it's time for a grammar lesson and instead of moans and whining, you get smiles and excitement.  It is possible and believe it or not, teaching grammar with games will still be as effective, if not more effective, as just teaching them through repetitive writing and rewriting.

Research gives excellent reasons to teach grammar with games

     Arif Saricoban and Esen Metin, authors of "Songs, Verse and Games for Teaching Grammar" explain how and why games work for teaching grammar in an ESL classroom.  They say, "Games and problem-solving activities...have a purpose beyond the production of correct speech, and are examples of the most preferable communicative activities."  They go on to explain that grammar games help children not only gain knowledge but be able to apply and use that learning.

Additionally, games have the advantage of allowing the students to "practice and internalize vocabulary, grammar and structures extensively."  They can do this through repeated exposure to the target grammar and because students are often more motivated to play games than they are to do deskwork.  Plus, during the game, the students are focused on the activity and end up absorbing the grammar subconsciously.

While games are motivating for the students, probably the best reason, according to Saricoban and Metin, to use games is that "the use of such activities both increases the cooperation and competition in the classroom."  Indeed games can be used to add excitement through competition or to create bonding between the students, and between the students and teacher.

Aydan Ersoz, author of "Six Games for the ESL/EFL Classroom" also explains more reasons why games do work for teaching grammar.  Learning a language requires constant effort and that can be tiring, but Ersoz outlines two good reasons why games should be included in the classroom:

* Games that are amusing and challenging are highly motivating.
* Games allow meaningful use of the language in context.

The Value of Intrinsic Motivation

     The theory of intrinsic motivation may also give some insight as to why teaching grammar through games actually works.  Intrinsic motivation refers to the internal factors that encourage us to do something.  Most young learners will not internally decide that they want to learn grammar.  They don't yet understand the concepts of why it's important to know proper grammar, so these external factors won't affect them much either.  Instead, intrinsic motivation can encourage them to play games.  If these games are good then they will be learning while they are playing. 

     Joel Bacha, author of "Play and Affect in Language Learning", explains how this theory works.  Exposure to challenges and stimulation piques the children's natural curiosity and, in turn, promotes learning through the activity's required skills.  This is because activities that get the students to move around activate their mental capacities and stimulate neural networks, thus promoting learning and retention.  Bacha's article goes on to point out that some studies are even beginning to show that intrinsic motivation can promote long-term language retention.

What kinds of games work best?

      When you are looking for games to use in your classroom, don't just pick something to be a "time filler" that does not have any linguistic purpose.  These games may entertain the students, but when you don't have much time with them each day as it is, you want your game to do double duty to get the most out of the time you spend playing games.

Lin Hong, author of "Using Games in Teaching English to Young Learners", explains that not all games are going to work to teach the students language skills.  If the game is simply for fun and not linked to educational goals it may not be the best use of your time.  It is possible to have a fun game that is educationally sound, however.  To find out if the game is educationally sound, think about these questions posed by Hong:

• Which skills do the games practice?
• What type of game is it and what is its purpose?
• Does the difficulty level of the game mesh with the students' ability level?
• Does the game require maximum involvement by the students?
• Do the students like it?  Do you like it?

      Today I read a journal about Teaching grammar with game in the ESL classroom. Grammar is very important for English teacher. When we teach grammar we should use many activities for teaching student such as game, song , role play. Fun game that we use to teach grammar can motivate student to study because it makes good atmosphere for them.

      

      Arif Saricoban and Esen Metin, authors of "Songs, Verse and Games for Teaching Grammar" explain how and why games work for teaching grammar in an ESL classroom.  They say, "Games and problem-solving activities...have a purpose beyond the production of correct speech, and are examples of the most preferable communicative activities."  They go on to explain that grammar games help children not only gain knowledge but be able to apply and use that learning.

      Additionally, games have the advantage of allowing the students to "practice and internalize vocabulary, grammar and structures extensively."  They can do this through repeated exposure to the target grammar and because students are often more motivated to play games than they are to do desk work.  Plus, during the game, the students are focused on the activity and end up absorbing the grammar subconsciously.
Indeed games can be used to add excitement through competition or to create bonding between the students, and between the students and teacher. 

(Reading skill)Applying Innovative Spirit to Multimedia Foreign Language Teaching

Applying Innovative Spirit to Multimedia Foreign Language Teaching

การประยุกต์จิตวิญญาณแห่งนวัตกรรมลงในสื่อการสอนภาษาต่างประเทศ(Applying Innovative Spirit to Multimedia Foreign Language Teaching)
1. บทนำ         ในปัจจุบัน ผู้คนต่างตระหนักถึงความสำคัญของการเรียนรู้ด้วยตนเอง ดังนั้น การเรียนรู้ภาษาต่างประเทศ และการฝึกฝนด้วยตัวผู้เรียนเองกลายเป็นหัวข้อที่คนกำลังให้ความสนใจ ด้วยพัฒนาการทางด้านวิทยาศาสตร์และเทคโนโลยี สื่อเทคโนโลยีถูกใช้งานในการสอนมากขึ้น รวมถึงในการสอนภาษาอังกฤษเช่นกัน ตัวอย่างเช่นหลักสูตรภาษาอังกฤษระดับวิทยาลัย ซึ่งเป็นที่คาดหวังการใช้สื่อและระบบเครือข่ายในการสอนรูปแบบใหม่ ขณะเดียวกัน ผู้เรียนก็ได้รับการแนะนำให้เรียนภาษาอังกฤษโดยใช้คอมพิวเตอร์ช่วยมากขึ้น
2. สื่อการสอน และแนวคิดนวัตกรรมทางการศึกษา
         ธรรมเนียมการสอนภาษาอังกฤษแบบเก่าๆ นั้น จะพึ่งพาการผสมผสานระหว่างครูผู้สอน นักเรียน ชอล์ค กระดานดำ และเทปบันทึกเสียง ในขณะที่การสารโดยใช้สื่อ จะรวมเอา ครู นักเรียน คอมพิวเตอร์ และบทเรียนเข้าด้วยกัน ซึ่งจะมีทฤษฎีสร้างความรู้ใหม่ด้วยตนเอง ตามทฤษฎีนี้ ผู้เรียนจะไม่เป็นแค่ผู้รับความรู้อยู่เฉยๆ แต่จะเป็นผู้สร้างที่กระตือรือร้นด้วย ดังนั้นผู้เรียนก็จะสามารถนำความรู้ที่ได้รับนอกห้องเรียน มาสร้างเป็นความรู้ใหม่ๆ ได้ ด้วยเหตุนี้ ผู้เรียนจะประสบความสำเร็จในการเรียน
          ดังนั้น ครูควรนำบทเรียนมาใช้ดำเนินการแก้ปัญหาการศึกษา ขณะเดียวกันก็หลบเลี่ยงวิธีการสอนแบบยัดเยียดซึ่งปกตินิยมใช้กัน เปลี่ยนเป็นการจัดการชั้นเรียนอย่างเหมาะสม เพื่อเปลี่ยนรูปแบบการสื่อสารของผู้สอนกับผู้เรียน จากแบบหุ่นยนต์ สั่ง ทำตาม สั่ง ทำตาม เป็นแบบครูกับนักเรียน และนักเรียนกับนักเรียน เพื่อเพิ่มการมีส่วนร่วมของตัวผู้เรียนในกระบวนการเรียนการสอนอีกด้วย

3. การใช้สื่อการสอนอย่างมีประสิทธิภาพ และการค้นพบรูปแบบการสอนภาษาใหม่ๆ          ประโยชน์อย่างหนึ่งของการใช้สื่อในการสอนภาษาคือ เป็นการช่วยเพิ่มรูปแบบ วิธีการ และคำนิยามของการสอนภาษาให้มากขึ้น ด้วยเหตุนี้ การเพิ่มประสิทธิภาพของทรัพยากรในการสอนไปสู่ขั้นสูง จะช่วยเพิ่มโอกาสประสบความสำเร็จของการเรียนภาษา
3.1 ผลกระทบเชิงบวกของสื่อต่อการสอนภาษาต่างประเทศ          อย่างแรกเลย สื่อการสอนจะช่วยเพิ่มคุณค่าของข้อมูลในการสอน และช่วยประหยัดเวลาจากการเขียนกระดานดำ และยังช่วยเพิ่มประสิทธิภาพของชั้นเรียนอีกด้วย เวลาที่เพิ่มมาก็สามารถนำไปใช้ทบทวนบทเรียนได้          ข้อสอง ด้วยการบูรณาการแสง สี เสียง และรูปภาพ เข้าด้วยกัน ไว้ในสื่อ จะช่วยยกระดับการสอน และรูปแบบการเรียนรู้ ทั้งที่ตัวผู้สอนเอง และตัวผู้เรียน สภาพแวดล้อมที่มีปฏิสัมพันธ์กับผู้เรียน จะช่วยให้ผู้เรียนได้รับผลตอบกลับในทันที เพื่อให้ทราบถึงสิ่งที่ได้เรียนรู้          ข้อสาม ครูผู้สอนสามารถแสดงเนื้อหาบทเรียนได้ด้วยข้อมูลที่หลากหลาย เช่น ครูสามารถบันทึกรายการโทรทัศน์ลงในแผ่นดิส และให้นักเรียนชมเพื่อให้ทันความเป็นไปของโลก          ข้อสี่ ข้อมูลมัลติมีเดียแบบหลายมิติ จะช่วยปลูกฝังการคิดแบบเชื่อมโยงให้แก่นักเรียน ความคิดของมนุษย์นั้นจะสะท้อน และเชื่อมโยงกัน ทั้งเสียง ภาพ ความรู้สึก และตัวเลข จะช่วยสร้างประสิทธิภาพของความคิดและความทรงจำของมนุษย์ ครูสามารถใช้สื่อสร้างความยืดหยุ่นของข้อมูล และเลือกใช้วิธีการสอน          ข้อห้า การสอนโดยใช้สื่อจะให้แพลตฟอร์มสำหรับการติดต่อสื่อสารระหว่างครู กับนักเรียน และนักเรียนกับนักเรียน ครูสามารถตอบปัญหาของนักเรียนในห้อง หรือเลือกที่จะตอบข้อซักถามต่อผ่านทางระบบออนไลน์ แม้กระทั้งตรวจข้อสอบของนักเรียนด้วย  ช่องทางนี้ยังเปิดโอกาสให้นักเรียนติดต่อสื่อสารกันเองได้อย่างสะดวกสบายด้วย
3.2 ปัญหาและทางออกที่เกี่ยวข้องกับการสอนโดยใช้สื่อ          นอกจากผลกระทบเชิงบวกของการใช้สื่อในการสอนแล้ว ข้อผิดพลาด และความเข้าใจผิดอาจเกิดขึ้นในการสอนได้  ซึ่งส่วนใหญ่แล้วจะปรากฎในรูปแบบดังต่อไปนี้          อย่างแรก การครอบงำในการถ่ายทอดความรู้ด้วยข้อมูลสมัยใหม่  บทเรียนแบบง่ายๆ ที่ครูใช้สอน แต่ขาดการใช้นวัตกรรม แบบเรียนนี้อาจง่ายต่อครูในการสอน แต่จะเป็นการละเลยต่อสถานะของผู้เรียน ด้วยเหตุนี้ การใช้สื่อจึงไม่สัมฤทธิ์ผลอย่างที่ควร          อย่างที่สอง ผลกระทบจากการใช้สื่อมากเกินไป เหมือนต้นไม้ที่ออกดอกมาก แต่ไม่มีผล เมื่อขาดการวิเคราะห์เนื้อหาของบทเรียน และออกแบบการสอนที่เหมาะสม ทำให้ผลการสอนไม่ออกมาอย่างที่คิด

English Conversation 1 01

Listening Skill

     Today I listen this video it's help me to practice my listening skill and I can use for my teaching. My teacher tell me the cartoon's video is material that can motivate student to learn because most students like cartoon.
     In this video is about conversation that have grammar to relate. It can teaches about tense that make conversation. Nowadays Thai students shy to speak English and some teachers don't teach them. Speak English is very important for everyone. Especially in 2015 we are come to Asean community. We have to speak English every where. In this conversation is very good because it is native speaker conversation.

writing skill (facebook)

Writing Skill

     

     Today I chat with my teacher. Her name is Anthika Samsan she was my English teacher inMattayom School. We do not meet for a long time. Now she is lecturer at Islamic University. In this conversation she gives me a good advice for study in the University. She say that we must read hard, learn hard. We should relax for our free time.
      I think I have more relationship although I do not meet her. The social network from Facebook can make sincere and relationship. I think that I can practice my writing skill for better and I can apply in my studying.

writing skill

Writing skill

    Today I chat with my teacher. His name is Ameen Darapong. He is Arabic teacher in high school. He likes to play facebook especially chating with foreigner. He tells me he want to speaking English. In my chat teacher don’t write Thai Language because we would like to practice our English language. I tell him if I type or speak for words he can correct that word for me. I don’t meet him for 1 month but I can greeting via facebook or line. He tells me if he had free time he will learn English language from youtube, news, and other of social network.

     I think social network have many advantages if we use for a good way. Especially we can improve our skill such as listening reading writing and speaking skill that can apply with our class.    

The ASEAN Community by 2015

ASEAN Economic Community

Today I practice my listening skill by listening video about Asean Community that will happen in 2015. Everyone have to speak English. 

The ASEAN Economic Community (AEC) shall be the goal of regional economic integration by 2015. AEC envisages the following key characteristics: (a) a single market and production base, (b) a highly competitive economic region, (c) a region of equitable economic development, and (d) a region fully integrated into the global economy.

The AEC areas of cooperation include human resources development and capacity building; recognition of professional qualifications; closer consultation on macroeconomic and financial policies; trade financing measures; enhanced infrastructure and communications connectivity; development of electronic transactions through e-ASEAN; integrating industries across the region to promote regional sourcing; and enhancing private sector involvement for the building of the AEC. In short, the AEC will transform ASEAN into a region with free movement of goods, services, investment, skilled labour, and freer flow of capital.

To conclude, In this video has many useful for everyone. We must know about Asean Community that make us understand for another countries.

learning log # reflect my friends's teaching

     Today is presentation’s day. The first person is teaching about booking  a hotel room in Krabi . She has many activities and materials to teach student such as role play, game, word cards. In this time teacher tells her about rubric that should adapt and manage in classroom. She speaks don’t fluency but she try to do that because she is the first person. The second  person is teaching about interesting places of Nakhon Si Thammarat and she asking and giving direction. In this time she has role play activities too. She can manage the classroom and speak fluency. Teacher tell her she has a good step for teaching. The third person is teaching about occupation in Narathiwat. She has word cards and structure about occupation. Teacher tells her she can’t manage classroom and lesson plan are not relate with local topic. The last person in this day is teaching about food in Trang. She teaches structure about ordering food. She has much exercise for giving students to do. But teacher tell her. She teaches a lot of grammar. So she must teach again after all friends finish to teach.

     All of my friends teaching I can apply to my teaching too such as teaching materials, teaching techniques, that is interesting for my students. Especially rubric that I can find from Internet but I must adopt and adapt to my lesson 

Writing Skill

Writing Skill

Today I chat with my teacher. His name is Zakee Niseng he was my English teacher in mattayom school. We do not meet for a long time. Now he is lecturer at Islamic University. in this conversation he give me a good advice for study in the University. He say we must read hard , learn hard . I think I have more relationship although I do not meet him. The social network can make sincere relationship. 

reading skill

Role-play in English Language Teaching

Feng Liu & Yun Ding

School of Foreign Languages, Qingdao University of Science and Technology

Qingdao 266061, China

Tel: 86-532-8895-8959 E-mail: liufeng7079@163.com

Abstract

Role-play is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive. So this research will mainly focus on how to apply it successfully and take the most advantage of it in English class. The outcome shows there are four crucial factors for its success: the topic chosen should be real and relevant; the teacher need 'feed-in' the appropriate language; correct errors in a proper way; some of teachers role are facilitator, spectator or participant. Incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun!

Keywords: Role-play, Procedure, Feed-in

The main elements of Communicative Approach usually appear as three steps in classroom teaching: 1) presentation 2) practices 3) production. Applied to the third period, one of the effective practice is role-play, which emphasizes much on the comprehensively performance of the target language. While many researchers proved this means to be useful, many second language teachers still address to researchers: how to take most advantage of role-play and how to make a balance between it and the normal presentation of class room teaching? The research followed is an attempt to answer such questions by analyzing several related researches and some empirical evidence.

1. Related research

From the discussion of communicative teaching methodology, we can find that the function of language is not elicitedfrom the forms of language, but its obligatory contexts .the contexts may be various; however, the forms of contexts stillhave some regular patterns to follow. D.Wilkins (1976) thus raised the notional syllabuses, which arranged teaching program mostly on the basis of contexts instead of being limited by the forms of sentences .to apply to the teaching contents to the desire of language application, communication becomes a widely used technique. According to it,

Wilkins put forward the issue of role-play, which is actually an imitation the reality .the students are required to speak properly in line with the contexts and their "roles". The whole procedure is as follows: When organizing the practice of role-play, the teacher must provide a context and several roles for students to prepare and then perform in the class. The performance can be developed by several groups. When one is performing, the other students are audience and discuss its advantages and disadvantages afterward .the discussion itself is also a kind of practice. Empirical evidence derived from Wilkins' research and theories proved that role-play is an animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive. Wilkins had proposed the general figures and theories for role-play, while some further researches were applied for this subject by the other researchers; more problems were thus raised to be solved afterwards.

Fraser, Rintell, and Walters (1980) proffer role-play as a useful means to study learners' pragmatic competence. Therefore, many contextual features are important in determining how a speaker will behave .in a role-play; the speech act can be kept constant while the contextual features are varied. Many dimensions of a learner's pragmatic competence may be explored in this way .in Fraser, Rintell and Walter's procedure; they also used role-plays with puppets when the subjects have been children.

From the two theoretical and empirical studies, we can get general concepts of role-play. Some further and more concise issues may be raised by the research as follows:

 The purpose of role-play that applies to practical usage in communication demands the flexibility of participants' words, generally speaking, the more approximately the activity access to reality, the more interests students will take in .so the choice of roles and contexts become very important. When teachers design a role-play, they must take students' ages and experience into consideration.

To sum up, the studies recited above presented the general research for role-play and affirmed the positive effect of role-play, which is proved to be useful in communicative teaching method .The lack of findings on this subject may be due to the fact that they did not give particular illustration for the regulation of the relationship between the teaching roles and learning roles. In this activity, students obviously played a center role. However, teachers should be a surveyor and control the whole situation in order to make class going on smoothly. And how can teacher control the procedure

Successfully? And how should teachers do when some negative things appear? My proposed study will try to provide some empirical evidence for solving such problems.

2. Methodology

2.1 Research questions

The proposed study addresses the following research questions.

1). In the procedure of role-play, how will the teachers do if the situation is "out of control"?

2). Shall the errors made by students be corrected in time?

3). If students discuss in native language without being aware of it, shall teachers correct him or not?

2.2 Method

The subjects of this study would be 30 Chinese freshmen learning English as a foreign language. They belong to one whole class. The experiment would take two 50-minutes classes. During the procedure, the students would be divided into ten groups, each one including three students.

Each group would be given a topic. In order to make a comparison, every two groups will share the same one. For the first class, teacher will take 10 minutes to explain the rules for this activity and make the previous work such as dividing the students into different groups and distribute topics to each group. Students thus will get information about the activity but not be told the experimental purpose of this experiment. And then they would have 15-20 minutes to prepare.

For the rest of the time, except for the break, each group has 5 minutes to present themselves in front of the class. When one is performing, the others would watch and record their comments for the player's advantages and disadvantages. After that the last twenty minutes would be taken for discussion. From the discussion, both the teacher and the students would get an impressive comparison for each counterpart groups.

2.3 Proposed procedure

The practice of students' performance actually took 60 minutes .so there were thirty minutes left for the discussion. Generally speaking, this experiment gets its anticipated outcomes.

Topics given to the students were as below: Situation one: Several freshmen are talking about college life and their majors. All of them are unsatisfied with their major to some extent.

Situation Two: John, one of your classmates, has been sick in hospital for quite some time. Now he is going to be back to school. You and your partners are talking about giving him some help with his missed study. Situation three: you and your partner are from different parts of China. You are talking about the difference between your hometown and your university. Situation four: shopping A finds a pair of jeans whose design and color are exactly to his/her taste. A likes it very much but thinks it’s too

expensive. So A bargains with B, the salesperson, hoping to get some discount on the price.

The four topics are familiar to young students' life experience and have little limitation for speakers' words. Students could bring into full play of themselves with their own knowledge and experience .So the whole class went successfully.

3 Results

3.1 Vocabulary

From the performance, students consciously applied the vocabulary from the presentation of new lessons .The effect of memorization and application of new words is proved better than single practice of recitation. Almost 21 students (70%) applied the new vocabulary freely during the procedure. As for the four topics, they are real and relevant to the students’ life and all provide enough flexibility for students to imagine. Occasionally, they would rely on Chinese to express some difficult meaning.

3.2 Grammar

The students avoided the limit of "formal speech "by taking lifelike forms in their conversation, e.g. elliptical sentences, repetition, exclamatory sentences, etc. Some errors occasionally occurred. Those serious grammatical errors were corrected by the teacher immediately or by the students in the afterward discussion. Some slips of tongue were neglected while the speaker himself was aware of it.

3.3 Communicative purpose

Without rigid limit of word application, students had much space to bring their imagination and intelligence into full play. About 80%(24 students) can communicate freely and fluently in English in this way. However, the accuracy of their speaking needs to be improved. Here the accuracy does not only mean using grammars and vocabulary correctly without errors, but also refers to the "property of language ", which means to speak appropriately according to different time, places and situations.

3.4 Teaching procedure

During the whole procedure, there is no situation out of control occurred .all students throw themselves into their "roles", fusing the ideas, emotions and languages all together.

After the performance, the discussion went on with high enthusiasm. They made poignant comments on each other’s performance and declared that they benefit a lot from others’ presentation. Students also put forward some creative suggestions for this kind of practice. Those would be discussed in the following part.

4. Suggestions

4.1 Prepare for success

At the first period, the teacher should be brief and to the point so that the students would have more time to perform. Also, try to keep the topic real and relevant and the roles you ask students to play as real to life as possible. Try to think through the language the students will need and make sure this language has been presented. Students may need the extra support of having the language on the board. When the role-play began the students felt 'armed' with the appropriate language. At higher levels the students will not need so much support with the language but they will need time to 'get into' the role. Furthermore, the teacher should create a comfortable atmosphere so that the students wouldn’t feel nervous and pressed

4.2 Feed-in language

As students practice the role-play they might find that they are stuck for words and phrases. In the practice stage the teacher has a chance to 'feed-in' the appropriate language. This may need the teacher to act as a sort of 'walking dictionary', monitoring the class and offering assistance as and when necessary. If you are not happy doing this and you feel that the process of finding the new language should offer more student autonomy, you could have 'time-out' after the practice stage for students to use dictionaries to look up what they need. Feeding-in the language students need is

fundamental. By doing so, they will learn new vocabulary and structure in a natural and memorable environment. It is a chance to use real and natural language.

4.3 Error Correction

There are many ways to correct mistakes when using role-play. It is rarely appropriate for the teacher to jump in and correct every mistake. This could be incredibly de-motivating! Some students do like to be corrected straight after a role-play activity, while the language is still fresh in their minds. Sentences with errors can be written on the board for the group to correct together.

Self-correction - If you have the equipment to record the role-plays either on audiocassette or on video, students can be given the opportunity to listen to the dialogue again and reflect on the language used. They may find it easy to spot their own mistakes. Peer-correction - Fellow students may be able to correct some mistakes made by their peers. Students could be asked to

listen out for both great bits of language they'd like to use themselves, and some mistakes they hear. Be careful to keep peer-correction a positive and profitable experience for all involved.

Making a note of common mistakes yourself and dealing with them in future classes ensures that the students don't lose motivation by being corrected on the spot or straight after the role-play. Negotiate with students and ask them how they would like to be corrected

4.4 The role of the teacher

Some of the possible teacher roles are: Facilitator - students may need new language to be 'fed' in by the teacher. If rehearsal time is appropriate the feeding in of new language should take place at this stage. Spectator - The teacher watches the role-play and offers comments and advice at the end. Participant - It is sometimes appropriate to get involved and take part in the role-play yourself.

To sum up, incorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun! It can be an integral part of the class and not a 'one-off' event. It's fun and motivating; quieter students get the chance to express themselves in a more forthright way; the world of the classroom is broadened to include the outside world - thus offering a much wider range of language opportunities. In addition to

these reasons, students who will at some point travel to an English speaking country are given a chance to rehearse their English in a safe environment. Real situations can be created and students can benefit from the practice. Mistakes can be made with no drastic consequences.

References

D. A. Wilkins. (1976). Notional Syllabuses. London, OUP.

Fraser, B., E. Rintell, & J. Walters. (1980). An Approach to Conducting Research on the Acquisition of Pragmatic

Competence in a Second Language. In D. Larsen-Freeman (Ed.), Discourse Analysis in Second Language Research (pp.

75-91). Rowley, MA: Newbury House.

H. G. Widdowson. (1984). Explorations in Applied Linguistics. London: OUP.

Harmer, J. (1991). The Practice of English Language Teaching. Longman.

Johnson, K & K. (1981). Morrow. Communication in the Classroom. Longman.

Role-play in English Language Teaching

Today I would like to practice my reading skill. Now I choose the journal about Role-play in English Language Teaching for my reading. In this journal has many topics that I can summarize such as the procedure of role-play, The role of the teacher and etc.

First, Role-play is an effective technique to animate the teaching and learning atmosphere, arouse the interests of learners, and make the language acquisition impressive. From the performance, students consciously applied the vocabulary from the presentation of new lessons. The students avoided the limit of "formal speech "by taking lifelike forms in their conversation, e.g. elliptical sentences, repetition, exclamatory sentences.

Next, In the whole procedure, there is no situation out of control occurred .all students throw themselves into their "roles", fusing the ideas, emotions and languages all together. After the performance, the discussion went on with high enthusiasm. They made poignant comments on each other’s performance and declared that they benefit a lot from others’ presentation. Students also put forward some creative suggestions for this kind of practice. Those would be discussed in the following part.

Finally, The role of the teacher. The teacher should prepare situation for success. The practice stage the teacher has a chance to 'feed-in' the appropriate language. Teacher should correct mistakes when using role-play. Some of the possible teacher roles are: Facilitator - students may need new language to be 'fed' in by the teacher.

To conclusion, From the discussion of communicative teaching methodology, we can find that the function of language is not elicited from the forms of language, but its obligatory contexts .the contexts may be various; however, the forms of contexts still have some regular patterns to follow.