♫ 'bout me ^^

♥♥  I'm Sarayoot  Boonkhrua. Everyone calls me Aot. Now, I'm studying in Education Faculty at Nakhon Si Thammarat  Rajabhat University.My ID is 5311114003.  My birthday is 26 July ,1991.♥♥

Twitter : @AoT_SarayooT

Facebook : Sarayoot  Boonkhrua

E-mail : IIOUuou34@gmail.com 

                  

♫ Learning Contract

Days	Activities
Monday	-  review  lesson
Tuesday	- learning  log
Wednesday	-  chat  with friend  or foreigner
Thursday	- relax
Friday	- listen  and read VOA ( special English)   - read  an  education article

♫Learning Log (outclass)

Reading Techniques

  1. Preview

  2. Question

  3. Take notes

  4. Summarise

  5. Review and reflect

1. Preview

Preview the text to be read by skimming it. Skimming is the technique of allowing your eyes to travel rapidly over a page, stopping here and there to register the main idea. When skimming, you should follow the procedure below, adapting it to your purpose

Read the title.

Note the writer's name.

Note the date and place of publication.

Read the first paragraph completely.

Read sub-headings and first sentences of remaining paragraphs.

As you read, pick up main ideas, key words (words that tell you who, what, when, where, how many, and how much), and transition markers (words like 'however', 'alternatively', 'additionally', and so on), which suggest the direction of ideas in the text.

2. Question

Effective reading is active reading. To turn reading from a passive into an active exercise, always ask questions.

To do this, you must be clear about the purpose of your reading. If you are reading a text which you will be critiquing in detail, your questions will be different from those you would ask if you were reading a number of texts for background information. If you are gathering material for an essay, formulate some tentative ideas about the approaches you might take, modifying them as you accumulate material.

During the preview, note as many questions as you can about the content. For instance, turn headings into questions and try to anticipate possible answers the writer may offer. Always actively look for connections and relationships. Look at the ways ideas are structured and developed.

The object of the preview and questioning steps is to determine the writer's thesis, that is, her/his main idea and purpose in writing.

As you read, list all the words about which you are uncertain; look them up in the dictionary and write down their definitions.

3. Take notes

Some reasons for taking notes are:

to maintain attentiveness as you read,

to focus your attention,

to familiarise yourself with primary and secondary material on a given subject,

to analyse the assumptions and rhetorical strategies of the writer,

to provide you with a summary of the material.

Some hints for taking notes:

Always record bibliographical details of the text from which you are taking notes.

Write on one side of the paper only.

Leave a wide margin for comments and cross-references.

Use headings, subheadings, and diagrams.

Keep notes brief but full enough to still make sense to you in six months' time. Make sure they're legible.

4. Summarise

A summary is a collation of your notes, recording the main points the writer makes. Making a summary from your notes has two main benefits.

It allows you to test yourself on your understanding of the materialyou have been reading - sometimes it is only when you try to put the writer's ideas into your own words that you uncover difficulties.

It provides you with a compact account of the text for further reference.

5. Review and reflect

To capitalise fully on the time you've spent reading an article or chapter, it's important to review and reflect upon what you've read. This enhances your understanding and helps you to commit important facts and ideas to your long-term memory.

Here are some review and reflection exercises you may find useful:

Test your understanding of the material by trying to answer your preview questions without referring to your notes.

Write down the meaning and usefulness the material has for understanding other concepts and principles. Indicate what other ideas the material substantiates, contradicts, or amplifies.

Evaluate the text in terms of its informativeness, soundness of argument, relevance, and so on. If you are gathering material for an essay or report, decide which points you want to use and think about how you can use them.

Start a reading

♫ Learning Log

Reflection what I have learned from teaching from this test teaching on 3 Tuesday October 2013

From this class I can adapt for my lesson plan about the process and objective. I can know writing process lesson plan more clear and useful in my life such as

          Assessment and Evaluation do mean the same thing in general terms but their meanings are differentiated in professional educational settings (teachers, schools, education authorities, school inspectors, examination boards).

"Assessment" is the process that a teacher/examiner conducts to measure how much a student/candidate has learned. e.g.

The students will be assessed at the end of the year.

Assessment is done weekly.

"Evaluation" is the process used to measure how effective a particular approach or method is to achieve specified ends. eg:

The students are using computer-based learning this term and the teachers will evaluate its effectiveness at the end of the year.

We must evaluate the new methods of assessment to ensure that they are valid, reliable, relevant and fair.

In lesson plan must focus 4 items such as objective, task (practice), assessment and evaluation and task and test should be consistent.

Teacher should have smooth for use language and have the ability knowledge. Between students have make activity, teacher should have check assessment and solve the problem after finished.

♫Learning Log (outclass)

Reading Aloud in the Classroom

Students do not learn to read by reading aloud. A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level, and end up having to drop one or more of the elements. Usually the dropped element is comprehension, and reading aloud becomes word calling: simply pronouncing a series of words without regard for the meaning they carry individually and together. Word calling is not productive for the student who is doing it, and it is boring for other students to listen to.

There are two ways to use reading aloud productively in the language classroom. Read aloud to your students as they follow along silently. You have the ability to use inflection and tone to help them hear what the text is saying. Following along as you read will help students move from word-by-word reading to reading in phrases and thought units, as they do in their first language.

Use the "read and look up" technique. With this technique, a student reads a phrase or sentence silently as many times as necessary, then looks up (away from the text) and tells you what the phrase or sentence says. This encourages students to read for ideas, rather than for word recognition.

Assessing Reading Proficiency

Reading ability is very difficult to assess accurately. In the communicative competence model, a student's reading level is the level at which that student is able to use reading to accomplish communication goals. This means that assessment of reading ability needs to be correlated with purposes for reading.

♫ Learning Log

       This week, our class has presentation lesson plan continued from last week. Students have the different about process and activities such as

First person – Amornthip. She teaches about local fruits by using the authentic materials for example papayas, mangosteens, bananas, etc.

Second person – Kannika. She presents the topic is Tenth Lunar Month. She talks about dessert of this festival. She teaches by giving exercise for students. Her teaching was used wrong grammartical.

Third person – Pommarin. She teaches about local fruits like Amornthip but she uses more communicative approach. She is the first person that manages classroom by sitting in U alphabet.

Next person is Atchima. She presents เมี่ยงคำ. We love this topic because she gives them for our to eat.

After that is Alisa. She doesn’t pass cause of her teaching. She doesn’t remember the content. She reads it from powerpoint.

The last person is me. I teach about local products and shopping. I’ve known about evaluation and assessment, how different is. Evaluation from tast but assessment from activities.

           Conclude from this class I learn about that should have assignment from real event in class room example interview, observation, and check lit from use the rubric. And teacher maybe should have material for help learning because it has interesting and easily to learn.

♫Learning Log (outclass)

Using Authentic Materials and Approaches

For students to develop communicative competence in reading, classroom and homework reading activities must resemble (or be) real-life reading tasks that involve meaningful communication. They must therefore be authentic in three ways.

1. The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.

When selecting texts for student assignments, remember that the difficulty of a reading text is less a function of the language, and more a function of the conceptual difficulty and the task(s) that students are expected to complete. Simplifying a text by changing the language often removes natural redundancy and makes the organization somewhat difficult for students to predict. This actually makes a text more difficult to read than if the original were used.

Rather than simplifying a text by changing its language, make it more approachable by eliciting students' existing knowledge in pre-reading discussion, reviewing new vocabulary before reading, and asking students to perform tasks that are within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading.

2. The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading a text.

To identify relevant reading purposes, ask students how they plan to use the language they are learning and what topics they are interested in reading and learning about. Give them opportunities to choose their reading assignments, and encourage them to use the library, the Internet, and foreign language newsstands and bookstores to find other things they would like to read.

3. The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently.