วันพุธที่ 11 กันยายน พ.ศ. 2556

♫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.

♫Learning Log

Today we learn about process of learning and indicators that teachers will teach to the test. It has 4 process of learning such as standards of learning, set the task, design process or activities of learn and rubrics.
The  standards of learning is what student should know and what student can do. Set the task such as essay, write the letter, picture, chart etc. Or student can speaking, listening, reading, singing etc. Design process or activities of learn provided with the knowledge and abilities of the students. And rubrics such as work sheet or something for practice skill. Addition task should connect with test together.
To conclude, teacher should only skill for learn example student will be able to listening. (only skill). Before you make the activity, you should know strategies of skill because it can give the right strategies for student and easy to teach skill.

วันอังคารที่ 3 กันยายน พ.ศ. 2556

♫Learning Log (outclass)

Integrating Reading Strategies

Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. Instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading.

Before reading: Plan for the reading task

Set a purpose or decide in advance what to read for
Decide if more linguistic or background knowledge is needed
Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During and after reading: Monitor comprehension

Verify predictions and check for inaccurate guesses
Decide what is and is not important to understand
Reread to check comprehension
Ask for help
After reading: Evaluate comprehension and strategy use

Evaluate comprehension in a particular task or area
Evaluate overall progress in reading and in particular types of reading tasks
Decide if the strategies used were appropriate for the purpose and for the task

Modify strategies if necessary

♫Learning Log

           For this week I was sick so I didn't join in class. I didn't know the approaches or technique of my friends.