♫ '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.

♫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.

♫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. 

♫Learning Log (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

Today is the first time for teaching test. It has testing for 5 people 4 person pass but 1 person fail. For someone who fails can test one more time. I can see many teaching method that my friends use today. Some method I think I will insert in my lesson plan. In addition, teacher comment one by one, so it make me to have a good idea to do my lesson plan.

This class made me excited because my friend doesn't pass. She doesn't prepare herself or other problems. I don’t know. The passers do it well but teacher doesn't proud. I've seen much more approaches such as speaking in pair, group.

There are 5 topic of the day. First person teach about local food, second person teach about occupation, third person teach about attraction, fourth person teach about direction. fifth person teach about shopping and the last person teach about local food, too.

♫ VOA : A Goal for 2012: Learning English

Vocabulary	Pronunciation	Meaning
lose (v)	/luːz/	be deprived of or cease to have or retain (something):I’ve lost my appetite Linda was very upset about losing her job the company may find itself losing customers to cheaper rivals
meat (n)	/miːt/	the flesh of an animal, typically a mammal or bird, as food (the flesh of domestic fowls is sometimes distinguished as poultry): pieces of meat place meat and poultry in the refrigerator immediately
advice(n)	ədˈvʌɪs/	[mass noun] guidance or recommendations offered with regard to prudent action:my advice is to see your doctor he should take advice from his accountant
results(n)	/rɪˈzʌlt/	a thing that is caused or produced by something else; a consequence or outcome:the towercollapsed as a result of safety violation

♫ Learning log 7(outside classroom)

 Storytelling in the EFL Speaking Classroom

                As English becomes increasingly important in various fields such as business, finance, industry and education, most Chinese students hope they can speak English fluently. How to motivate the students in EFL speaking classrooms has long been our concern. First of all, it is necessary to find out the main factors affecting their participation. The students are nervous and afraid of making mistakes. The topics are not interesting. The classroom atmosphere is not encouraging.  Feedback of the listeners is not supportive.

              1.The following are just a few examples of using stories in the EFL speaking classroom arranged in the order of difficulty. At first, if the students are not confident in their speaking skills, it is recommended that the students be given enough time to prepare.

             2.The students listen to some stories downloaded from the Internet and repeat as they listen. This gives them an opportunity to improve their pronunciation, stress and intonation.

             3. Divide the students into groups and each group prepares a story. Each member of the group tells two to three sentences and the next one continues until the end of the story.

           4. Ask each student to prepare a story (about two minutes long) in advance. Divide the students into groups with four to five members in each group and ask them to tell his/her story in the group.

           5.Divide the students into four to five groups and each group is given an opening of a story and asked to finish the story in about 20 minutes.

          6. The teacher gives the first sentence to the class and then each student adds one more sentence to make a whole story impromptu. Because there is no preparation and no body has any idea about what the next person will say and where the story is going, there are often lots of fun and surprises in the game.

          Conclusion, there are many ways to use stories in the oral English classroom. I think this article is very good for English language teacher.