♫ 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.

♫ Learning log 7

 Today, I learned about   Course, Syllabus .

               A course is a unit of teaching and Syllabus  is an outline or other brief statement of the main points of a discourse, the subjects of a course of lectures, the contents of a curriculum. When the teacher teach about Course and Syllabus , I understand it. I can create curriculum.The course is English for Thai. The syllabus are  four units.

                Unit1  My town

Topic1:  History

Topic 2: Local  food

Topic 3 : Wonderful  place(Wat Phra Mahathat)

Topic 4:  Loy Krathong   festival

               Unit2  Do you know Asean?

Topic1:  Asean community

Topic 2:  Greeting with neighbors

Topic 3:  Festivals of Laos

Topic 4: Travel around the Asean

                    Unit3 The Air pollution

Topic 1: Causes and Effects

Topic 2: Recycle plastic

Topic 3: Green world

Topic 4: Save world save my life

              Unit4 Three   southern  provinces of Thailand,

Topic 1: Problems

Topic 2: Muslim’s Life

Topic 3: People and  places

Topic 4:  Culture and tradition

             Conclusion, I think this  is very important  for English language teacher. You can  use  that in teaching English.

♫ VOA : ICANN Announces More Than Domain Names During its Reveal Day

Vocabulary	Pronunciation	Meaning
Released(v.)	/ri:'li:st/	ปลดปล่อย , to make sth available to the public Example : Police have released no further details  about the accident.
Domain(N.)	/dəu'meinz/	ขอบเขค ความรุ้ ความคิด ความสนใจ , an area of knowledge or activity; especially  one that sb is responsible for Example : The care of older people is being placed firmly  within the domain of the family.
Depend(V.)	/də'pend/	ขึ้นอยู่กับ, according to Example : You cannot depend on his support for your project.
Batches(N.)	/'bætʃəz/	หมู่, a number of people or things that are  dealt with as a group Example : We deliver the goods in batches.

♫ Learning log 6 (outside classroom)

 Reading activities can be divided into three categories, depending on when they take place: pre-reading, reading, and post-reading.

                        Pre-reading: Collecting and defining vocabulary terms from the text will assist students in understanding words that otherwise may interrupt their reading. It will also help them increase their vocabulary in a meaningful, relevant way. Students can record the terms in a notebook or on flash cards. Another strategy involves having students preview comprehension questions so that they can focus on answering those questions as they read.

                       Reading: Teachers can guide students' interaction with the text by asking questions about literary elements, having students present oral summaries of the plot, or asking them to collect details or write observations on post-it notes. If students have previewed comprehension questions, they can answer these questions as they read.

                    Post-reading: Summarizing (see below) is an effective strategy that can take many different forms.

                    To sum up, I think this article is very good for English language teacher. If you know about the reading strategies , you can teach English or other subject well.

♫ VOA: American Music Students in Kenya

Vocabulary	Pronunciation	Meaning
Neighboring  (Adj.)	/ 'neibə:iŋ/	ที่อยู่ใกล้เคียง, a person living next door to or very near  to the speaker or person referred The army made inroads into the neighboring country.
Organizer (N.)	/'ɔ:rgə,naizə:/	ผู้จัดตั้ง, a person who arranges an event or activity the organizers of the demonstration
Career (N.)	/kə:'ir/	อาชีพ, an occupation undertaken for a significant period  of a person’s life and with opportunities for progress This decision will reflect on his future career.
Expand (V.)	/ik'spænd/	เจริญรุ่งเรือง , become or make larger or more extensive  Little did I dream that we would expand our business to the U.S.
Perform (V.)	/pə:'fɔ:rm/	ปฏิบัติหน้าที่, carry out, accomplish, or fulfil (an action, task, or function) the car performs well at low speeds.

♫ Learning log 5 (outside classroom)

 Role-playing as a teaching strategy offers several advantages for both teacher and

student. First, student interest in the topic is raised. Research has shown that “integrating

experiential learning activities in the classroom increases interest in the subject mater and

understanding of course content”
                  

                    Secondly, there is increased involvement on the part of the students in a roleplaying

lesson. Students are not passive recipients of the instructor’s knowledge. Rather,

they take an active part. Poorman (2002) observes that “true learning cannot take place

when students are passive observers of the teaching process” (p. 32). One student at

Barnard College who was enrolled in a role-playing history class said, “This class tricks

you into doing so much work”
                       

                    A third advantage to using role-playing as a teaching strategy is that it teaches

empathy and understanding of different perspectives (Poorman, 2002). A typical roleplaying

activity would have students taking on a role of a character, learning and acting

as that individual would do in the typical setting. Poorman (2002) found “a significant

increase among students in feeling another’s distress as their own”
                   

                    The role-playing approach can be used in a variety of settings, including the

classroom. The principle behind role-playing is that the student assumes a particular

personality of a different person, such as a historical character. According to Jones

(1982), students “must accept the duties and responsibilities of their roles and functions,

and do the best they can in the situation in which they find themselves.”
                   

                  Skilled teachers have generally used skits, plays, newscasts, and other forms of

drama to motivate students when new information in introduced. Role playing activities

can be divided into four stages (Cherif & Somervill, 1998):

1. Preparation and explanation of the activity by the teacher

2. Student preparation of the activity

3. The role-playing

4. The discussion or debriefing after the role-play activity

Mark Sutcliffe from the School of Economics at the University of the

West of England provides educational advantages of role playing:
                                    To sum up, I think this article is very good for English language teacher. If you Know about the Roe-play  , you can teach English or other subject well. 

♫ Learning log 5

Today, This is my fifth in curriculum and learning management in English. I have learned about how to create syllabus and in this class.

Syllabus is an outline or brief statement of the points of discourse or the content of curriculum. If you want to create about syllabus, first, you must set “Goal or Aim” before you do it. Goal and Aim are same meaning. A both are important for syllabus. You can set goal or aim, for example –Students will be able to + V1 (communicate in English), (choose one skill form four such as listening, writing, speaking and reading) or (in macro skill). You can use one thing and the third thing will good to write your goal. Second, you must set objectives (it will support goal or aim). It can divide 2 type are enabling objective and terminal objective. Then, objective should have performance, condition and standard Third, You must set learning outcome. The last, you must set assessment and evaluation. A both are difference meaning. Assessment use to develop and  do during class, but evaluation use to examine or judge carefully and do after class. Learning language has three way: acquisition, learning and studying. So, learning language form is I+1 = comprehensible.

To sum up, I think I know about how to create syllabus and apply to do it correctly. However, I must practice it until I understand and can apply.