Learning log outside-week8

How to Write a Lesson Plan: 5 Secrets of Writing Great Lesson Plans

                Writing a lesson plan will ensure that you are prepared for your class and will make it run more smoothly. It is important to break the material up into several sections and choose activities suitable for each. Knowing approximately how much time an activity will take is important, but after the first lesson you may need to adjust things accordingly. It is best to be flexible seeing as different classes will respond to material differently. If at any point students struggle, you will have to dedicate more time to instruction or drilling before moving on to practice activities. For the purposes of this example let’s assume that an English class is forty-five minutes long.

How To Proceed

1.Warm up

A warm up activity can be used in a number of ways. It can get your students thinking about material that will be used later on in the class, review material from a previous class, or simply get your students thinking in English, moving around, or awake. This activity should only take up a small portion of your lesson, perhaps five minutes.

2.Introduction

A good introduction will create a need for students to learn the material you are going to present and get them interested in the day’s topic. This is the part of the lesson where the teacher does the most talking so try to get students involved and use choral repetition to keep students talking about half the time. Depending on how complex the topic is or how much new vocabulary there is, the introduction could take some time but in most cases, about ten minutes should be sufficient.

3.Practice

The practice activity would normally be about ten minutes and have students working individually or in pairs. Practicing model dialogues, completing worksheets, and doing short activities would be appropriate. This may take about ten minutes including going over the answers or having some demonstrations.

4.Production

In the production activity students should have to produce material on their own. Rather than reading sentences, perhaps they have to answer questions or make their own sentences. Longer activities such as board games, which can be played in groups, or activities for the whole class, where students work in teams, would be best. The remaining class time can be devoted to this activity.

 5.Review

It is a good idea to plan another five minute activity that can be done at the end of class as a review or used as the warm up in the following lesson. If the production activity does not take up the remaining portion of the class period, you have a backup plan.

In Class With Peace Corps Volunteers in Africa, Asia-week 8

vocabulary	Pronunciation	Meaning
Assistance(n.)	/əˈsɪst(ə)ns/	ความช่วยเหลือ, การสนับสนุน the action of helping someone by sharing work Example : I cannot thank you enough for your assistance.
Rural(adj.)	/ˈrʊər(ə)l/	ในชนบท in, relating to, or characteristic of the countryside rather than the town: Example : It seems the rural area will be developed on a large scale.
Magical(adj.)	/ˈmadʒɪk(ə)l/	วิเศษ, มหัศจรรย์, ซึ่งมีเวทมนตร์, relating to, using, or resembling magic Example : It was a magical evening of pure nostalgia.
Express(v.)	/ɪkˈsprɛs, ɛk-/	แสดงออก (ทางความคิดหรือความรู้สึก) โดยใช้คำพูด convey (a thought or feeling) in words or by gestures and conduct Example : He expressed complete satisfaction.
Join(v)	/dʒɔɪn/	เข้าร่วม, ร่วมวง, สมทบ, ร่วม with adverbial] unite to form one entity or group Example : If he could pass for eighteen years old, he'd join the army.
Effort(n.)	/ˈɛfət/	ความพยายาม a vigorous or determined attempt Example : You should persist in your efforts to learn English.
Mosque(n.)	/mɒsk/	สุเหร่า, มัสยิด a Muslim place of worship. Example : Muslim do activities at mosque.

Chat with foreigner week 8

Teaching Children How to Think Internationally-week 7

vocabulary	Pronunciation	Meaning
Curriculum(n.)	/kʌˈrɪkjʊləm/	หลักสูตร the subjects comprising a course of study in a school or college Example : They have a very good curriculum at that university.
Succeed(v.)	/səkˈsiːd/	ประสบความสำเร็จ, บังเกิดผล, สัมฤทธิ์ผล achieve the desired aim or result Example : I succeeded in my first attempt.
Permit(v.)	/pəˈmɪt/	ยินยอม, เห็นพ้อง, เห็นชอบ officially allow (someone) to do something Example : Please permit me to ask you some questions.
Citizen(n.)	/ˈsɪtɪz(ə)n/	ประชาชน, พลเมือง an inhabitant of a particular town or city Example : The new law has deprived the citizens of their liberty
Terrorism(n.)	/ˈtɛrərɪzəm/	การใช้ความรุนแรงเพื่อข้อเรียกร้องทางการเมือง the unofficial or unauthorized use of violence and intimidation in the pursuit of political aims Example : We will not tolerate anyone who engages in terrorism.
Minded(adj.)	/ˈmʌɪndɪd/	ซึ่งมีใจโน้มเอียง inclined to think in a particular way Example : I've never minded her behaving badly.
Engage(v.)	/ɪnˈgeɪdʒ, ɛn-/	ต่อสู้, สู้รบ, รบ occupy or attract (someone’s interest or attention) Example : Some are actively engaged in crime

Learning log outside-week7

7 WAYS TO IMPROVE YOUR LISTENING SKILLS

Effective listening may be the most crucial skill for managers because it is required to do it so often. Unfortunately, listening also may be the most difficult skill to master. Effective listening is challenging, in part, because people often are more focused on what they're saying than on what they're hearing in return. According to a recent study by the Harvard Business Review, people think the voice mail they send is more important than the voice mail they receive. Generally, senders think that their message is more helpful and urgent than do the people who receive it.

Additionally, listening is difficult because people don't work as hard at it as they should. Listening seems to occur so naturally that putting a lot of effort into it doesn't seem necessary. However, hard work and effort is exactly what effective listening requires. Here are some practical techniques that managers can use to improve these skills.

1. Concentrate on what others are saying. Most individuals speak at the rate of 175 to 200 words per minute. However, research suggests that we are very capable of listening and processing words at the rate of 600 to 1,000 words per minute. A manager's job today is very fast and complex, and because the brain does not use all of its capacity when listening, a manager's mind may drift to thinking of further questions or explanations rather than listening to the message at hand. It is important to actively concentrate on what others are saying so that effective communication can occur.

2. Send the nonverbal message that you are listening. When someone is talking to you, maintain eye contact, show the speaker you are listening by nodding your head. Make sure your body language transmit the message that you are listening, lean forward and avoid using your hands to play with things.  Most communication experts agree that nonverbal messages can be three times as powerful as verbal messages. Effective communication becomes difficult anytime you send a nonverbal message that you're not really listening.

3. Avoid early evaluations. Because a listener can listen at a faster rate than most speakers talk, there is a tendency to evaluate too quickly. That tendency is perhaps the greatest barrier to effective listening. It is especially important to avoid early evaluations when listening to a person with whom you disagree. When listeners begin to disagree with a sender's message, they tend to misinterpret the remaining information and distort its intended meaning so that it is consistent with their own beliefs.

4. Avoid getting defensive. Too much time spent explaining, elaborating, and defending your decision or position is a sure sign that you are not listening. This is because your role has changed from one of listening to a role of convincing others they are wrong. After listening to a position or suggestion with which you disagree, simply respond with something like, "I understand your point. We just disagree on this one." Effective listeners can listen calmly to another person even when that person is offering unjust criticism.

5. Practice paraphrasing. For example, a subordinate might say: "You have been unfair to rate me so low on my performance appraisal." A paraphrased response might be: "I can see that you are upset about your rating. You think it was unfair to rate you as I did." Paraphrasing is a great technique for improving your listening and problem-solving skills. First, you have to listen very carefully if you are going to accurately paraphrase what you heard. Second, the paraphrasing response will clarify for the sender that his or her message was correctly received and encourage the sender to expand on what he or she is trying to communicate.

6. Listen and observe for feelings. The way a speaker is standing, the tone of voice and inflection he or she is using, and what the speaker is doing with his or her hands are all part of the message that is being sent. A person who raises his or her voice is probably either angry or frustrated. A person looking down while speaking is probably either embarrassed or shy. Interruptions may suggest fear or lack of confidence. Persons who make eye contact and lean forward are likely exhibiting confidence. Arguments may reflect worry. Inappropriate silence may be a sign of aggression and be intended as punishment.

7. Ask questions. Effective listeners make certain they have correctly heard the message that is being sent. Ask questions to clarify points or to obtain additional information. Open-ended questions are the best. They require the speaker to convey more information. Form your questions in a way that makes it clear you have not yet drawn any conclusions. This will assure the message sender that you are only interested in obtaining more and better information. And the more information that you as a listener have, the better you can respond to the sender's communication.

Chat with foreigner week 7

learning log inside-week 7

            This week teacher gives homework for observation on 19 August 2013. There are “Task for you” “Focus of the observation” “Example of teacher skills and behaviors” that we must to do. I think it a heavy work. However we should to try and try. Teacher always tells “Stand on your feet on one help you.”

            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.

Unit 1 : My Hometown

1. The Local food

2. I want to be a…..

3. The attraction place

4. The tradition

Unit 2 :  We love ASEAN

1. Welcome to ASEAN

2. My neighborhood

3. The most exciting place

4. Hello Indonesia food

Unit 3 : Global warming

1. Cause of Global warming

2. Greenhouse Effect

3. How to solve?

4. Global in the Future

Unit 4 : My world My life

1. In the next twenty years

2. Imagine Being Me

3. How do We Treat our Environment?

4. Social Network

Learning log outside-week6

Cooperative Learning

Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success. There are different kinds of groups for different situations, but they all balance some key elements that distinguish cooperative learning from competitive or individualistic learning.

Cooperative learning can also be contrasted with what it is not. Cooperation is not having students sit side-by-side at the same table to talk with each other as they do their individual assignments. Cooperation is not assigning a report to a group of students where one student does all the work and the others put their names on the product as well. Cooperation involves much more than being physically near other students, discussing material, helping, or sharing material with other students. There is a crucial difference between simply putting students into groups to learn and in structuring cooperative interdependence among students.

Why Use Cooperative Learning?

-Extensive research has compared cooperative learning with traditional classroom instruction using the same teachers, curriculum, and assessments. On the average:

-Students who engage in cooperative learning learn significantly more, remember it longer, and develop better critical-thinking skills than their counterparts in traditional lecture classes.

-Students enjoy cooperative learning more than traditional lecture classes, so they are more likely to attend classes and finish the course.

-Students are going to go on to jobs that require teamwork. Cooperative learning helps students develop the skills necessary to work on projects too difficult and complex for any one person to do in a reasonable amount of time.

-Cooperative learning processes prepare students to assess outcomes linked to accreditation.

How to Use Cooperative Learning

Cooperative learning exercises can be as simple as a five minute in class exercise or as complex as a project which crosses class periods. These can be described more generally in terms of low, medium, and high faculty/student time investment.

Cooperative learning can be used across a wide range of classroom settings ranging from small to large lecture, as well as in online classes.

No matter what the setting is, properly designing and implementing cooperative learning involves five key steps. Following these steps is critical to ensuring that the five key elements that differentiate cooperative learning from simply putting students into groups are met.

Cooperative Learning Techniques

Cooperative learning techniques can be loosely categorized by the skill that each enhances (Barkley, Cross and Major, 2005), although it is important to recognize that many cooperative learning exercises can be developed to fit within multiple categories. Categories include: discussion, reciprocal teaching, graphic organizers, writing and problem solving. Each category includes a number of potential structures to guide the development of a cooperative learning exercise. For example, the category of problem-solving helps to develop strategic and analytical skills and includes exercises such as the send-a-problem, three-stay one-stray, structured problem solving, and analytical teams.

Chat with foreigner week 6

Comparing American and Chinese Parents-week6

      

Vocabulary	Pronunciation	Meaning
Debate(n.)	/dɪˈbeɪt/	การอภิปราย, การโต้แย้ง, การถกเถียง a formal discussion on a particular matter in a public meeting or legislative assembly Example: The debate has been interesting, confusing, and sometimes horrifying.
Threaten(VT.)	/ˈθrɛt(ə)n/	คุกคาม,  ขู่เข็ญ state one’s intention to take hostile action against (someone) in retribution for something done or not done Example: The men threatened staff with a handgun.
Expectation(n.)	/ɛkspɛkˈteɪʃ(ə)n/	มาตรฐานที่คาดหวังไว้, การคาดการณ์, การคาดหวัง a strong belief that something will happen or be the case Example: Contrary to expectations they won with ease.
Criticize(VT.)	/ˈkrɪtɪsʌɪz/	วิจารณ์, แสดงความคิดเห็น indicate the faults of (someone or something) in a disapproving way Example: Technicians were criticized for defective workmanship.
Abusive(adj.)	/əˈbjuːsɪv/	ซึ่งเป็นอันตราย extremely offensive and insulting Example: He became quite abusive and swore at her.
ease(n)	/iːz/	ความง่ายดายในการทำสิ่งต่างๆ absence of difficulty or effort Example: Computers can do the job with ease.
Rebel(n.)	/ˈrɛb(ə)l/	ผู้ก่อการกบฏ, ผู้ทรยศ, ผู้ก่อกบฏ a person who rises in opposition or armed resistance against an established government or leader Example: The dog rebelled against his master.
Fragility(n.)	/frəˈdʒɪlɪti/	การเปราะแตกง่าย, ความไม่แข็งแรงคงทน, ความไม่ทนทาน the quality of being easily broken or damaged Example: A film about the fragility of relationships.