Reflect English Lesson Plan: Live and learn (Thanaporn Chaipikun)

         This lesson teacher teaches about bad manner which is interesting. It’s important because students in the present should have good behavior. This lesson plan answers the conception about public mind for me.

          Firstly, Teacher shows video about bad manner. After watched the VDO teacher asks student about their feeling or their opinions about that. Then teacher teaches vocabulary about bad manner on power point slide. After that, teacher asks student get in pair and gives worksheet to students. Students read the story and answer the question from the story and check the answer together.

          After that, teacher T gives students work in group. Then, open the video cartoon about bad manner. Video is funny and reflect table manners and ask the question “Have you ever seen that manner before?” and asks students to speak in front class.

          Lastly, teacher teaches language focus on should, have to, and must form.

          I think the teacher should to use language classroom to control and more confidently.

Reflect Lesson Plan: Making an Appointment (Nuchanat Sukban)

         The topic that Nuchanat chosen was a different from the others. Time and appointments are important that students should be supposed, be made aware and be punctual. The unit aim of this lesson is Students will speak to make appointment with someone.

          Teacher start the lesson with video about making an appointment and lets students talk about what they have learnt from watching the video. Next, teacher introduces vocabulary that students will meet in the lesson; appointment, seminar, satisfactory etc. Teacher opens audio about “Making an Appointment” 5 times, for fill in the blank in worksheet, for discuss the answer and then student work in pair, create new conversation about Making an Appointment, practice in pair and students present o friends. After that, student practice communication by asking friend in information gap. Students work in group, write how should to do when we have an appointment, then present to friends. Finally, Teacher discusses language feather with student and explain language structures with all students. 

Grammar focus on I would like to …

S.+ would like to + infinitive …

         Teacher should be a clear statement for the student to understand the commands and they are working correctly.

Learning Log: Outside the classroom,

Advantages and disadvantage of online shopping

            Recently shopping online has become very popular because of the vast availability of internet.  Nowadays many people prefer to shop online because it's numerous benefits. Besides many advantages shopping online but it also has many disadvantages as well.

            Online shopping is a great way to shop for items on the internet for almost anything such as clothes, gift items, food, home improvement materials, medicines, and many more. Firstly, online shopping is convenient because it can help you save their time. When you so busy and don’t have any time to go shopping, you only choose goods that you want and order them, in a short time it will be moved to you. Moreover, you can shopping online any time that you want or you have free time without depend on the opening time and closing time of shop, so you can save the time for shopping to do they works. Besides, in online shop, you can choose any goods that you want or prefer in only one shop. The number of goods in online shop is variety, in addition, online shop always update new types of good, which people can’t find in normal shops.

            Despite, the fact that online shopping can be very convenient to the buyers; it also has drawbacks. There are 34.15 percentages of customer in Thailand have some problems from shopping online. The main disadvantage of shopping online is you get scam by fraud sellers who makes online shop for the purpose of stealing money from online consumers. Moreover, most of consumers usually can’t receive or late receive the products as a result; there are many lawsuits at present.

            In conclusion, shopping commercially whether shopping online or in a store shopping online, you should consciously be best. You will have to check to be sure that the site is really tangible. It has not cheated the actual product and these product they need to promote the quality, reliability, appropriate with money, it was sufficient.

Reflect Lesson Plan: Let’s know herbs for health proble (Natnaree Saijit)

Many herbs and spices used in Thai cuisine have beneficial medicinal properties.  The topic that Natnaree chose is interesting and as a close stories the students.

          Teacher started the lesson by greeting and asking the question about health problems and then teacher told her story in the past. Next, given worksheet no.1 to the students and plays PowerPoint slides and asks students about the name of each herb in Thai and health problem. Teacher opens sound and asked the students repeat all name three times. Then, teacher have funny game for students the game name “smell and touch”, teacher divide students into two groups and came in front of the class to play game. Next, teacher plays VDO about some situation (A man go to see the doctor) and ask “What wrong with him?” After that, teacher gives student to match the pictures of herbs with the health problems that they can be used to treat. Finally, the language focus on auxiliary: should for suggestions about health problems and emphasized the vocabulary that met before.

          I think she did all well, because she used the authentic materials that are herbs, picture cards and word cards. She spoke loudly and clearly. The activities are variety and attraction students.

Reflect Lesson Plan: What is acid rain ? (Pichaya Khunchumnan)

         Rain is very important for life. All living things need water to live, even people. Rain brings us the water we need. But in many places in the world even where you live, rain has become a menace. Because of pollution in the air, acid gases from factories, cars and homes, the rain is becoming dangerous for the life of every living creature. “This rain is known as 'acid rain'”. That is good topic that Pichaya chose because this problem is danger for everyone. Ideally, the student will know acid rain and find a way to reduce this problem.

          First of all, teacher started with the video about acid rain for asking students what we are going to learn. Teacher reviews the vocabulary by lets students to play game for made students have fun and learn in the same time. Then, teacher taught the vocabulary by show the meaning in Thai and gave students repeat after him. Next, teacher divided student in group to rearrange the sentences and use them to explain the cycle of acid rain. Lastly, language focus; teacher used ‘will’ by subject+will+v1 for class today.

          I think, the activities that he use has varieties and beautiful for student’s interesting.

Reflect Lesson Plan: Traffic Pollution Damage Kid’s Lungs (Nittaya Jongkon)

          Traffic pollution is a serious danger to children’s health. So, this lesson plan is interesting for teach students because this topic. “Traffic Pollution Damages” help student to know and can express the ideas to solve the pollution..

          Firstly, teacher gives students the pictures which concern to the topic. Asking students guess what they are going to learn and to enhance students’ interest and teach vocabulary about Traffic Pollution Damage Kid’s Lungs, such as undertaken, traffic fumes, highway, weakened, etc.

          Then teacher asks students to listen to the passage the “Traffic Pollution Damages Kid’s Lungs” (2 rounds) and fill the missing words in the blanks and check the answer together.

          Next, Teacher asks students to work in pairs with by practicing the conversation concerning to the passage.

          The last, Teacher introduces the grammatical function of Present Participial from the content, and writes the sentences with the vocabulary that concern with the content.

         Information for teaching students is good, but the passage that teacher gives to students is too long. The passage should easy and short because students may be boring.

Reflect English Lesson Plan: Let’s go to Phuket (Montree Kaewcherd)

         

        Firstly, Teacher stimulates students by asking a question that has anyone ever been to Phuket so far. If you have, what did you do there ?  Teacher asks and waits for their answers. Teacher asks and provides students a couple of minutes to express their needs and ideas.  After that , teacher introduces the vocabulary relating to the lesson such as   collection  ,  internship  and trash , etc.   Then, Teacher shows student the video introducing Phuket Island. After that, Teacher asks students to sit in group and discuss concerning to the handout provided “Keeping Patong beach clean”, who, what , where , when and why.  In this time students have an opportunity to discuss together and teacher have to walk around to encourage them. Next, Teacher distributes leaflets ,which is related to situations or occasion happening in Phuket  to every group with different ones , they talk and discuss about it. Each group has to present the content in the leaflet to the whole class. Last, teacher explains the grammar point  Present Perfect and Past Simple , how to use and give example according the handout given. Then, they practice Students practice conversation with partner by the dialogue given and present to the class.

         Materials that teacher used are interesting. Teacher speak clearly and easy understand, And this lesson plan is motivated to keep clean tourist attraction. 

Reflect Lesson Plan: The beaches are disappearing (Nuntiya Karasee)

                    "The beaches are disappearing" is good lesson and have good ideas for teaching and the way to take care tourism attraction. However, some activities need to be to developed for the better ones. This lesson is focus on speaking, listening, and writing especially listening. Teacher has pre-listening in pre-task, while-listening in task circle and language focus is post listening.

                     To begin with, Teacher starts by ask students to answer the questions:
- Have you ever been to the beach?  -What do you enjoy doing on the beach?
-What kind of building can you find on the beach?

- Do Thai people usually live on the beach?

              Then, teacher has game for students by match the words and the given pictures I think this game is way attract student for learning the vocabulary. Next, task cycle -- teacher opens the audio about “The beaches in Thailand are disappearing” 3 times. The third times, teacher gives sheet no.1 to students. Students can read the story while listening after that teacher gives students to work in pair to answer the question from the story in Task 1 and Task 2. Then, teacher checks the correct answer with the students. Teacher asks students to form groups of three to practice speaking from the situation in the conversation and write two or three sentences about how to save the beaches beautifully and draw the beach in their dream and present in front class. Finally, discusses about expressing obligation and distributes sheet no. 3 to students and practice using must, have to by write responses to the following statements on the board.

Learning Log: Outside the classroom,

Shouldn’t Drink Pearl Milk Tea

            The delicious chewy goodness of pearl milk tea, also known as bubble tea is a popular and refreshing drink. On the other hand, the good taste was a hidden threat.      When you drink a glass of pearl milk tea which consists of sugar, sweetened condensed milk, creamer and tapioca pearl of course, these components make you have the risk of many diseases.  Firstly, it is diabetes, because in one glass have sugar over dose because a glass of pearl milk tea has an average of 55g of sugar. According to Health Promotion Board (HPB) guidelines, a person should have about 40g to 50g of sugar per day. That's 8 to 11 teaspoons this more than necessary therefore risks to diabetes. Moreover, it has high risk to fat because pearl milk tea has creamer is component which has Trans fats that are harmful to the health. And one of the fat is tapioca pearls that many consumers are enjoying the chew to feel sticky, it is the dough from tapioca, bring to boil sugar to calories that varies according to the formula from 2-4 kilo calories per tablet or a cup of pearls contains 540 calories and it doesn’t have nutritious. Another one especially with children aged up to four years, maybe was an unexpected accident there is a risk of foreign objects accidentally entering the lungs that is occurs choking and death because there are small sizes and that is precisely what will happen when the tapioca pearls are sucked up through a straw. So, kids shouldn't eat it. Last of all, pearl milk tea has price more expensive than other beverage. The price starting from 30-60 baht, that price is higher than the price of juices which have more benefit than pearl milk tea. Over and above expensive to pay and also has the risk of the disease.

            To sum up in the field of health - you can choose to eat something that is beneficial.  As words that “You are what you eat”. Therefore, prevention is better than correction especially in health.

Reflect Lesson Plan: "The garbage !" (Atinut Galawig)

            In this lesson teacher teaches about the different types of garbage.  First of all, Teacher greeting students and stimulated  the situation  by  asking  students  to  look  under  their  table  (There are garbage.)  and  ask them  what should  they  do  with  these  garbage? After that, teacher shows  three  kinds  of  bins  and  bring  out  of  the  garbage  and  teach  the  students  a  vocabulary  about  them.  For example, waste tire, waste can, waste glass, waste paper etc. Next, Teacher divide  students  in  to  groups  and  then  ask  them  to  come  out  and  play  game  " Where  should  I  go ? ". By, one  of  the  student  have  to  be  close  his  eyes  and  each  students  in  their  group  have  to  run  to  get  a  garbage  and  bring  it  back  to  the  blinded  students.  After  that  he  have  to  ask  "Is  this a / an .......... ?"  If  his  answer  correct  he  has  to  put  that  garbage  in  the  correct  bin  also.  From  this  point  the  students  is  going  to  have  fun   and  also  learn  how  to  ask  and give information  with  their  friends.  Moreover,  they  are  going  to  learn  how  to  divide  the  garbage  in  each  kinds  of  bin. Then, teacher  have  to  let  the  students  work  in  group  and  give  them  an  A4  paper.  Tell  them  to  discuss  with  their  friends  to  create  their  own  bin  and  tell  them   to  give  the  information  about  their  bin  for  2  or  3  sentence. By  the  way  before  the  presentation  of the information ,  their  friends  have  to  guess  " what  is  this  bin  for ? " Finally, Teacher explains the grammar point The Interrogative sentence of Present Perfect Tense , how to use and give example according the handout given.

          This lesson plan is very good because have movement in classroom and in lesson plan has rubric that clearly. Moreover teacher use authentic materials which has attracted the attention of the students.

Reflect Lesson Plan: Eco in my classroom (Rawitporn malason)

         Saving energy means decreasing the amount of energy used while achieving a similar outcome of end use. Using less energy has lots of benefits – you can save money and help the environment. Generating energy requires precious natural resources, for instance coal, oil or gas. Therefore, using less energy helps us to preserve these resources and make them last longer in the future. Starting from a small point that is classroom, cultivate students to reduce energy pass teaching.

          First, the lesson starts by students answer teacher's question to think about the key words in my classroom such as turn off the light, saving etc. Next, teacher gives sheet no.1 to students and lets them work. After that, Teacher and students checks the correct answers together. Then, Teacher told students opened sheet no.2. It was about the conversation “Turn down the TV!” and teacher shown power point. Teacher divided students into 4 groups to practice the conversation by reading aloud. After finished practicing the conversation, teacher wanted 2 volunteer to do role play about the conversation (Turn down the TV!) in front of the class. Last, teacher gave example sentences about Eco in my classroom such as please close the door, please turn off the light, please turn off the TV, Turn off the fan, please take stairs up one floor etc.

          I think she should to speak clearly and loudly. On the other hand, she has beautiful materials such as power point slide and VDO about Eco in classroom.

Reflect Lesson Plan: Do you know where it is? (Tipparat Meebau)

               Firstly, she started the lesson by greeting students and give students are stimulated by asking questions that has anyone often to go and why. Then teacher wrote the answer on the power point. Teacher chose the place near the school and the students giving direction to that place. And ask student to guessed “ Do you know what we will learn today?” After that, Students watched the video about asking for and giving direction. They had to listen to the audio and repeated after the audio. After listen the audio, teacher divided students into two groups (group A and group B) and gives conversation about asking and giving direction to the students. Then students in each group read aloud the given conversation. Next, teacher asked students to get in pair and practiced asked for and gives directions with their partner by used the map. Lastly, teacher explained the preposition that used to giving direction such as turn left, turn right, go straight, between, across from, opposite, next to, at the corner, etc. Before finishing the lesson, teacher summarized the contents again.

            In my opinion, Teacher should teacher should have more confident and have eye contact to students.

Learning Log: Outside the classroom

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.

          Conclusion, authentic materials enable learners to interact with the real language and content rather than the form. Learners feel that they are learning a target language as it is used outside the classroom. Considering this, it may not be wrong to say that at any level authentic materials should be used to complete the gap between the competency and performance of the language learners, which is a common problem among the nonnative speakers. This requires the language patterns being put into practice in real life situations. 

http://www.nclrc.org/essentials/reading/assessread.htm

Learning Log: Outside the classroom, 1st (24 June 2014)

Reading

                   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.

Learning Log: Outside the classroom

        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: Outside the classroom

          I’m weak about reading because sometimes I don’t know about vocabulary and procedure to reading. I want to practice about reading so, I find and reading the technique about reading.

Reading Techniques

  1. Preview

  2. Question

  3. Take notes

  4. Summarize

  5. Review and reflect

            First of all, 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.

            Next, 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.

            Third, 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.

Forth, Summarize, 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 material you 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.

The last, Review and reflectTo 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: Inside the classroom, 4th (21 July 2014)

On 21 July 2014, I have learned about teaching writing. Most people agree that writing skills are increasingly important and often not adequately taught. When writing is taught in schools, writing instruction often takes a backseat to phonics, handwriting skills, and reading comprehension. This group talk about teaching writing involves being accurate, encouraging writing and producing a finished product.

Writing skills are an important part of communication. Good writing conveys a meaningful message and uses English well, but the message is more important than correct presentation. Writing is a creative process. What makes an effective piece of writing? Good writers plan and revise, rearrange and delete text, re-reading and producing multiple drafts before they produce their finished document. This is what a process writing approach is about. When students read the essay in its final, polished form, it becomes clear that following the complete writing process produces the best essay.

In conclusion, the key to successful writing classes is that they are pragmatic in nature targeting the skills required or desired by students.

Learning Log: Inside the classroom, 4th (21 July 2014)

On 21 July 2014, I have learned about teaching reading. The third group had presentation about teaching reading. Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The reader uses knowledge, skills, and strategies to determine what that meaning is.

There are two general approaches to teaching of reading skill is extensive reading and intensive reading. Extensive reading is reading as much as possible for your own pleasure at a difficultly level at which you can read smoothly and quickly without looking up words or translating to English as you go. Intensive reading occurs when the learner is focused on the language rather than the text. Reading activities that are meant to increase communicative competence should be success oriented and build up students' confidence in their reading ability.

In conclusion, teachers use more comprehension for practice reading skill of students and use language question after students read a text for ensure that they have really understood what the read.

Learning Log: Inside the classroom, 4th (21 July 2014)

On 21July 2014, I have learned about teaching listening. This group had presentation about teaching listening. They talk about strategies of listening and step to teaching listening skill that interesting for learning.

Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication. Listening strategies are techniques or activities that contribute directly to the comprehension and recall of listening input. Listening strategies can be classified by how the listener processes the input. Top-down strategies are listener based. Top-down strategies include listening for the main idea, predicting, drawing inferences, summarizing. Bottom-up strategies are text based. Bottom-up strategies include listening for specific details, recognizing cognates, recognizing word-order patterns. However teaching principles of listening is an important part such as make it explicit, model, and practice. Teacher given the importance of listening in language learning and teaching to help their students become effective listeners and students can fend for themselves in communication situations.

To sum up, teaching good listening skills is difficult as it is so difficult to define and exemplify, and few of us, even native speakers of English, really do it well. But by making explicit the qualities of good listening and then practicing it, students can become good listeners in English.

Learning Log: Inside the classroom, 4th (21 July 2014)

Reflection what I have learned from my friends had presentation about assessment and testing on 21July 2014. Assessment and testing is among an instructor’s most essential educational tools. Teachers who develop useful assessments, designing corrective testing, and give students second chances to demonstrate success can improve their instruction and help students learn.

They talk about assessing and testing. Assessment has 8 types such as formative, summative, informal, diagnostic, placement, progress, achievement and proficiency. Although as teacher we sometimes feel that we don’t have a lot of influence on the design of public exams, we often find ourselves writing process and achievement test. Basis of designing and making test, First, decide on our assessment criteria. Second, test need to have validity. Third, list exactly what it is we want to measure. Forth, decide on the balance of items in a test. Fifth, have to be extremely carful to write Rubric. Last one, give theme to colleague or student to try out. Direct and indirect are 2 types of test item. Direct test items based on 4 macro skill as speaking, listening, reading and writing. An indirect test items have 8 kinds as gap fills, cloze, multiple choice, true/false, jumbled sentence, sentence transformation, proofreading and matching. And another thing that's important is rubric. Rubric is a multi-purpose scoring guide for assessing student products and performances. A rubric involves 4 components; task description, scale, dimensions and description of dimensions.

In conclusion, assessments and testing as tools for accountability and measure the knowledge and ability of students. Moreover, the assessments and testing can be a vital component in our efforts to improve education.

Learning Log: Inside the classroom, 3rd (15 July 2014)

In our class on Tuesday 15 July, 2014. My group is second group has presentation about teaching with technology. Instructional technology (IT) has become an important part of teaching and learning within the classroom as well as working with fully online environments.

In the classroom, technology can encompass all kinds of tools from low-tech pencil, paper, and chalkboard, to the use of presentation software, or high-tech tablets, online collaboration and conferencing tools, and more. To point out, the teaching with technology has varieties and many benefits for teacher because it can deepen student learning by supporting instructional objectives. Example of interesting technologies such as IWB or smart board, computer, projector, presenting online,other devices and so on, of course, if you want to use those technologies effectively, you need to learn and understand about those tools before. In addition, the most popular technology is the teacher used "SOCIAL NETWORKING" (Twitter, Google+, Facebook, Blogs) to contact information, to talk, to share video and image files, including the assigned tasks via these applications with their students. 

As shown above, the newest technologies allow us to try things in physical and virtual classrooms that were not possible before, which can help students and teacher has facility and easy for learning and teaching. However, it can be challenging to select the “best” tech tools of your goals for student learning.

Learning is seen as essentially a social process, requiring communication among learner, teacher and others. This social process cannot effectively be replaced by technology, although technology may facilitate it. Bates, A.W., & Poole, G (2003)

Learning Log: Inside the classroom, 3nd (15 July 2014)

          Reflection what I have learned from my friends has presentation about teaching speaking on 17 Tuesday July 2014. In our daily lives most of us speak more than we write, yet many English teachers still spend the majority of class time on reading and writing practice almost ignoring speaking and listening skills. Speaking is one of important skill in the four skills. The mastery of speaking skills in English is a priority for many second-language or foreign-language learners.

They talk about speaking. First, speaking happens in real time. Second, when you speak, you cannot edit and revise what you wish to say, as you can if you writing. The best of teaching speaking should be based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language.  In brief, ESL teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language. This can occur when students collaborate in groups to achieve a goal or to complete a task. On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom a fun.

To create classroom speaking activities that will develop communicative competence, instructors need to incorporate a purpose and activities and allow for multiple forms of expression. The interesting activities to promote speaking such as information gaps are also commonly used for speaking practice, as are surveys, discussions, and role-plays, Storytelling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes, Picture Describing is another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, and then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills, and so on.

          Conclusion, teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.

Learning Log: Inside the classroom, 2nd (7 July 2014)

In class today, I have learnt about varieties of teaching methods and there are interesting such Communicative Language Teaching (CLT).

Communicative Language Teaching (CLT) is a method of teaching language that focuses on collaboration as both the means and the ultimate goal of education. Communicative competences are four kinds of competence: Linguistics or grammatical competence is teaching pronounce, vocabulary, and structure of grammar, Sociolinguistics competence is language with other culture, Discourse competence is reading for interpret and Strategic competence is how to solve the problem in listening, speaking, reading and writing. Content -Based and Task-based language learning as part of CTL, a more recent refinement of CLT, has gained considerably in popularity. Content -Based are the uses of content and developed from and around the selected content, so the language topics to be covered in the lesson (e.g. grammar, skills, function, etc.) are designed based on the selected content. and Task -Based Language Teaching is an approach based on the use of task as the core unit of planning and instruction in language teaching. This method focus on interactive between teacher to student, student to teacher and student to student. Interactive between teacher to students is teacher should ask the question then student can answer the question. Interactive between students to teacher is the student can express their opinion. Interactive between student to student is they are interactive by group work or pair work.

In conclusion, there are important methods to English language teacher. After that I should know more about Communicative Language Teaching (CLT) in order to actually be used in the lesson plan.

Learning Log: Inside the classroom, 1st (24 June 2014)

   หลายๆเทอมผ่านมาฉันได้เรียนหลากหลายวิชาที่เป็นวิชาพื้นฐาน ซึ่งสำคัญกับวิชาชีพครู อาทิเช่น วิชาหลักสูตรและการจัดการเรียนรู้ขั้นพื้นฐาน วิธีการสอนภาษาอังกฤษเป็นภาษาต่างประเทศ การวัดประเมินผลและประเมินผลการเรียนรู้ การบริหารจัดการชั้นเรียน เป็นต้น เพราะรายวิชาหลักสูตรและการจัดการเรียนรู้กลุ่มสาระภาษาอังกฤษ เป็นการนำความรู้ในรายวิชาเหล่านั้นมาบูรณาการเข้าด้วยกัน และวิชานี้เป็นรายวิชาพื้นฐานที่สำคัญมากอีกชาหนึ่ง

   วันแรกของการรายวิชาหลักสูตรและการจัดการเรียนรู้กลุ่มสาระภาษาอังกฤษ เราได้เรียนรู้เบื้องต้นเกี่ยวมาตรฐานของ4ช่วงชั้นและเทคนิคการจัดทำหลักสูตร และหลังจากนั้นอาจารย์ก็มอบหมายงานที่จะต้องทำ ได้แก่ การสร้างบล็อกเพื่อใส่สิ่งที่ได้เรียนรู้ทั้งในห้องเรียนและนอกห้องเรียนของแต่ละสัปดาห์เพื่อเป็นการพัฒนาตัวผู้เรียนเอง

   จากการเรียนวันนี้ฉันได้รับความรู้ เทคนิค และคำศัพท์ใหม่ๆที่ใช้เรียนวิชานี้เพื่อการจัดทำหลักสูตรที่ีมีประสิทธิภาพในอนาคตข้างหน้า