Learning Log (outside the classroom) week 5

Storytelling response tasks

Response tasks are designed to give students the chance to express themselves creatively and openly, not for comprehension checking.

There are no right or wrong answers so there should be no pressure on students. Students can respond as they wish, whether in English or in their mother tongue.

Preparation
Get ready to tell your students a short and suitable folk tale which you know well (alternatively learn a simple story - see resources below). Prepare the classroom by making an informal receptive storytelling environment. Consider informal seating, gentle lighting and ensure there are no distracting background noises. Ask students to put away pens and paper and just enjoy listening to a story.

Procedure
Tell the story.

A moment after telling the story, say:

I’m going to ask you three questions about what you imagined when you were listening to the story. Choose just one of the questions and tell your answer to your partner. Relax your eyes, you can close them if you want to.

·         Question1: Choose a moment in the story which you can imagine clearly. What shapes, colours and movements do you see in your imagination? What sounds do you hear? What textures, sensations and emotions do you feel?

·         Question 2: Describe one character in the story. What do they look like and what do they wear? Who do they remind you of? How do you feel about them? What present would you like to give this character?

·         Question 3: What does this story make you think about? What does it mean to you personally?

After students have had enough time to listen to each other in pairs, invite students to talk about their answers as a whole class. The teacher’s role can be to draw attention to and celebrate differences in the ways people imagine and interpret stories.

Extension
Students prepare to tell short folk tales in groups and set similar personal response tasks. It is motivating for students to find out the impact their storytelling has on other students’ imaginations.Storytelling response tasks

Response tasks are designed to give students the chance to express themselves creatively and openly, not for comprehension checking.

There are no right or wrong answers so there should be no pressure on students. Students can respond as they wish, whether in English or in their mother tongue.

Preparation
Get ready to tell your students a short and suitable folk tale which you know well (alternatively learn a simple story - see resources below). Prepare the classroom by making an informal receptive storytelling environment. Consider informal seating, gentle lighting and ensure there are no distracting background noises. Ask students to put away pens and paper and just enjoy listening to a story.

Procedure
Tell the story.

A moment after telling the story, say:

I’m going to ask you three questions about what you imagined when you were listening to the story. Choose just one of the questions and tell your answer to your partner. Relax your eyes, you can close them if you want to.

·         Question1: Choose a moment in the story which you can imagine clearly. What shapes, colours and movements do you see in your imagination? What sounds do you hear? What textures, sensations and emotions do you feel?

·         Question 2: Describe one character in the story. What do they look like and what do they wear? Who do they remind you of? How do you feel about them? What present would you like to give this character?

·         Question 3: What does this story make you think about? What does it mean to you personally?

After students have had enough time to listen to each other in pairs, invite students to talk about their answers as a whole class. The teacher’s role can be to draw attention to and celebrate differences in the ways people imagine and interpret stories.

Extension
Students prepare to tell short folk tales in groups and set similar personal response tasks. It is motivating for students to find out the impact their storytelling has on other students’ imaginations.

Vocabulary week 5

Vocabulary	Pronunciation	Meaning	Example
Industrialization(V)	ɪnˌdʌstriəlɪˈzeɪʃən	Develop industries in (a country or region) on a wide scale อุตสาหกรรม	The country is well on the way to industrialization.
Chemicals(N)	ˈkɛmɪkəlz	A distinct compound or substance, especially one which has been artificially prepared or purified สารเคมี	This plastic garbage bag is free of hazardous chemicals.
Atmosphere(N)	ˈætməˌsfɪr	The envelope of gases surrounding the earth or another planet บรรยากาศ	Your house has a very cozy atmosphere.
Factories(N)	ˈfæktəriz	A building or group of buildings where goods are manufactured or assembled chiefly by machine โรงงาน	The river is polluted by waste from houses and factories.

Learning Log (inside the classroom) week 5

Introduction

                Tuesday 21 st July, 2014, I learned from presentation. Last week I learned about Teaching Speaking and Teaching with technology from my friends 1 and group 2. This week I learned about assessment and testing , Listening Teaching, Teaching Reading, and Teaching Writing. Listening Teaching my group is presentation.

Body

                First, presentation about Assessing testing, I can learned about Assessing and testing. The students are often assessed and tested to see how well  they have done, how well they are doing or how well they perform in standard exam.

                Type of assessment

Formative   

Summative

Informal       

 Diagnostic        

 Placement          

 Progress           

 Achievement         

 Proficiency

                Second,  Listening Teaching, the important of listening teaching as follows;

1. Listening is equipment for knowledge.

2. Listening is make meditation.

3. Listening is help reinforce creative.

4. Listening is make to entertainment of imagine.

5. Listening is help to develop personality.

           Third, Teaching reading, we need to be able to read in our own language. Whether from books, documents, computer, mobile service, signs or billboards. Students of English need to be able to read these things in English. Reading also helps them to learn and get English.

Finally, The process of writing.

1.  Prewriting/Planning

2.  Drafting

3.  Editing

4.  Revising

5.  Publishing

Conclusion

I learned many things and I thinks presentation by my friends help practice about teaching. Content in presentation are very important for me. It can related about myself learning.

Learning Log (outside the classroom) week 4

What is Project-Based Learning?

In project-based learning, students work in groups to solve challenging problems that are authentic, curriculum-based, and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue. They gather information from a variety of sources and synthesize, analyze, and derive knowledge from it. Their learning is inherently valuable because it's connected to something real and involves adult skills such as collaboration and reflection. At the end, students demonstrate their newly acquired knowledge and are judged by how much they've learned and how well they communicate it. Throughout this process, the teacher's role is to guide and advise, rather than to direct and manage, student work.

VOCABULARY week4

vocabulary	pronunciation	meaning	example
research (n)	/rɪˈsəːtʃ, ˈriːsəːtʃ/	-วิจัย -The systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions.	-He prefaces his study with a useful summary of his own researches.
reach (v)	/riːtʃ/	-มาถึง - Stretch out an arm in a specified direction in order to touch or grasp something	-He reached over and turned off his bedside light.
emotional (adj)	/ɪˈməʊʃ(ə)n(ə)l/	-เกี่ยวกับความรู้สึก -Relating to a person’s emotions: gaining emotional support from relatives.	-He was a strongly emotional young man.
Pattern (n)	/ˈpat(ə)n/	-แบบแผน -A regular and intelligible form or sequence discernible in the way in which something happens or is done.	-A complicating factor is the change in working patterns.
Considered (adj)	/kənˈsɪdəd/	-พิจารณา - A considered opinion or act is the result of careful thought.	-He's considering emigrating.

Learning Log (inside the classroom) week 4

Learning Log (inside the class) Week 4

Introduction       

In Tuesday  15^th  2014, I learned about Teaching with technology and Teaching speaking. The teacher taught about presentation, strategies, content. I learned from presentation of my friends. My group I learned presentation about Listening Teaching. The content of 6 groups but we can present 2 groups because time up. 

Body

          My friends in group 1, present about Teaching speaking. I learned about principle for teaching speaking (หลักของการพูด). The differences between second language and foreign language learning contexts. The students have very few opportunities to use the target language. Give students practice with both fluency and accuracy (ขอบเขตของการพูด). Accuracy is the text to which students’ speech matches what people actually say when they use the target language. Fluency is the extant to speakers use the language quickly and confidently. Provide opportunities for students to talk by using group or pair work, and limiting teacher talk (เปิดโอกาสให้นักเรียนที่จะพูดคุยโดยใช้กลุ่มหรือคู่การทำงาน). Plan speaking tasks that involve negotiation for meaning. (วางแผนหน้าที่ในการพูดเพื่อให้เข้าใจความหมาย). Design classroom activities that involve guidance and practice in both transactional and interactional speaking (การออกแบบกิจกรรมที่เกี่ยวข้องกับการแนะนำและการปฏิบัติ). Teaching Speaking is very important for the teacher. From Teaching with Technology I can listen about IWB or Smart board. Smart board is the most useful material of classroom technology. It’s all the material whether audio or video. It is new knowledge for me and I thinks technology are very important for students in 21th century themes.

Conclusion

          From presentations my friends 2 groups. I can learned Teaching with technology and Teaching speaking. I thinks must learn and we can useful from two things. It can help in teaching the students in the future.