Teaching Listening (outsine classroom)

      I learned about listening is the language modality that is used most frequently. It has been estimated that adults spend almost half their communication time listening, and students may receive as much as 90% of their in-school information through listening to instructors and to one another. Often, however, language learners do not recognize the level of effort that goes into developing listening ability.
       Far from passively receiving and recording aural input, listeners actively involve themselves in the interpretation of what they hear, bringing their own background knowledge and linguistic knowledge to bear on the information contained in the aural text. Not all listening is the same; casual greetings, for example, require a different sort of listening capability than do academic lectures. Language learning requires intentional listening that employs strategies for identifying sounds and making meaning from them.
Listening involves a sender (a person, radio, television), a message, and a receiver (the listener). Listeners often must process messages as they come, even if they are still processing what they have just heard, without backtracking or looking ahead. In addition, listeners must cope with the sender's choice of vocabulary, structure, and rate of delivery. The complexity of the listening process is magnified in second language contexts, where the receiver also has incomplete control of the language.
      To conclusion, Given the importance of listening in language learning and teaching, it is essential for language teachers to help their students become effective listeners. In the communicative approach to language teaching, this means modeling listening strategies and providing listening practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom.

Learning Log (inside classroom)

      Today, our class presentation continued from last week. My friends have different process activities and techniques such as ;
       First preson- Montree. He present about Let's go to Phuket. His lesson by using question. He teaches the students about keeping Patong beach clean. Then, he explains the grammar point present perfect and past simple. 
       Next preson- Tipparat. She present about asking for and giving direction. I started the lesson by using the video. I’ve known about evaluation and assessment, how different is. Evaluation from test but assessment from activities.
      Last preson- Kokkwan. Her lesson is very good. She presentation about Stop using them. She begins her lesson by using the video about global warming and lets students talk about what they have learnt from watching the video. She discusses language feather with student and explain language structures with all students.
     Conclusion, from our class. I learn about Let's go to Phuket, Asking for and give direction and Stop using them.

Animal farm (outside classroom)

      This week, I practice listening by using watch the Animal farm. I can summarize about the movie as follow;

      One night, all the animals at Mr. Jones' Manor Farm assemble in a barn to hear old Major, a pig, describe a dream he had about a world where all animals live free from the tyranny of their human masters. old Major dies soon after the meeting, but the animals — inspired by his philosophy of Animalism — plot a rebellion against Jones. Two pigs, Snowball and Napoleon, prove themselves important figures and planners of this dangerous enterprise. When Jones forgets to feed the animals, the revolution occurs, and Jones and his men are chased off the farm. Manor Farm is renamed Animal Farm, and the Seven Commandments of Animalism are painted on the barn wall.

     Initially, the rebellion is a success: The animals complete the harvest and meet every Sunday to debate farm policy. The pigs, because of their intelligence, become the supervisors of the farm. Napoleon, however, proves to be a power-hungry leader who steals the cows' milk and a number of apples to feed himself and the other pigs. He also enlists the services of Squealer, a pig with the ability to persuade the other animals that the pigs are always moral and correct in their decisions.

     Later that fall, Jones and his men return to Animal Farm and attempt to retake it. Thanks to the tactics of Snowball, the animals defeat Jones in what thereafter becomes known as The Battle of the Cowshed. Winter arrives, and Mollie, a vain horse concerned only with ribbons and sugar, is lured off the farm by another human. Snowball begins drawing plans for a windmill, which will provide electricity and thereby give the animals more leisure time, but Napoleon vehemently opposes such a plan on the grounds that building the windmill will allow them less time for producing food. On the Sunday that the pigs offer the windmill to the animals for a vote, Napoleon summons a pack of ferocious dogs, who chase Snowball off the farm forever. Napoleon announces that there will be no further debates; he also tells them that the windmill will be built after all and lies that it was his own idea, stolen by Snowball. For the rest of the novel, Napoleon uses Snowball as a scapegoat on whom he blames all of the animals' hardships.

      Much of the next year is spent building the windmill. Boxer, an incredibly strong horse, proves himself to be the most valuable animal in this endeavor. Jones, meanwhile, forsakes the farm and moves to another part of the county. Contrary to the principles of Animalism, Napoleon hires a solicitor and begins trading with neighboring farms. When a storm topples the half-finished windmill, Napoleon predictably blames Snowball and orders the animals to begin rebuilding it.

      Napoleon's lust for power increases to the point where he becomes a totalitarian dictator, forcing "confessions" from innocent animals and having the dogs kill them in front of the entire farm. He and the pigs move into Jones' house and begin sleeping in beds (which Squealer excuses with his brand of twisted logic). The animals receive less and less food, while the pigs grow fatter. After the windmill is completed in August, Napoleon sells a pile of timber to Jones; Frederick, a neighboring farmer who pays for it with forged banknotes. Frederick and his men attack the farm and explode the windmill but are eventually defeated. As more of the Seven Commandments of Animalism are broken by the pigs, the language of the Commandments is revised: For example, after the pigs become drunk one night, the Commandment, "No animals shall drink alcohol" is changed to, "No animal shall drink alcohol to excess."

           Boxer again offers his strength to help build a new windmill, but when he collapses, exhausted, Napoleon sells the devoted horse to a knacker (a glue-boiler). Squealer tells the indignant animals that Boxer was actually taken to a veterinarian and died a peaceful death in a hospital — a tale the animals believe.

         Years pass and Animal Farm expands its boundaries after Napoleon purchases two fields from another neighboring farmer, Pilkington. Life for all the animals (except the pigs) is harsh. Eventually, the pigs begin walking on their hind legs and take on many other qualities of their former human oppressors. The Seven Commandments are reduced to a single law: "All Animals Are Equal / But Some Are More Equal Than Others." The novel ends with Pilkington sharing drinks with the pigs in Jones' house. Napoleon changes the name of the farm back to Manor Farm and quarrels with Pilkington during a card game in which both of them try to play the ace of spades. As other animals watch the scene from outside the window, they cannot tell the pigs from the humans

       Conclusion, this movie is about politics of animal. and I learn about hamony of animal.

Learning Log (inside classroom)

    Today, our class not presentation because my friend not ready to presented.  The teacher tells us looking back to ourselves that we have some problems and how to fix.
    The most problem of listening that if we are speak with foreigners. We can't listen if foreigner speak quickly we are not understand. Because of we feared that grammatical errors and fear that foreigners will not understand as we said. Our solution is to watch and listen to a movie. The first time, we read the sub title with listening. The second time, we listening and repeat after it. Another problem is classroom management. Some friends fear that they will be unable to control the students. They solve problems by practicing with their friends.
   Conclusion, I should practice about speaking and listening. Because I must used speaking and listening in the future.

Teaching Grammar (outside classroom)

      Grammar is central to the teaching and learning of languages. It is also one of the more difficult aspects of language to teach well.
      
       Many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage. They associate "good" grammar with the prestige forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers of nonprestige forms.

Language teachers who adopt this definition focus on grammar as a set of forms and rules. They teach grammar by explaining the forms and rules and then drilling students on them. This results in bored, disaffected students who can produce correct forms on exercises and tests, but consistently make errors when they try to use the language in context.

Other language teachers, influenced by recent theoretical work on the difference between language learning and language acquisition, tend not to teach grammar at all. Believing that children acquire their first language without overt grammar instruction, they expect students to learn their second language the same way. They assume that students will absorb grammar rules as they hear, read, and use the language in communication activities. This approach does not allow students to use one of the major tools they have as learners: their active understanding of what grammar is and how it works in the language they already know. 

       The communicative competence model balances these extremes. The model recognizes that overt grammar instruction helps students acquire the language more efficiently, but it incorporates grammar teaching and learning into the larger context of teaching students to use the language. Instructors using this model teach students the grammar they need to know to accomplish defined communication tasks.

Planning a Lesson (outside classroom)

     Today, I learn about a key aspect of effective teaching is having a plan for what will happen in the classroom each day. Creating such a plan involves setting realistic goals, deciding how to incorporate course textbooks and other required materials, and developing activities that will promote learning. This section shows instructors how to carry out each of these steps.
      An example lesson plan and lesson planning worksheet, available as pdf files, provide step-by-step guidance for lesson development. A supervisor observation worksheet allows supervisors to give specific feedback on a written lesson plan or an observed lesson.
      Conclusion,  Before working through this section, beginning instructors may want to check Be Prepared: Survival Tips for New Teachers in the What Language Teaching Is section.

Teaching Speaking Goals and Techniques for Teaching Speaking (outside classroom)

    I learn about teaching speaking. The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.
    Language input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class. It gives learners the material they need to begin producing language themselves. In the presentation part of a lesson, an instructor combines content-oriented and form-oriented input. The amount of input that is actually provided in the target language depends on students' listening proficiency and also on the situation. For students at lower levels, or in situations where a quick explanation on a grammar topic is needed, an explanation in English may be more appropriate than one in the target language.
   Conclusion, to help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.