วันอาทิตย์ที่ 1 กุมภาพันธ์ พ.ศ. 2558

The Common European Framework of Reference for Languages

CEF Levels

The Common European Framework of Reference for Languages (CEF or CEFR) was put together by the Council of Europe as a way of standardising the levels of language exams in different regions. It is very widely used internationally and all important exams are mapped to the CEFR.
There are six levels: A1, A2B1, B2, C1, C2. These are described in the table below.
แหล่งที่มา : http://www.examenglish.com/CEFR/cefr.php
Council of Europe levels

Description

C2

Mastery
The capacity to deal with material which is academic or cognitively demanding, and to use language to good effect at a level of performance which may in certain respects be more advanced than that of an average native speaker.
Example: CAN scan texts for relevant information, and grasp main topic of text, reading almost as quickly as a native speaker.

All practice tests at this level 

C1

Effective Operational Proficiency
The ability to communicate with the emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics.
Example: CAN deal with hostile questioning confidently. CAN get and hold onto his/her turn to speak.

All practice tests at this level 

B2

Vantage
The capacity to achieve most goals and express oneself on a range of topics.
Example: CAN show visitors around and give a detailed description of a place.
All practice tests at this level

B1

Threshold
The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information.
Example: CAN ask to open an account at a bank, provided that the procedure is straightforward.

All practice tests at this level

A2

Waystage
An ability to deal with simple, straightforward information and begin to express oneself in familiar contexts.
Example: CAN take part in a routine conversation on simple predictable topics.
All exams and practice tests at this level

A1

Breakthrough
A basic ability to communicate and exchange information in a simple way.
Example: CAN ask simple questions about a menu and understand simple answers.

วันอาทิตย์ที่ 29 มกราคม พ.ศ. 2555

World Class

World Class Standard School, World Citizen
School standard!

World-Class standard School is a school project organized learning courses to get near international standards. It aims to develop Thai students to become the world citizen..
Five hundred potential schools across the country are selected to participate in the project from 2010 to 2012.

Vision
Multi Model-Benchmarking
        As themselves, Development potential of the organization accelerates the availability of the resources raised from the successful model range.
Spirit of enlightenment
        Way of creating enlightened. Create new momentum. Show miracle substance and goal of subjects. Amount of knowledge is enjoyable to explore.
Multi Intelligent
        Children are learning. Different capabilities, specialty is to improve. Know and understand by filtering process in the care of individual children to promote the multi intelligent of different children.
Global Community & Responsibility
        The desire to know no boundaries in the world community, relationships and networks are relatives. That is the shared responsibility of mankind to the international community.
Synergy-community School
        Education is not a burden on the government alone. Network mission start from friendship to local communities in the region to cross-border social world create a good social function is the duty of everyone. Youth is the future of the community, the hope of nations and the fate of mankind. 


http://eng.worldclassschoolthai.net/

Writing Skill

Writing Skill
Teaching Writing Skills
Writing, while natural talent helps, is primarily a learned art, with students being taught all the formal and technical aspects and relying primarily on their own creativity to create.  Teaching writing skills can be difficult for any teacher, since the approach will be different for almost every student.  Some will learn quickly, while others will need some encouragement and more attention to ensure they understand what they are being taught.  There is a general learning arc that most students will go through, regardless of their age.

Learning Basic Sentence Structure
You have to crawl before you can walk, so this is where every student will begin, giving they know how to read and write.  Start with basic sentences, then advance to longer, more complex sentences.  In order to make sure they will have it easier down the road, students should know the parts of a sentence forwards and backwards.  Grammar, one of the most complex parts of writing, is learned much easier if this is understood.  Make sure your students know;
Subjects and Nouns- be able to identify the subject of the sentence.  Also, they should know formal nouns and pronouns.
Verbs and adverbs- the actions words and the words that modify them.
Adjectives- words that modify nouns.
Predicates- the part of a sentence where the action occurs.
Prepositions- a word that comes before a noun to help explain action.
Conjunctions- words that join other words together.
Interjections- a phrase that shows surprise.
If students can identify these easily in a sentence, you are ready to move them on.  Make sure they have all of these correct, otherwise you will develop issues later in their teachings.
Increase Vocabulary and Spelling
This is where you start to build them up from the basics.  Teaching them new words, including proper spelling rules and definitions will make them more versatile writers, and will help them to develop their craft on their own.  Don't just teach them how to properly spell words and what they mean, but teach them how to find it themselves.  People learn new words everyday, no matter how old they are.  Teach your students how to use a dictionary and thesaurus at this point in time, both online and offline.
At this point in time, they should be writing more complex sentences.  Start getting them to write small projects, including short stories, essays, letters, and poetry.  This will provide them will an application for their knowledge, and will also teach them how to put their ideas and thoughts logically on the page.  Do not overwhelm them though, start small.  Make their first projects easy, like a letter to their mother, a few paragraphs on what they did yesterday, or even just a quick story t hey can make up.  Anything to help them develop structure in their writing.
Practice with them, and get them working on developing longer form ideas, showing them where things don't make sense and how to improve them.
Increased Knowledge of Grammatical Rules and Introducing New Writing Forms
Grammar, much like spelling, is something everyone will learn as they grow as a writer, but they will need guidance in this process the ensure they learn things write.  Grammar is the most difficult part of writing to learn.  Introduce rules slowly while helping them to develop the range of their writing.
You should also be introducing them to other forms of writing, and showing them the differences.  Fiction, non-fiction, poetry, essays, letters, notes, narratives, book reports, and even e-mails all have a different structure and purpose.  They should be taught about these and many other writing styles and when to use them.  This will make them all well-rounded writers who are prepared for any situation.  Everyone should at least understand the basics of these to be able to function in most walks of life, including upper level education.
Have them work on project with each style, and the more they work with a specific writing style, the better they will get.  Start them off easy, then increase their requirements.

Tips For Teaching Writing Skills
Learning how to write can be difficult, especially if you are trying to learn both the rules of writing, writing styles, vocabulary, and grammar all at the same time.  These tips can help you to both teach writing skills and help your students to learn.
Have students write about familiar subjects.  Things like what they did over their Christmas vacation, about the pets they own, and what kind of food they like are great ways to start.  Over time, start making it more specific.  Things like what Native Americans lived in Montana or what did you do for Christmas last year will start to help them develop analytical thinking skills while still developing their writing skills.
Teach them brainstorming techniques early.  This will help them to develop clear thoughts and stay organized in their writing.
Have students write letters and stories to each other.  Note passing may become a problem, but if you build it into your lesson plan, where's the issue.  This will show students how others are writing and bring give them new ideas on how to develop their writing.
Revision is the best way to learn spelling and grammar.  Those who can edit writing can write, and the other way around.
Start to introduce different styles of writing and tones, giving young writers a more dynamic range they can build on later.
Encourage Reading.  This is very important.  Students will gain a more diverse pool of examples they can draw from in their own writing.  Students who read will become students who write well.
Be patient with students.  If you become frustrated with them, they will become discouraged.  Some people learn faster than others, but all students will learn more from a calm teacher than and angry one.
Writing does not just include one medium.  Make sure your students are familiar with both electronic writing and handwriting.  Even with the advances in computer technology, handwriting is still a key skill to have.

http://www.slideshare.net/saowanita/writing-skill-11305648

Reading Skill

Reading Skill
Teaching EFL Reading

Teaching Reading in the EFL Classroom
We have created a podcast to complement this page.  You can download it from our podcast page.
Basic Concepts:
Teaching reading in EFL is a bit different than the way native speakers are taught to read.  While vocabulary is an important part of reading, teaching the reading skills of surveying, skimming, scanning, inference, predicting, and guessing are just as important.
Research tends to indicate that a student’s reading comprehension can be improved by focusing on teaching students skills in the following areas:
Vocabulary
Many languages do not have the word building concepts that English does. In teaching vocabulary, the idea of “root” words, and prefixes and suffixes helps students build a larger vocabulary quickly.  Affixes (prefixes and suffixes) help us create a variety of words from one base word.  many EFL students won’t recognize that contain is the root word of container and containment; or that desire is the root word of undesirable and desirability. When teaching new vocabulary it is important to point out these connections and we can quickly help students expand their vocabulary with the base words they already know.  Teaching affixes is only one of several strategies for teaching vocabulary.  See the links below for more.

Surveying, Scanning, Skimming
In an academic setting we rarely read an entire text word for word.  More typical is that we look at the contents of a book, the chapters, headings, subheadings, sidebars, pictures, illustrations, words in italics and bold type – and dive in to find the information we need. These are the concepts of surveying, scanning and skimming: moving from the big ideas of a reading down to the specific details.  These are skills that EFL students don’t usually have and must be taught.  The linked readings below will give you more specifics on these skills.
Guessing and Predicting from Context
Students also need to be taught to guess the meanings of words based on the context of the reading and to draw from the reading an ability to predict what might happen in the next paragraph.  Links below will lead to more information on these skills.

http://www.slideshare.net/saowanita/reading-skill-11305865

Speaking Skill

Speaking Skill
Teaching Speaking
Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.

Language learners need to recognize that speaking involves three areas of knowledge:

Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation

Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.

http://www.slideshare.net/saowanita/1-11305721

Listening Skill

Listening Skill

     Teaching listening skills is one of the most difficult tasks for any ESL teacher. This is because successful listening skills are acquired over time and with lots of practice. It's frustrating for students because there are no rules as in grammar teaching. Speaking and writing also have very specific exercises that can lead to improved skills. This is not to say that there are not ways of improving listening skills, however they are difficult to quantify.
One of the largest inhibitors for students is often mental block. While listening, a student suddenly decides that he or she doesn't understand what is being said. At this point, many students just tune out or get caught up in an internal dialogue trying translate a specific word. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.

   They key to helping students improve their listening skills is to convince them that not understanding is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others. Another important point that I try to teach my students (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time. 
  Students need to apply the same approach to listening skills. Encourage them to get a film, or listen to an English radio station, but not to watch an entire film or listen for two hours. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week. Even if they don't understand anything, five to ten minutes is a minor investement. However, for this strategy to work, students must not expect improved understanding too quickly. The brain is capable of amazing things if given time, students must have the patience to wait for results. If a student continues this exercise over two to three months their listening comprehension skills will greatly improve.



CLIL Model

CLIL: Content and Language Integrated Learning

'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994)

This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners. (Marsh, 2000)

http://www.slideshare.net/saowanita/clil-model