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

CBI Model


Introduction
Content based instruction (CBI) is a teaching method that emphasizes learning about something rather than learning about language. Although CBI is not new, there has been an increased interest in it over the last ten years, particularly in the USA and Canada where it has proven very effective in ESL immersion programs. This interest has now spread to EFL classrooms around the world where teachers are discovering that their students like CBI and are excited to learn English this way. What Types of Content Based Instruction Are There?

The Theme Based Model
Theme based CBI is usually found in EFL contexts. Theme based CBI can be taught by an EFL teacher or team taught with a content specialist. The teacher(s) can create a course of study designed to unlock and build on their own students' interests and the content can be chosen from an enormous number of diverse topics.
Syllabus Design for Theme Based CBI
Here is the syllabus for a theme based CBI psychology class that I team taught with a psychologist:

Unit 1 Introduction to psychology
Unit 2 Types of learning
Unit 3 Advertising and psychological techniques
Unit 4 Counseling
Unit 5 Psychological illnesses
Unit 6 Project work
Each unit took from two to three weeks to complete. The students had two classes per week and each class lasted for two and a half hours. The syllabus that we used is clearly different from a conventional Introduction to Psychology class. Our aim was to allow the students to explore various aspects of psychology rather than attempting to give them a thorough grounding in a subject which, we believed, would have been too difficult for them to understand at this stage. In fact one of the strengths of theme based CBI is its flexibility; teachers can create units with specific learner needs in mind. For example, Unit 3 began with some textbook readings followed by questions and written work. After this the students were given some advertisements to analyze and also brought in their own examples for use in group discussions. Finally, for a small group project, they designed their own advertisements and then presented their work to the other class members with a rationale for why they had chosen their product and who the target customers would be. Among the products they designed were a genetically engineered cake tree and a time vision camera.

Materials for Theme based CBI
There are textbooks that can be used for theme based CBI classes which usually contain a variety of readings followed by vocabulary and comprehension exercises. These can then be supplemented with additional information from the Internet, newspapers and other sources. However, another approach is to use specially constructed source books which contain collections of authentic materials or simplified versions. These can be about a particular theme such as drug use or care of the elderly, or about more general topics. It's possible to create some really interesting classroom materials as long as the need for comprehensibility is not forgotten.
Summary
CBI is an effective method of combining language and content learning. Theme based CBI works well in EFL contexts, and I believe its use will increase as teachers continue to design new syllabi in response to student needs and interests. As I said at the beginning, I believe that learner motivation increases when students are learning about something, rather than just studying language. Theme based CBI is particularly appealing in this respect because teachers can use almost any content materials that they feel their students will enjoy. What can be better than seeing our students create something and learn language at the same time?
http://www.slideshare.net/saowanita/cbi-model

วันเสาร์ที่ 28 มกราคม พ.ศ. 2555

PPP Model

PPP Model
The PPP Approach to Communicative Language Teaching
"PPP" (or the "3Ps") stands for Presentation, Practice and Production - a common approach to communicative language teaching that works through the progression of three sequential stages.

Presentation  represents the introduction to a lesson, and necessarily requires the creation of a realistic (or realistic-feeling) "situation" requiring the target language to be learned.  This can be achieved through using pictures, dialogs, imagination or actual "classroom situations".  The teacher checks to see that the students understand the nature of the situation, then builds the "concept" underlying the language to be learned using small chunks of language that the students already know.  Having understood the concept, students are then given the language "model" and angage in choral drills to learn statement, answer and question forms for the target language.  This is a very teacher-orientated stage where error correction is important.
Practice usually begins with what is termed "mechanical practice" - open and closed pairwork.  Students gradually move into more "communicative practice" involving procedures like information gap activities, dialog creation and controlled roleplays.  Practice is seen as the frequency device to create familiarity and confidence with the new language, and a measuring stick for accuracy.  The teacher still directs and corrects at this stage, but the classroom is beginning to become more learner-centered.
Production is seen as the culmination of the language learning process, whereby the learners have started to become independent users of the language rather than students of the language.  The teacher's role here is to somehow facilitate a realistic situation or activity where the students instinctively feel the need to actively apply the language they have been practicing.  The teacher does not correct or become involved unless students directly appeal to him/her to do so.

The PPP approach is relatively straight forward, and structured enough to be easily understood by both students and new or emerging teachers.  It is a good place to start in terms of applying good communicative language teaching in the classroom.  It has also been criticized considerably for the very characteristic that makes it the easiest method for 'beginner' teachers, that is, that it is far too teacher-orientated and over controlled.  A nice alternative to 'PPP' is Harmer's 'ESA' (Engage/Study/Activate) - click here to find out more.
http://www.slideshare.net/saowanita/ppp-model

B-SLIM Model


B-SLIM incorporates enough scaffolding (structure and support) at each phase of a lesson or series of lessons for learners who are less self sufficient to succeed while simultaneously providing opportunities and direction for the more self-directed student to push forward.  For example, while a less self-directed student might need to follow a template several times before really ‘getting’ the structure of a form such as a brief event review (in order to be able to create one on his/her own as an OUTPUT or 'proving it' assignment), a more self-directed learner may only need to hear or see the model once and be able to replicate and creatively alter it!