25-June-2014
"Curriculum"
The way to teaching and evaluation completely must be
effective to design curriculum. Before you can design, you have to comprehend about
elements of the curriculum. To help you to be more efficient and effective as a
curriculum editor, you might need to consider one or all of the following:
First of all, contents will help to provide opportunities for
learners can learn follows the objectives. Teacher might need to
think and decide creation activities are appropriate students level and
classroom. Next, standard allows teachers and students to be on the same page by specifying
how teachers and students will meet their education goals, including specific
concepts, order, or instructional materials. It is something
used to measure or estimate the quality or degree of something, for example, “how
good a piece of work is”. Lastly, objective means the thing that shows
what learners can learn. Moreover, objective is basic tools that underlie all planning and strategic activities.
To sum up, as we as teacher in the future, we must to know about
elements of the curriculum. The curriculum must represent the most important knowledge,
skills, and attributes that schools want their students to acquire because
these learning outcomes will serve as the basis of assessment instruments.
Likewise, instructional methods should be appropriate for the designed curriculum.
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1-July-2014
"Communicative Language Teaching (CLT)"
Communicative
language teaching is intended as introduction to the communicative approach for
teachers who want to provide opportunities in the classroom for their students
to engage in real life communication in the target language. There
are three major points of communicative teaching language teaching consist of
principles of CLT, communicative competence, and the activities used in CLT.
At the beginning,
using communication language learning in classroom, teacher must to know the
principles of CLT. Main point of principles are make real communication,
provide opportunities, be to learnt of learners’ errors, develop both accuracy
and fluency, and link the different skills. All of these are the principles of
CLT that teacher must consider.
Second, there
are four aspects of communicative competence include the following grammatical
competence refer to linguistic, social
cultural elements refers to an understanding of
the social context in which communication takes place, discourse how meaning is represented in relationship to the
entire discourse or text, and strategic competence refer to how to solve
the problems.
Third, the activities which are
use in CLT include the following. Seeking to develop students’ communicative
competence by teaching grammar in the context. In addition, creating the need
for communication and interaction, teaching grammatical knowledge inductively,
using content that is relevant to students’ lives and interest, and using
authentic materials to create interests.
On the whole, communicative
language teaching makes use of real-life situations. In order to encourage the
students to speak English, many teachers should not be worry about grammar and
pronunciation and motivate them to speak English. Otherwise, assessment of
students’ performance will not fair.
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15-July-2014
"
Speaking Skill "
In today's, English language is the
most common language spoken everywhere. It has been playing a major role in
many sectors including jobs, business, and education etc. Speaking skill is
difference from the other skill. Because the other three you can do alone, but
speaking skill you cannot do alone. That is why importance to find somebody to
speak with and try to do speaking activities for practicing. Thee are many
techniques and tasks to teach speaking English.
First of all, information gap is a
good activity to practice because students must use the target language to
share that information. Secondly, jigsaw are a bidirectional information gap.
Each person in pair or group has some information the other person need.
Thirdly, the hot seat aim to make students relaxed and exciting to speak
English. Another kind of activities is practicing conversation in real
situation. It mean that we can speak English in every where. For instance, at
school, if you go to class, you should use the opportunity to speak to your
teacher and other students. If your teacher asks you a question, take the
opportunity to answer. In addition, songs and video is the best way to practice
speaking English. Listen to the words of English language song that you like. Then
repeat them to yourself and try to sing with music. Repeat the words as many
time as possible until they become automatic. Soon you will be singing the
whole song.
Speak lots of your friends and do many
activities can improve your spoken English by speaking English in different
situations. If you want to speak English better in the future, speak it as much
as possible. Trying to speak English make you have more self-confident trying
to speak English. And then, you can speak fluency and accuracy.
15-July-2014
“ Teaching with Technology ”
“Technology” refers to advancements in the methods and
tools we use to solve problems or achieve a goal. 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. So, we can said that technology
are worldwide resources, because of we can find everything that you want by
using technology. We must to know that how we apply teaching with technology are
the best tools into our teaching.
Firstly, before
teacher brings technology to teaching, teacher think and select the best method
and materials to achieving the same result. It has a lot of technology to teach
in English language. For instance, online
collaboration tools, such as those in Google Apps, allows students and instructors to share
documents online, edit them in real time, and project them on a screen. This
gives students a collaborative platform in which to brainstorm ideas and
document their work using text and images.
In addition, presentation software (such as PowerPoint)
enable instructors to embed high-resolution photographs, diagrams, videos, and
sound files to augment text and verbal lecture content. Moreover, tablets can
be linked to computers, projectors, and the cloud so that students and
instructors can communicate through text, drawings, and diagrams. And another
kind of technology is smartphones or mobile-phones are a quick and
easy way to survey students during class. This is great for instant polling,
which can quickly assess students’ understanding and help instructors adjust
pace and content.
In
conclusion, I think teachers need to
find a balance to teach the content, but also to integrate technology.
Integrating technology is very easy to do in everyday activities.
Teaching with technology provides opportunities to students can learn English
language. Finally, an importance thing is motivate and encourage students.
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22-July-2014
"
Teaching Listening Skill "
Language learning depends on listening.
Listening provides
learners to interact in spoken communication.
Effective language instructors show students how they can adjust their
listening behavior to deal with a variety of situations, and listening
purposes. They help students develop a set of listening strategies and match
appropriate strategies to each listening situation. I divided teaching
listening skill into two parts consist of kind of listening, and strategies.
You should know that there are
different kinds of listening. First, Listening for
gist,
you listen in order to understand the main idea of the text. Listening for
specific information is the second kind of listening. You want to find out
specific details, for example key words. Final, Listening for detailed
understanding. You want to understand all the information the text provides.
Strategies to practice your listening
skill is pre, while, and post. Before you listen, think about the topic of the
text you are going to listen to. What do you already know about it? What could
possibly be the content of the text? Which words would you want to look up?
After that,
While
you are listening, it is not necessary to understand every single word. Try to
ignore those words that you think are less important anyway. Lastly, after listening
think about the text again. Have you understood the main points?Remember the
speculations you made before you listened. Did they come true? Review your notes.
To conclude, Because of need quality
for teaching students, especially teaching listening skills in the classroom.
Without the skill of listening, there can be no language learning, and hence no
communication. Surely, the most important interaction human beings are involved
in.
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21-July-2014
“ Assessment And Testing ”
Assessment
and testing are an important role for teaching English language. Because of in
learning we must to assess in students’ task, 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. I divided this topic into three points. It begin with
types of assessments. The second point is how to making test, and the last
point is types of test item.
Assessment
is a continuing process to observe that class objectives and goals are met by
the test. The first point is type of assessment. It consist of formative,
summative, informal, diagnostic, placement, progress, achievement, and
proficiency. Formative happens when we test students so that we can help them
to better next time. Next, summative is testing their knowledge at the end of
something or a some semester. The another types of assessment is informal. It
means that decide what to do next in lesson. Diagnostic is the fourth type, we
can give diagnostic test at any stage during a course to help us plan future
lesson. In addition, placement test when they first arrive at language teaching
institution. Progress is the way to see how students are getting on. Moreover,
achievement assess at the end of something, such as a semester. The final type
of assessment is proficiency. It measure a student’s language ability.
The
second points is how to making test. It can divided into six steps. First step
is decide on the balance of items in a test. Next, teacher have to be extremely
carful to write “Rubric”. The third step is giving them to colleague or student
to try. Decided on our assessment criteria is the fourth step to making test.
The important step is test need to have validity. List exactly what it is we
want to measure is the last step.
Testing
is a method to measure people’s abilities, knowledge or performance. We can
divide types of test item into two types. There are direct test item and
indirect test item. Direct test item is the way that teacher measure want to
know about students’ ability language. Indirect test is teachers measure
students skill indirectly, for example, teachers measure listening skill but
students write in the blank etc. There are many kinds of indirect test item
consist of gap fill, cloze, multiple choice, true/false, and jumbled sentence.
In conclusion,
assessment, testing, and evaluation in
the factors to teach and measure students. Teachers must to know about all of
these consist of how to making test, types of assessments, and types of test
item. Teachers should be take all of these to use with their students appropriately.
Moreover, teacher must to know that evaluation is the process of making
participate judgments base on criteria and evidence.
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21-July-2014
"
Teaching Reading Skill "
Teaching of reading comprehension
skills will help English language learners apply these strategies. There are
many strategies that students may learn to assist them with their reading. These strategies are applied before students
read the text to activate prior knowledge, during the reading of the text to
deepen understanding, and after reading the text to increase the generalization
and application to new situations.
Generally, however, students need strategies that support the following:
Previewing is the first step, students
must to reviewing titles, section headings, and photo captions to get a sense
of the structure and content of a reading selection. Second step is predicting.
Students learn by using knowledge of the subject matter to make predictions
about content and vocabulary and check comprehension; using knowledge of the
text type and purpose to make predictions about discourse structure; using
knowledge about the author to make predictions about writing style, vocabulary,
and content. Skimming and scanning are the third step to help students about
reading skill. They must to use a quick survey of the text to get the main idea,
identify text structure, confirm or question predictions. In addition, guessing
from context, using prior knowledge of the subject and the ideas in the text as
clues to the meanings of unknown words, instead of stopping to look them up.
Last step to practice reading skill is paraphrasing when students stopping at
the end of a section to check comprehension by restating the information and
ideas in the text.
All of these provide teachers with
effective, research-based classroom strategies to help. Teacher demonstration, modeling, and
follow-up independent practice are critical factors for success. Student
discussion following strategy instruction is also helpful.
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21-July-2014
"
Teaching Writing Skill "
Writing skill is an important part of
communication. Good writing skills allow
you to communicate your message with clarity. We can said that Writing is the
primary basis upon which your work, your learning, and your intellect will be
judged—in college, in the
workplace, and in the community. So, teachers and students must to know strategies of writing skill
following.
The first step is pre-writing. This is
the planning phase of the writing process, when students brainstorm, research,
gather and outline ideas, often using diagrams for mapping out their thoughts.
Audience and purpose should be considered at this point, and for the older
students, a working thesis statement needs to be started. The second step is
drafting. Students create their initial composition by writing down all their
ideas in an organized way to convey a particular idea or present an argument.
Audience and purpose need to be finalized. Revising is the third step of process
writing. Students review, modify, and reorganize their work by rearranging,
adding, or deleting content, and by making the tone, style, and content
appropriate for the intended audience. The goal of this phase of the writing
process is to improve the draft.
In
addition, Editing is the fourth step. At this point in the writing process,
writers proofread and correct errors in grammar and mechanics, and edit to
improve style and clarity. Having another writer’s feedback in this
stage is helpful. The final step is Publishing. In this last step of the
writing process, the final writing is shared with the group. Sharing can be
accomplished in a variety of ways, and with the help of computers, it can even
be printed or published online.
To conclude, writing is one of the
important ways of expressing your thoughts, and communicating ideas and views
to others. All of these is the process of writing. If you write follow these
process, you can write good writing.
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To conclude, she speak loudly. Her personality is perfect, she walked around classroom and try to observe students in class. The important thing is praise, she always gave to students when they did a good job. Moreover, she used appropriate authentic materials such as word cards, picture cards, flash cards, etc
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29th-Sep.-14
Rawitporn Malasan’ micro teaching test
The lesson that she has taught about Eco in my classroom . She started the lesson by greeting students and asked the students to think about the key
words in my classroom such as turn off the light, saving etc. Next, she gave
sheet no.1 to students and lets them work. After that, Teacher and students
were checked 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.
Moreover, she 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. Let’s see her Instructional Medias,
she prepared a beautiful power point, VDO about Eco classroom, the conversation
about “Turn down the TV!” The skills that she wanted to focus for this lesson
were listening and speaking.
In my opinion, she should speak more clearly. She has to use eyes contact with her students and gain more self - confident.
In my opinion, she should speak more clearly. She has to use eyes contact with her students and gain more self - confident.
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29th-Sep.-14
Atinut Galawig’ micro
teaching test
Atinut started
the lesson by 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 , she shown 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. In Task Cycle, She divided students
in to groups
and then ask
them to come
out and play
game " Where should
I go ? ". This
game 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. In the final part, she explained the grammar point. The
Interrogative sentence of Present Perfect Tense, how to use and give example
according the handout.
In
my opinion, her personality is perfect said that she walked around classroom,
checked students’ understanding etc. She spoke loudly and clearly. In addition, her activities were interesting
and exciting.
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29th-Sep.-14
Kokkhuan' micro teaching test
First of all, Kokkhuan starte the lesson by greeting and checking students' attendance and then, she taught some vocabulary that will meet in the lesson. She taught vocabulary by using picture and let students what does it mean? it makes students exciting to guess. She gave students to speak loudly for practice. Second step is gave handout and worksheet for students. Her lesson is about global warming. She emphasized listening and speaking skills. She played the audio about “ A university student writes a letter from the 21th century” 3 times. The first times, after listening students tell what did they get from story. The second, Student listen again. The third times, teacher gave worksheet to students. Students can read the story while listening after that teacher gives students works in pair to answer the question from the story.
Third step,teacher checked the correct answer with the students. Lastly, she gave work in group and lets each group do group work and then students in each group explain and discuss their opinions about how to stop global warming and write short slogan to persuade people to save the earth. Slogan is the good way to share their idea.To conclude, she speak loudly. Her personality is perfect, she walked around classroom and try to observe students in class. The important thing is praise, she always gave to students when they did a good job. Moreover, she used appropriate authentic materials such as word cards, picture cards, flash cards, etc
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6th
-Oct.-14
Montree Kaewcherd’ s micro teaching test
Montree starts the
class by introducing the lesson that students are going to learn and attracts
the students by asking the students to play the game related to the lesson.
Afterwards, he catches students ‘attention by open the very interesting clip of
Phuket tourism. There are effectives activities in his teaching, one of them is
group discussion. He 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 he walks around to encourage the students.
Moreover, at the end of
lesson, he asks students to summarize the lesson together by using the question
“What we have learnt today?” It seems a good lesson; however, there is
something needed to be improved. For those things that needed to be improved
are time management that is not appropriate with the activities, and the rubric
organizing is not well matched with the content of the lesson and students’
task.
In
my view, “Let’s go to Phuket” lesson is
an effective lesson if it is improved and developed appropriately. Montree’s
materials are very interesting, but in some activities like language focus is
quite bored. Nevertheless, it can be improved by using teaching techniques that
well matched with the contents. It not only the knowledge that students can
receive from this lesson, but also the morality by helping the others is a good
thing for learners.
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6th
-Oct.-14
Thipparat Meabua's
micro teaching test
Thipparat started the lesson by greeting and ask some questions about giving
direction. Then, Students were stimulated by asking questions that where
do you often go and why. Secondly, after, students giving the answer, teacher
wrote the answer onto the power point., teacher chose the place near the school
and let the students gave direction to that place. Do you know what we
will learn today? she asked. Thirdly, students watched the video about
asking for and giving direction. They had to listen to the audio and
repeated after the audio.
Next step, after listening 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. Then, teacher asked
students to sit in pair and practiced asking for and giving directions
with their partner by using the map. Next, 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. Lastly,
she asked students “what we have learnt today?” for summarize.
In
my opinion, her personality is perfect said that she walked around classroom,
checked students’ understanding etc. She spoke loudly but classroom language
should be developed and teacher should gain more self - confident.
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6th -Oct.-14
Nitaya Jongkon’micro teaching test
Nitaya started the lesson by
greeting students and gave students the pictures which concerned to the topic.
Asking students guess what they are going to learn and to enhance students’
interest. Next, she taught the key words concerning Traffic Pollution Damage
Kid’s Lungs, such as undertaken, traffic fumes, highway, weakened, etc.
Next step, she divided Task Cycle into three steps that is,
Pre-listening and While-listening for giving students’ opportunity to practice
by yourself and pair work. At the end, she talked about grammatical function of
Present Participial.
In
my idea, her personality is perfect said that she walked around classroom,
checked students’ understanding etc. She spoke loudly and clearly. In addition, her materials were interesting
and exciting.
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6th -Oct.-14
Phichaya
Khunchamnaan
Phichaya
started with the video about acid rain for ask students what we are going to
learn. Those made students think by themselves.
Teacher review the vocabulary by having
students to play game for made students have fun and learn in the same time.
Students
can find your partner and show the picture card in front of class. Then,
teacher taught the vocabulary by show the meaning in Thai and gave students
repeat after him. That is all of vocabulary about acid rain. In addition,
teacher divided student in group to rearrange the sentences and use them to
explain the cycle of acid rain. There was structure of lesson; teacher used
‘will’ by subject+will+v1 for class today.
In
my opinion, he had many activities to improve his students and he opened the
video for students’ interest. I think game can help students remember and fun
more than teacher gave especial contents. But if he did not awestruck he will
do better than his past.
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6th -Oct.-14
Nunthiya
Garasi’s miro teaching test
Nunthiya introduces
students about the new vocabulary, and then she lets students match the picture
with the correct words. I think that it is a great idea to teach students the
vocabulary by game. Moreover, her classroom language is quite good.
Nevertheless, there are
some mistakes that she can do it better if she improves it. The recording of
the conversation relating to the lesson “The beaches are disappearing”
represents of her enthusiasm in teacher, but she can do it better, if she
native speakers in her audio recording.
In my view “The beaches are disappearing” is
one of good lessons to teach English with public mind, if teacher designs the
goal and the content appropriately. In
addition, Nunthiya s’ teaching materials are very interesting, but in some
activities need to be to developed to be the better ones. However, “The beaches
are disappearing” is the lesson that enhances students to think the ways to
take care the world and public mind to save the environment and help the
others. At the end of lesson students can get both knowledge and morality.
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20th -Oct.-14
Natnaree Saiwijit’s miro teaching test
Natnaree begun the
lesson by greeting and asking the question about health problems and then she
told her event past that her mom take care when she sick by using fruits or
vegetables. After that, she gave worksheet to the students about name of Thai
herb and health problem , turned on audio sounds for teaching vocabulary
together. The exciting step is play game “smell and touch”, she divided
students into two groups and came in front of the class to play game. Next, she
opened VDO about some situation (A man go to see the
doctor) and she asked “What wrong with him?” In the task circle, she
gave student to match the pictures of herbs with the health
problems that they can be used to treat. Lastly, she focused on auxiliary
: should for suggestions about health problems and emphasized the vocabulary
that met before.
In my opinion, she used
authentic materials such as Thai herbs, word cards, picture cards, all of these
are very good. Her pronunciation is clear and loudly. There were many
activities for the students to participate, we can say that active classroom.
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2oth -Oct.-14
Peerapong Chooprasert’s micro teaching test
Peerapong started
the lesson by greeting and checking students’ attendance then, he taught
vocabulary by let students played game in groups and available from oxford dictionary
online to listen and repeat aloud together. After that, checked understanding
of students about meaning. Next, he taught the conversation about how to asking
and giving direction and then let student practice by dividing the students
into two groups.
In this step, he map’ specify for let students design situation for
practice conversation with their partner. Teacher assign task for the students
by drawing map and create conversation with their pairs. Last, he taught
grammar how to asking and giving direction sentences.
In my view, he speak
loudly but some word does not clear. His personality is perfect, she walked
around classroom and try to observe students in class. He used appropriate
authentic materials such as word cards, picture cards, flash cards, map etc.
but vocabulary game almost small size because everyone cannot see, he should
improve this part.
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21st -Oct.-14
Thidarat
Mutchachan’micro teaching test
Firstly, she started the
lesson by greeting students and talked to the students about the content of this lesson
then, she taught vocabulary about direction by let students played question ball game. After
that, She shown the VDO about direction to the
student and asked the questions. Can you remember vocabulary about direction
from this VDO? Next,
she gave sheet no.1, 2 and gave task no.1, 2 to
the students and let them work in pairs. After students finished
to do task 1 and 2, teacher and students were checked the answers together.
Moreover, she told students to divide into group to study
the map about Nakon Si Thammarat province and presented it in front of the
class. In
the end of the lesson, she taught grammar how to asking and giving direction
sentences.
Let’s
talk about her Instructional Medias, she prepared power point, VDO about asking
for direction, Map of Nakon Si Thammarat province, sheet no 1, 2 and Task
no 1, 2, and 3. She used appropriate
authentic materials that is, Map of Nakon Si Thammarat province.
It was very interesting. The skills that she wanted to focus for this lesson
were listening and speaking.
In my idea, she should speak some words more clearly. She has to walk around classroom and try to observe students in class. Moreover, she should use the classroom language to checking the students understand before doing any tasks. Last, she used authentic materials those were interesting.
In my idea, she should speak some words more clearly. She has to walk around classroom and try to observe students in class. Moreover, she should use the classroom language to checking the students understand before doing any tasks. Last, she used authentic materials those were interesting.
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21st -Oct.-14
Thanaporn started the lesson by
encourage students' attention by the video about the table manners. Then, students
were asked the questions from reading the passage about the top ten bad
manners. The questions were 1. what manners don't you like the most ? why ? 2.
What kind of manners don't you like least? 3. Have you ever experienced with
bad manner person before ? please share to your fellow.
Thirdly, students were taught about
the structure when we want
someone's bad manner. The structure
was " You should............ because.................. and students
were practicing in pair with the following structure. Moreover, the grammar
focus was how to use should , must and have to. Students were given the example
quite clear. The most exciting thing in her teaching was authentic materials
that she used the excellent media.
To sum up, her lesson is interesting and can improve to use in daily life. However, I would like her to put more activity in order to practice students' communication skill such as chain drill or information gap. Her class room language was not very clear . It would be better if she improved more.
To sum up, her lesson is interesting and can improve to use in daily life. However, I would like her to put more activity in order to practice students' communication skill such as chain drill or information gap. Her class room language was not very clear . It would be better if she improved more.
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21st -Oct.-14
Sakkarin
Jinkhunthon’s micro teaching test
At first, Sakkarin introduces the lesson by let’s students do
activity that it is jigsaw puzzle about room in a house. Afterwards, he divide
students into four groups for do this activity, and give a set of jigsaw puzzle
to each group and students inside group help to sort out it correctly. The
groups that finish the jigsaw puzzle, he will ask them “What is this picture
about?” It is a good activity for students to learn the vocabulary, and this is
a good point for his teaching.
However, there is the thing that I really want him to improve is
classroom language. It can be seen from his words that use many yes/ no
questions. It is very important for the teacher to use the classroom language
or speak English correctly as much as possible.
In my view, it can be said that “Let’s to organize your room” is
one of the interesting lessons, especially in jigsaw game. Sakkarin’s materials
are quite good with a lot of authentic materials. Nevertheless, his language is
needed to improve. Finally, Sakkarin’s lesson and micro teaching “Let’s to
organize your room” can be the useful lesson for the students if he fixes it
and never stop to develop teaching techniques.
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22nd -Oct.-14
Jaruwan Chaewchon's
micro teaching test
Jaruwan said greeting to start lesson, students were shown the pictures about the effect of global warming and asked the questions relating to global warming. After that, students were taught new vocabulary about global warming . In the screen , she showed the vocab , word class , and the definition of the word. It is considered as a good example on teaching vocabulary because it will make students understand the word easier. Then, she led into the first activity which was students had to listen and filled in the blank about global warming . After checking the answers , students were taught the symbol in a word and students practiced to divide the symbol in words together.
Jaruwan said greeting to start lesson, students were shown the pictures about the effect of global warming and asked the questions relating to global warming. After that, students were taught new vocabulary about global warming . In the screen , she showed the vocab , word class , and the definition of the word. It is considered as a good example on teaching vocabulary because it will make students understand the word easier. Then, she led into the first activity which was students had to listen and filled in the blank about global warming . After checking the answers , students were taught the symbol in a word and students practiced to divide the symbol in words together.
Next,
she showed the video about waste recycling. It is very interesting video that
could call students' attention the best. Activity 2 was very exciting .
Students had to work in group by sticking the pictures onto the broad with the
bins. Students seemed very excited with this activity because they could walk
around and the class seemed active and movement. Before finishing the lesson ,
teacher summarized the contents and said goodbye.
In my view, her authentic materials are very good because they can call students' attention but the thing that she should improve is her classroom language because it does not clear. She seems like less self - confident. If she can improve her language, overall will be good .
In my view, her authentic materials are very good because they can call students' attention but the thing that she should improve is her classroom language because it does not clear. She seems like less self - confident. If she can improve her language, overall will be good .
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22nd -Oct.-14
Kanthida Woonkong’s micro teaching test
Kanthida started the
lesson by greeting and checking students’ attendance then, she taught
vocabulary by let students listening audio and guess what the words that they
heard. After that, checked understanding of students about meaning. Next, she
taught the conversation about how to asking and giving direction and then let
student practice by dividing the students into two groups. She map’
specify for let students design
situation for practice conversation with their partner. Teacher assign task for
the students by drawing map and create conversation with their pairs. Last, she
taught grammar how to asking and giving direction sentences.
To conclude, she
speak loudly but some word does not clear. Her personality is perfect, she
walked around classroom and try to observe students in class. She use
appropriate authentic materials such as word cards, picture cards, flash cards,
map etc. but map almost small size because just shown in PowerPoint, she should
give map for every students.
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22nd -Oct.-14
Nattakarn Sukyoy's micro
teaching test
Nattakarn started the lesson by showing the video and then she taught the concerning vocabulary about house shore such as , mop the floor , dusting , sweep the floor ,and wash the cloths, etc. After that , student would be led into the lesson by playing game in team. Two team volunteer of five came in the front of the class and played guessing game. Both team members must stand in line and the first person picked the picture. Then , they tried to act to tell the next person what the picture is.
Nattakarn started the lesson by showing the video and then she taught the concerning vocabulary about house shore such as , mop the floor , dusting , sweep the floor ,and wash the cloths, etc. After that , student would be led into the lesson by playing game in team. Two team volunteer of five came in the front of the class and played guessing game. Both team members must stand in line and the first person picked the picture. Then , they tried to act to tell the next person what the picture is.
Finally,
the last person had to answer what the picture is, for example, if the first
student picks the picture of mopping the floor , he has to act like
mopping to tell what the picture is. Next, students were
supposed to do chain drill in small group of five by saying about house work.
The pattern is " I have to......................' . The students
then had to practice conversation from the dialogue provided and answer the
questions relating to the conversation. Next, teacher picked up the language
focus and explained how to use it. Before finishing the class, teacher
summarized the lesson again and said good bye.
In my view, the overall teaching is quite good but something should be developed. First thing I would like her to change the way in teaching language focus because it seems boring. Students will not pay attention on it as possible. The next one , the handout and the exercise she provided should be decorated more pictures and color in order to capture students' interest.
In my view, the overall teaching is quite good but something should be developed. First thing I would like her to change the way in teaching language focus because it seems boring. Students will not pay attention on it as possible. The next one , the handout and the exercise she provided should be decorated more pictures and color in order to capture students' interest.
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22nd-Oct.-14
Nutchanat Sukbarn's micro teaching test
Nutchanat started
with let students watching the video and let they guess what they are going to
learn today. Most of students will enjoy to watching the video. That is the
best way to persuade them to learn the next lesson. Teacher teaches vocabulary
in the lesson. She played the audio of vocabulary and let students pronounce
follow it. It is very good that use the picture of those words to show with the
meaning and part of speech. Students will remember vocabulary better than they
see only word.
After that teacher give
students to do work sheet and listen the audio 5 times. When students listen,
they have to do the work sheet too and then they all have to check the answer
together. Next activity is students have to create the conversation with their
partner and do the information gap activity.
In
my opinion, her personality is perfect said that she walked around classroom,
checked students’ understanding etc. She spoke loudly but classroom language
should be developed and teacher should gain more self - confident.
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22nd-Oct.-14
Supawadee
Sisuwan's
micro teaching test
Supawadee began the
lesson with ask students to take care the tree at the school. That very good
idea! Before learning the lesson
students have to learn vocabulary and teacher have audio of those word from
native speaker to give to student to follow that will help them to learn the
correct and the real pronunciation.
Moreover it has the
conversation to give students to practice listening about telling direction and
group work to try out their knowledge that they have learnt. Students have to
use language to ask and answer the questions about where is their tree.
In my view, this lesson
plan quite good but teacher should give more information how importance of the
tree and why we should reserve the tree and maybe add the game to encourage
students in learning language.
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22nd-Oct.-14
Daoratchada's
micro teaching test
Daoratchada can create
the fun activity and have authentic material to encourage students to learn
effectively. Moreover, the chant about
how to sort rubbish, it is very interesting for students to remember what they
have learnt. The topic that teacher
taught students can take it to use in their real life and support their public
mind.
In
addition, teacher use task base learning that student can learn language from
the task that they do. Students can try out their knowledge with learn the new
at the same time. The aim, objectives and standard that teacher used are
agreeably and teacher have the assessment that can check students’ knowledge
outcome so it is very useful lesson plan.
In my
view, all of students pay attention with those activities because she used
authentic materials and create fun activities. but
the thing that she should improve is her classroom language because it does not
clear. She seems like less self - confident.
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22nd-Oct.-14
Atchara Nunchoopon's micro teaching test
Atchara started with
open the video about children tries to change the world by doing the simple
activities like recycle things, plant the tree etc. This will let students to pay attention what
they are going to learn. For the next activity, Students listened the audio
about how to save the Earth but the audio is too long and it not good for
practicing listen and not appropriate with the students’ age. The good audio
should be easy to listen and understand. Students will not boring to listen it.
Another activity is
student worked in group. That gives opportunity to use the language to discuss
their idea, saving the Earth with their friends. Group work is very good
activity in class. It makes the class having the movement and students enjoy
talking and sharing their opinion. Finally, students have to speak explaining
the group idea in front of the class.
In my
view, her authentic materials are very good because they can call
students' attention but the thing that she should improve is her classroom
language because it does not clear. She seems like less self - confident. If
she can improve her language, overall will be good .
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22nd-Oct.-14
Kannika Intharapruksa's
micro teaching test
Kannika taught about help our
planet by used present simple tense. She started with let is students listen
the audio and asked them what video about. Secondly, she showed the vocabulary
about lesson such as recycle, reduce, reuse, unplug, turn off etc. She gave a
worksheet and students did while they listen conversation.
After
that, she gave worksheet two about asking that how often and what do you do for
save our planet. She divided students into two groups for communicate the
conversation. Language focus is about discusses language feather with students
and explain language structures with all students.
In
my opinion, she talked loudly and clear but sometimes she command not clear.
She forgot some step for teaching but all her taught is okay.
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22nd-Oct.-14
Ornpatthra Promchan's micro teaching test
Ornpatthra
taught about warning. She started with situation. There are pictures and
sentences for gave students guess what we are learn today. Next step, she gave
students worksheet and opened conversation while they listen they can do in the
same time.
She checks the correctness and gave students
read conversation after she told the answers. Next, she taught the vocabulary
by opened sound for students practice like foreigner by she let students repeat
after sound. After that, she divided students into five groups for present the
conversation about warning from given pictures. When students ready they go to
present in the front of class.
In
my opinion, she chose the many materials for her lesson but she did not walk
around a classroom. It made students seldom interested. Her picture cards were
too small and her command sometimes did not clear.
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22nd-Oct.-14
Thidawan Sawekwang's
micro teaching test
Thidawan taught about
‘cleaning my house’. She started with show the pictures about rooms in house
and asks students what we are going to learn today. After that, she shows the
vocabulary for lesson and gave students repeat after sound for pronounce like
the foreigner.
When started to the lesson
she asked student about their house such as rooms at house and the activity
that students did in their house. She opened conversation to students but she
did not give a worksheet at first but she gave after students listened at twice
times.
She divided
students into five groups and gave a sentence. When students in each group read
sentence they have to make conversation about situation given and present with
role play.
In my idea, her taught is
good because she wants students to think and practice by listening and speaking
skills. She taught especial contents about cleaning house.
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