Micro Teaching

Micro Teaching

          การจัดการเรียนรู้ในการใช้หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พ.ศ. 2551 และจะใช้ในโรงเรียนทั่วประเทศที่จัดการศึกษาขั้นพื้นฐานในปีการศึกษา 2553 การนำหลักสูตรดังกล่าว สู่การจัดการเรียนรู้ในชั้นเรียน ถือว่าเป็นกระบวนการที่สำคัญซึ่งจะทำให้หลักสูตรประสบผลสำเร็จ ประกอบกับขณะนี้กระทรวงศึกษาธิการจัดให้มีการปฏิรูปการศึกษาในทศวรรษที่ 2 พ.ศ. 2561 ซึ่งในการปฏิรูปดังกล่าว มีความคาดหวังที่จะพัฒนาคุณภาพการศึกษาให้เป็นกลไกที่สำคัญในการสร้างคนไทยยุคใหม่ คือ สามารถเรียนรู้ได้ด้วยตนเอง รักการอ่าน และมีนิสัยใฝ่เรียนรู้ตลอดชีวิต มีจิตสาธารณะ มีระเบียบวินัย เห็นแก่ประโยชน์ส่วนรวม สามารถทำงานเป็นกลุ่ม มีความสามารถในการสื่อสาร สามารถคิดวิเคราะห์ แก้ปัญหา คิดริเริ่มสร้างสรรค์ มีคุณธรรมจริยธรรม ค่านิยมและสามารถก้าวทันโลก

                จากลักษณะคนไทยที่คาดหวังจากการปฏิรูปการศึกษาในทศวรรษที่ 2 เมื่อดูที่หลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พ.ศ. 2551 ซึ่งมรการกำหนดเป้าหมายคุณภาพผู้เรียนไว้ตั้งแต่มาตรฐานการเรียนรู้ ตัวชี้วัด ซึ่งเป็นการกำหนดคุณภาพผู้เรียนที่มีความครอบคลุมทั้งด้านความรู้ ทักษะ คุณลักษณะและสมรรถนะของผู้เรียน เพื่อเตรียมรองรับการพัฒนาเยาวชนสำหรับทศวรรษที่ 21 และคุณลักษณะอันพึงประสงค์จะเห็นว่ามีความสอดคล้อง แต่สิ่งสำคัญคือทำอย่างไรจะนำสิ่งที่กำหนดไว้ไปพัฒนาผู้เรียนได้อย่างเป็นรูปธรรม ซึ่งการกำหนดหลักสูตรสู่การปฏิบัตินั้นครูผู้สอนซึ่งเป็นผู้มีบทบาทในการพัฒนาผู้เรียนให้บรรลุเป้าหมายของหลักสูตรจะต้องมีความรู้และเข้าใจในหลักการแนวคิด และจุดเน้นการจัดการเรียนรู้ตามหลักสูตรแกนกลาง และนำไปออกแบบการจัดการเรียนรู้ การออกแบบการจัดการเรียนรู้ตามหลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551 นั้นจะต้องใช้กระบวนการเรียนรู้ที่หลากหลาย สำหรับเป็นเครื่องมือพัฒนาผู้เรียนให้บรรลุตามเป้าหมายของหลักสูตร ครูผู้สอนจะต้องรู้และเข้าใจแนวคิดหลักการจัดการเรียนรู้ ตลอดจนกระบวนการจัดการเรียนรู้และผลที่เกิดกับผู้เรียนของกระบวนการเรียนรู้แต่ละวิธี แล้วนำมาจัดการเรียนรู้ที่สอดคล้องกับการพัฒนาผู้เรียนเพื่อเตรียมเข้าสู่คนไทยยุคใหม่ ได้แก่ กระบวนการสร้างความรู้ กระบวนการคิด กระบวนการเรียนรู้ของตนเอง กระบวนการเรียนรู้ที่กล่าวมาเป็นแนวทางในการจัดการเรียนรู้ที่จะทำให้ผู้เรียนได้รับการฝึกฝนพัฒนาอย่างเต็มศักยภาพ ช่วยให้ผู้เรียนเกิดการเรียนรู้ตามเป้าหมายของหลักสูตร ครูผู้สอนจึงควรจัดสรรและเลือกนำมาใช้ในการจัดการเรียนรู้ หลังจากจัดทำหน่วยการเรียนรู้แล้ว เพื่อให้การจัดการเรียนรู้สอดคล้องกับหน่วยการเรียนรู้ ครูผู้สอนควรวางแผนจัดแบ่งเนื้อหาสาระเวลาให้ครอบคลุมหน่วยการเรียนรู้ จากนั้นจึงนำมาจัดทำแผนการจัดการเรียนรู้ให้เหมาะสมกับเวลาและพัฒนาผู้เรียนในการจัดทำแผนการจัดการเรียนรู้ ครูผู้สอนจะต้องกำหนดเป้าหมายสำหรับผู้เรียนในการจัดการเรียนรู้ โดยสามารถกำหนดเป็นจุดประสงค์การเรียนรู้ของแผนการจัดการเรียนรู้นั้นๆ ซึ่งจุดประสงค์การเรียนรู้ในแต่ละแผนการจัดการเรียนรู้ ต้องนำพาผู้เรียนไปสู่มาตรฐานการเรียนรู้ ตัวชี้วัด สมรรถนะสำคัญของผู้เรียนและคุณลักษณะอันพึงประสงค์ที่กำหนดไว้ในหน่วยการเรียนรู้ จากนั้นจึงกำหนดกิจกรรมการเรียนรู้เพื่อให้ผู้เรียนบรรลุเป้าหมายในการจัดกิจกรรมการเรียนรู้ ครูผู้สอนควรใช้เทคนิค วิธีสอนที่หลากหลาย โดยพิจารณาเลือกกระบวนการเรียนรู้ที่จะพัฒนาให้ผู้เรียนเกิดการเรียนรู้ ซึ่งสามารถนำกระบวนการเรียนรู้ที่กล่าวมาข้างต้นนำมาใช้ในการจัดการเรียนรู้ให้เหมาะสมกับธรรมชาติชีวิต เช่น การสอนโดยใช้ Task-Based Language Teaching (TBLT) คือ เป็นแนวคิดพื้นฐานโดยการให้ภาระงานเป็นแกนกลางของการวางแผนให้เด็กได้ทำกิจกรรม ในการจัดการเรียนรู้ครูผู้สอนต้องรู้จักเลือกใช้สื่อ แหล่งเรียนรู้ ภูมิปัญญาท้องถิ่นมาใช้ในการจัดกิจกรรม สื่อที่นำมาใช้ต้องกระตุ้นส่งเสริมให้ผู้เรียนเกิดการเรียนรู้ กิจกรรมในแต่ละแผนการจัดการเรียนรู้ต้องส่งเสริมและพัฒนาให้ผู้เรียนมีความสามารถที่จะทำชิ้นงาน ภาระงาน เมื่อครบทุกแผนการจัดการเรียนรู้นั้นๆ ผู้เรียนต้องสร้างชิ้นงาน ภาระรวบยอดได้ เพื่อให้การจัดการเรียนรู้บรรลุตามเป้าหมายที่กำหนด ดังนั้นในการวัดและประเมินผลครูผู้สอนจะต้องแระเมินผู้เรียนตลอดการจัดการเรียนรู้ โดยเลือกใช้เครื่องมือที่เหมาะสมกับลักษณะกิจกรรมและสิ่งที่ต้องการวัดซึ่งนอกเหนือจากการประเมินชิ้นงาน

                ในการนำหลักสูตรสู่การปฏิบัติในชั้นเรียนให้ประสบผลสำเร็จนอกจากครูผู้สอนและผู้เกี่ยวข้องต้องมีความรู้ความเข้าใจในเป้าหมายของการจัดการเรียนรู้ และสมารถนำไปออกแบบการจัดการเรียนรู้ได้ตามเจตนารมณ์ของหลักสูตรแล้วบุคคลที่เกี่ยวข้อง เช่น ผู้บริหารสถานศึกษา คณะกรรมการบริหารหลักสูตรและงานวิชาการของสถานศึกษาและผู้ปกครองชุมชน คณะกรรมการการศึกษาขั้นพื้นฐาน ล้วนมีบทบาทสำคัญยิ่งในการขับเคลื่อนการจัดการเรียนรู้ได้อย่างมีประสิทธิภาพ ด้วยการเข้ามามีส่วนร่วมคิด ร่วมทำเพื่อนำพาผู้เรียนไปสู่คุณภาพความคาดหวัง

Change The World In 5 Minutes - Everyday at School

Top 10 Tourist Attractions in Kuala Lumpur, Malaysia (learning Outsude Classroom)

Top 10 Tourist Attractions in Kuala Lumpur, Malaysia

People visit Kuala Lumpur, the capital and largest city in Malaysia, for many reasons. The city gives travelers a chance to learn about a different culture, with ethnic foods and architecture that blends the best of the East and the West. An overview of the top tourist attractions in Kuala Lumpur.

10.Kuala Lumpur Railway Station

The Kuala Lumpur Railway Station is a gracefully designed colonial building that combines Eastern and Western architectural influences, including Moorish and Indian. Visitors have described its style as unique and stunning. The station was built in 1910 at a cost of $23,000 and served passengers bound for Singapore and other Southeast Asia destinations up until 2001 when it was replaced by a more modern station. While long-distance operations mostly have moved to the Sentral Station, commuter trains still use the station as do some long-distance companies.

9.Thean Hou Temple

       Visitors to Thean Hou Temple will find a little bit of China in Kuala Lumpur, since it is one of the largest Chinese temples in Southeast Asia. Opened in 1989 by Malaysia’s Chinese community, it is a stunning example of Chinese architecture, with its four levels of orange-tiled pagodas. The temple honors Thean Hou, the goddess of the sea. With a spectacular view of Kuala Lumpur as a backdrop, the temple is a popular spot to take wedding photos; the temple even has a marriage registration office, with about 5,000 couples a year choosing to get married here.

8.Berjaya Times Square

Berjaya Times Square is a large complex containing a shopping center and two five star hotels. With 7.5 million square feet (700,000 m²) of built up floor area it is currently the fifth largest building in the world. The shopping mall includes more than 1,000 retail shops, 65 food outlets and several entertainment attractions such as Asia’s largest indoor theme park, Cosmo’s World and Malaysia’s first-ever IMAX 2D & 3D theater which is located on the 10th Floor.

7. Islamic Arts Museum Malaysia

       The Islamic Arts Museum Malaysia is Southeast Asia’s largest museum devoted to Islamic art. Opening in 1998, the museum is home to more than 7,000 artifacts, ranging from jewelry to a replica of the mosque in Mecca. The collection features not just artifacts from the Middle East and Malaysia, but also from China and India. The museum has 12 galleries, most of which display items by type rather than geographic region. An on-site restaurant serves Middle Eastern cuisine. The museum is located near Lake Gardens and not too far from a mosque.

6. Menara KL Tower

The almost 335-meter (1,100-foot) high Menara KL Tower serves two purposes. The first is as a communications tower. The second is as a tourist attraction with a revolving restaurant and observation area that offers stunning panoramic views of Kuala Lumpur below; it is the highest public viewing area in the city. Trivia fans will be impressed that it took 31 consecutive hours to pour the concrete for the tower base. Travelers in top athletic condition might want to participate in the annual race to climb the steps to the top levels; couch potatoes can take the elevator.

5.KL Bird Park

       Located in the serene Lake Gardens, KL Bird Park is an eco-tourism site that it home to more than 3,000 birds belonging to 200 species. Birds are divided into four zones; three of the zones are called free-flight, because birds are free to fly wherever they want in surroundings that resemble their native, natural habitat. Park operators say their bird park is the largest free-flight park in the world. Visitors can walk among the birds in these zones, making for a different experience. Caged birds are in the fourth zone.

4.Bukit Bintang

Bukit Bintang is one of the most popular tourist attractions in Kuala Lumpur, perhaps because travelers like to shop. Bukit Bintang is the city’s shopping and entertainment center. Here, travelers will find tiny shops and shopping malls where goods in all price ranges are sold. The area has lots of places to eat, from sit-down restaurants to street food vendors, including one street that only serves Chinese food. Bukit Bintang is a lively place at all hours, but especially so at night when it becomes a hangout for visitors seeking nightlife.

3.Merdeka Square

Merdeka Square is the heart of Kuala Lumpur. It is sometimes called Independence Square because the Malaysian flag first flew here in 1957 when the country became independent of Great Britain. The square is mostly a grass field, used by cricket players in colonial days, that is surrounded by some of the city’s more famous buildings such as the National History Museum and the Royal Selangor Club. Various public events, such as open air concerts, take place at the square, which is also a starting and ending point for marathon races around town.

2.Batu Caves

Batu Caves is a limestone hill that has a series of caves and cave temples in the Gombakdistrict, 13 kilometres (8 mi) north of Kuala Lumpur, Malaysia. It takes its name from the Sungai Batu or Batu River, which flows past the hill. Batu Caves is also the name of the nearby village. The cave is one of the most popular Hindu shrines outside India, dedicated to Lord Murugan. It is the focal point of Hindu festival of Thaipusam in Malaysia.

1.Petronas Twin Towers

       The world’s tallest twin towers soaring 88-storey and 451.9 metres high is located right here in the heart of Kuala Lumpur. Truly Malaysia’s crown jewel, the Petronas Twin Towers is majestic by day and dazzling by night. Inspired by Tun Mahathir Mohamad's vision for Malaysia to be a global player and designed by master architect Cesar Pelli, the international icon encapsulates the nation's ambitions and aspirations.

                         http://www.kuala-lumpur.ws/attractions/10-things-to-see.htm

My Lesson Plan 1

Lesson Plan

Subject : English                                                                   Level: Intermediate (M.1)

Unit 4 Will children save the earth?                                    Time: 50 minutes

________________________________________________________

Unit Aim: Students will describe the opinion about save the earth.

Objectives:

By the end of this lesson students will be able to

1.Listen the situation in conversation and answer the question.

2.Speak to explain their opinion that children save the earth.

3.Write the persuade opinion children to save the earth.

Standard:

            1.2.4 Speak and write appropriately to ask for and give data and express opinions about what has been heard or read.

1.3.2 Speak/ write to summarize the main idea/theme identified from analysis of matters/incidents of interest to society.

2.1.1 Use language, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of native speakers.

Contents:

Grammar: Modal verb

would, wouldn't

Vocabulary: complain, environmental, nonsense, enthusiastic, recycle

Instructional Media:

            1.Work sheet

            2.Power Point

            3.Handout

            4.Audio

            5.Video

Evaluation:

1.      Students can answer the question from listening the audio.

2.      Student can speak to explain their opinion that children save the earth.

3.      Students can write the persuade opinion children to save the earth.

Lesson Plan Outlines

Teacher (T)	Students (Ss)	Assessment
Pre-task (10 minutes) 1.T introduce the topic by lets students watching the video about change the world and lets students talk about what they have learnt from watching the video.     Can you give me some activity from the video?     What do you think  about this video?         Agree or disagree and why? 2.T introduce vocabulary that students will meet in the lesson from power point	Ss watch the video Ss talk about what they have learnt from watching the video.
Task Cycle (25 minutes) 3.T open the audio about will children save the earth? 2 times.    -The first time, after listening student tell what did they get from conversation.    -The second, Student listen again     After student listen again teacher divide student in 2 sides and students practice the conversation again, teacher give work sheet to students and students can read the conversation while practice the conversation after that T give work sheet to student and students answer the question from the conversation. 4.T check the correct answer with the students.	Ss listen the audio first time and tell about what did they get from conversation. Ss listen the audio twice time. Ss practice the conversation by speak aloud together. Ss do an exercise in work sheet no.1 Ss check the correct answer with the teacher.	Listening rubric

Teacher (T)	Students (Ss)	Assessment
5.T give work in group and lets each group explain and discuss their persuade opinions about children save the earth and write persuade opinion  beside the picture that they get each group.  T lets them to speak in front of class. Example A: To help the environment, would you agree to rarely use a car? B: Well, no, I wouldn't agree to that. It would be too hard. What about you? C: Sure. I would do that. For me, it would be easy.	Ss work in group and explaining and discussing their opinions about children save the earth. Ss speak to explain their group opinion in front of class.	Writing and speaking rubric
Language Focus (15 minutes) 6.Teacher discuss language feather with students and explain language structure with all students. Grammar focus on Modal verb Would and wouldn't

Mataya Noomak's micro teaching

Mataya Noomak

          She taught about signs and notices in real life. She start with let’s introduce the topic by asking the question.

          After that she opens the audio twice and let’s students read the conversation about direction about direction and asks all of students read the conversation out loud. Then, she would like students to work in pairs to answering the language from direction. She discusses language feather with students and explain language structure with all students. She taught grammar focus on modal verb.

          In my opinion, she talks loudly and clearly. She has to use eyes contact with all students. Her class was clear.

Nisakorn Sittipon's micro teaching

Nisakorn Sittipon

          She taught about “rude behavior”. She started with let’s students watch the video about someone behavior and ask about feeling and opinions.

          Next, she gives students to listen and read conversation about rude behavior. Secondly, she lets students answer comprehension question to show understanding of the story and students share their opinion. Then, she discusses language feathers with students and explains the language structure with all students.

          In my opinion, her taught is good. She speaks more clearly. She use eyes contact with all students.

Natnaree Saiwijit's micro teaching

Natnaree Saiwijit

          She started the lesson by greeting with students. Then, she explain the game what can you smell and touch that students can see the authentic materials.

          Next, she open the video and ask students about the video. She ask the student to practice asking and making suggestions about health problems. The last activity she review about vocabulary and she pick words card each herb and health problem and ask students what it is? Then, she explains how to use the structure to ask and give suggestion about health problems.

          In conclusion teacher comment about she use authentic materials such as Thai herb and picture cards these are very good. Her pronunciation is loudly.

Thidarat Mutchachan's micro teaching

Thidarat Mutchachan

          She started the lesson by talk to the students about the content of this lesson, such as asking for place, answering the question for place, vocabulary for direction and question ball game.

          Next, she shows the video about direction to the students and ask the question. She shows the power point for teaching the vocabulary and how to ask and answer for direction. Then, she teach the language focus by discusses about imperative sentences to give instruction imperative sentence usually begins with base form of the verb.

          In conclusion, her classroom language was clear. The activity that she use is interesting because she use authentic materials in her activity.

Peerapong Chooprasert's micro teaching

Peerapong Chooprasert

          He started the lesson by using game such as match the picture and words. He checks the answer and asks students to answer the question about the game.

          He open the conversation’s sound to students for listen and answer the blank words and let them work in pair to practice. Next, he show the power point to is given to students to see about how to asking the direction’s vocabulary next they are works in pairs to create the new conversation for three situation and present in front of the class. He command to students for creates their own direction map and make sentence about How can I get to your home?

          In conclusion, his classroom language was clear and very funny. He is good for control class.

Nattakarn Sukyoy's micro teaching

Nattakarn Sukyoy

          She start the lesson by students let’s see the video and guess what they’re going to learn today? Then, students repeat and guess the meaning all words that teacher introduces from the slide.

          Next, she opens the video about the house chore and then students make a chain drill in group.  Then, she explains how to use the structure to give information about house chore. She teach the grammar focus on the structure was “have to or has to” to expressity for the Present or Future.

          In conclusion, her class is very funny. She have eye contact and attention with all students.

Kanthida Woonkong's micro teaching

Kanthida Woonkong

          She starts the lesson by greeting and checking attendance with students. Then, she introduce the topic by let’s students listen to vocabulary about the topic from the audio.

          Next, she check understanding of students about meaning of the words that they heard before by prating materials by audio and flashcards. She using authentic materials by audio and flashcards. She shows picture of map on power point and ask question , for example “Have you ever used the map? and What do you use it for? Then, she would like students try to practice the sentence of asking and giving direction.

          In conclusion teacher comment, her classroom language was clear. She should to improve about the map by students can see in work sheet for easy to study not just have in power point.

Thanaporn Chaipikun's micro teaching

Thanaporn Chaipikun

          The first activity in the lesson, she start lesson by students’ attention the video about the bad manners. Then, students were asked the question from reading the passage about the top ten bad manners.

In task circle, the question on worksheet such as 1. What manners don’t you like the most? Why? 2. What kind of manner don’t you like lest? 3. Have you ever experienced with bad manner person before? Next, students were taught about the structure when we want someone’s bad manner. The structure was “You should… because.” And students were practice in pair work with the fellow the structure. The material that she used in the lesson was excellent media.

In conclusion, teacher comment her class room language teaching was clear but she not have eye contact with their students. The rubric that she use is good. It would be better if she improved more.

Supawadee Srisuwan's micro teaching

Supawadee Srisuwan

          She start the lesson by request students to find a tree to take care in the school and introduces necessary vocabulary that students will meet in the lesson.

          Next, she opens the audio about sentences to giving direction twice and give students to do exercise. Then, she asks students to work in pair to practice asking and answering the question. She discusses language feather with students and explain language structures with all students.

          In conclusion teacher comment, her classroom language was clear. She control the classroom management is good. She wrote the lesson plan and rubric was clear.

Nuchanat Sukban's micro teaching

Nuchanat Sukban

          She start the lesson by let’s students watching the video about making an appointment. Then, students talk about what they have learnt from watching the video.

          Next, she opens 2 audio about “Making an Appointment” after that students follow the audio and look at power point and they work in pair. She discusses language feather with students and explain language structure with all students. Moreover, the grammar focus on “I would like to…” and the next structure is “ S.+would like to + infinitive.

          In conclusion teacher comment, her classroom language was clear. In her class, she should control classroom management be better.

The activities from The U.S Embassy (Learning English Outside Classroom)

The activities from The U.S Embassy

On Friday at American Corner, I associate and do activity of Information Resource Center U.S. Embassy Bangkok. I have learnt all English skills. There are 4 skills it consists of listening skill, speaking skill, reading skill and writing skill.

The first activity that I have learnt is about speaking. The first activity is interesting and funny because teacher use the dice for playing game. Moreover, teacher tells me and my friends that we just try to speak and should not be afraid because it not wrong. The second activity is about reading it have a benefit. Teacher teach reading skill by using matching game and use newspaper for finding the topic or headline and matching with the detail of news. I can use it in real life when I read newspaper. The next activity is about listening. I have learnt listening skill from this activity because teacher pronounce then I and my friends listen when teacher pronounce and discussion with teacher. The last activity is about writing the activity is very interesting and exciting because each group got the different picture and each group must to make the story from the picture. So each person must help to make story from the picture and to include is the story. The group is the winner will got the prize.

To sum up, from each activity that I have learnt there are a lot of benefits and I can use in real situation and can use in English class.

Learning Inside Classroom

          Learning Log

            In my class I have learned about teaching speaking, teaching with technology, assessment and testing, teaching listening, teaching reading and teaching writing from group of friends had presentation that it is the important contents for learning. Each group had different contents and technique for presentation.

            First, They talk about teaching speaking. Speaking happens in real time usually the person you are talking to is waiting for you to speaking right then. When you speak you cannot edit and revise what you wish to say, as you can if you writing. 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. In everyday communication, spoken exchanges take place because there is some sort of information gap between the participants. Communicative output activities involve a similar real information gap. In order to complete the task, students must reduce or eliminate the information gap. In these activities, language is a tool, not an end in itself.

            Second, they talk about teaching with technology. Teaching with technology have a benefit for teachers in the present because technology help to facilitate and easy for learning and teaching. We can choose the appropriate technologies and design learning activities to help students reach the learning goals, and even employ technology to assess student learning. If we use technology effectively in teaching we must have knowledge about their technology such as IWB because  IWB is the most useful material of classroom technology. It’s all the material whether writing audio and moreover it’s very easy to use it just tab the board with the fingers or specially use with configured pens.

            Third, Assessment and testing that I presented. There are 8 types of assessment such as formative, summative, informal, diagnostic, placement, progress, achievement and proficiency. Although as teacher we sometimes feel that we don’t have a lot of influence on the design of public exams, we often find ourselves writing process and achievement test. Now, let move to type of test item. There are many forms for designing and making test such as the first, decide on our assessment criteria. Second, test need to have validity. Third, list exactly what it is we want to measure. Forth, decide on the balance of items in a test. Fifth, have to be extremely careful to write Rubric. Last, give theme to colleague or student to try out.  There are 2 types of test item is direct test item and indirect item. Direct test items based on four macro skill as speaking, listening, reading and writing. An indirect test items have eight kinds; gap fills, cloze, multiple choice, true/false, jumbled sentence, sentence transformation, proofreading and matching. The last content is about rubric. Rubric is a multi-purpose scoring guide for assessing student products and performances.

            Fourth, Language learning depends on listening. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication. The strategies of listening such as techniques, comprehension and activities. The top-down strategies of listening such as listening for the main idea, predicting, drawing inferences and summarizing. 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.

            Fifth, teaching reading with extensive reading is reading as much as possible for your own pleasure at a difficultly level at which you can read smoothly and quickly without looking up words or translating to English as you go. Intensive reading occurs when the learner is focused on the language rather than the text. For example, the learner may be answering comprehension questions and learning new vocabulary. Reading activities that we can ask students to do almost anything with a reading text. Here are some of the common activities.

            Sixth, teaching how to write effectively is one of the most important life-long skills educators impart to their students. When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write. Going through the full writing process pre-writing, drafting, revising, rewriting and publishing can be a lot of work, but it’s always worth the effort. Each stage of the writing process builds on the last, and each subsequent stage would be much harder if the previous one hadn’t been completed. When students read the essay in its final, polished form, it becomes clear that following the complete writing process produces the best essay.

            To sum up, from the presentation of each group about teaching speaking, teaching with technology, assessment and testing, teaching listening, teaching reading and teaching writing that there are very important for English language teacher. I can useful for learning and apply for learning and teaching in the future.

Learning Inside Classroom;Teaching Writing

Teaching Writing

On 21 July 2014, I have learned about teaching writing. Teaching writing involves being accurate, encouraging writing and producing a finished product.

Teaching how to write effectively is one of the most important life-long skills educators impart to their students. When teaching writing, educators must be sure to select resources and support materials that not only aid them in teaching how to write, but that will also be the most effective in helping their students learn to write. Going through the full writing process pre-writing, drafting, revising, rewriting and publishing can be a lot of work, but it’s always worth the effort. Each stage of the writing process builds on the last, and each subsequent stage would be much harder if the previous one hadn’t been completed. When students read the essay in its final, polished form, it becomes clear that following the complete writing process produces the best essay.

In conclusion, writing competence in a foreign language tends to be one of the most difficult skills to acquire. This is true for English as well. The key to successful writing classes is that they are pragmatic in nature targeting the skills required or desired by students.

Learning Inside Classroom;Teaching Reading

Teaching Reading

On 21 July 2014, I have learned about teaching listening. Teaching reading also helps students to learn and get English. The third group had presentation about teaching reading. There are two general approaches to teaching of reading skill is extensive reading and intensive reading.

Extensive reading is reading as much as possible for your own pleasure at a difficultly level at which you can read smoothly and quickly without looking up words or translating to English as you go. Intensive reading occurs when the learner is focused on the language rather than the text. For example, the learner may be answering comprehension questions and learning new vocabulary. Reading activities that we can ask students to do almost anything with a reading text. Here are some of the common activities.

To sum up, teachers use more comprehension for practice reading skill of students. When the students have read a text for the first time, teacher often ask them to read it again and look for more information because it helps to ensure that they have really understood what the read.

Learning Inside Classroom;Teaching Listening

Teaching Listening

On 21 July 2014, I have learned about teaching listening. The second group had presentation about teaching listening. There are strategies of listening and step to teaching listening skill that interesting for learning.

Language learning depends on listening. Listening provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication. The strategies of listening such as techniques, comprehension and activities. The top-down strategies of listening such as listening for the main idea, predicting, drawing inferences and summarizing. 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.

To sum up, the process of teaching listening can help students to develop listening skill they can learn and improve their communication and they have good listening skill and accuracy.