Chat with foreigner via facebook 9

VOA (Voice of America) 9

Vocabulary	Pronunciation	Meaning
launch (v.)	/lɔːn(t)ʃ/	การปล่อย (เรือ เครื่องบินฯลฯ) set (a boat) in motion by pushing it or allowing it to roll into the water Example: The rocket was launched into space.
Reach(v.)	/riːtʃ/	เอื้อม, ยื่นถึง, เอื้อมถึง stretch out an arm in a specified direction in order to touch or grasp something Example: Armstrong was the first man to reach the moon.
Invest(v.)	/ɪnˈvɛst/	แต่งตั้ง,  ให้อำนาจ put (money) into financial schemes, shares, property Example: This new investment will multiply our profit.
Expect(v.)	/ɪkˈspɛkt, ɛk-/	คาดหวัง, คาดการณ์, คาดหมาย, คาดคะเน regard (something) as likely to happen Example: My sister expects to graduate from college next year.
Raise(v.)	/reɪz/	ยกขึ้น, ชูขึ้น lift or move to a higher position or level Example:  Can I use this area to raise vegetables?
Secretive(adj.)	/ˈsiːkrɪtɪv/	ซึ่งปิดปาก, ไม่พูด, ปิดเป็นความลับ (of a person or an organization) inclined to conceal feelings and intentions or not to disclose information Example:  He is very secretive in regard to his family life
Commission(n.)	/kəˈmɪʃ(ə)n/	คณะกรรมการ, คณะกรรมาธิการ an instruction, command, or role given to a person or group Example: The commission concluded that the answer was no.
Shareholder(n.)	/ˈʃɛːhəʊldə/	ผู้ถือหุ้น an owner of shares in a company Example: The shareholder's meeting was held.

Learning log (outside) 9

Learning log 9

Role Play for ESL/EFL Children in the English Classroom

     Role –plays are  approach  in the English classroom. They are very important in the communicative   approach because they give student an opportunity  to practice  and  use the English language  for  communicating in contexts of everyday life. In addition, they  help  improve  students their listening, speaking and communication skills. Students   can act and  play happily. For the role play activities in my classes, there are six major steps in the procedure.

         First, teachers  decide on the teaching Materials. The teacher must decide which teaching materials will be used for role play activities. The teaching materials can be taken from text books or non-textbook teaching materials such as picture books, story books, readers, play-scripts, comic strips, movies, cartoons and pictures. The material is selected ahead of time by the teacher. The teacher can also create his or her own authentic teaching materials for role play activities. The teaching materials should be decided based on students' level and interests, teaching objectives and appropriateness for teaching

        Second, teachers   select situations and create dialogs. Then a situation or situations to be role played should be selected. For every role plays situation, dialogs should be provided (by the teaching materials or by the teacher) or created by the students themselves.

        Third, teachers   teach the dialogs for role plays. The teacher needs to teach the vocabulary, sentences, and dialogs necessary for the role play situations. The teacher needs to make sure the students know how to use the vocabulary, sentences and dialogs prior to doing the role play activities, otherwise, the teacher should allow students to ask how to say the words they want to say.

        Forth, teachers have students practice the role plays. Students can practice in pairs or in small groups. After they have played their own roles a few times, have them exchange roles. That way, students can play different roles and practice all of the lines in the role play. When students are confident enough to demonstrate or perform in front of the class, the teacher can ask them to do so for their classmates.

       Fifth, teachers have students modify the situations and dialogs. Once students have finished and become familiar with an original role play situation, they can modify the situations and/or dialogs to create a variation of the original role play.

       Sixth, teachers evaluate and check students' comprehension. Teacher shall evaluate the effectiveness of the role play activities and check if students have successfully comprehended the meanings of the vocabulary, sentences and dialogs. There are several ways to do student evaluations. Students can be given oral and listening tests relating to the role plays. Example oral tests can include the following

   - Students are asked to answer some simple questions relating to the role plays.

   - Students are asked to reenact the role plays.

   - Students are asked to translate the role plays into their native language.

         Conclusion, role play is really a worthwhile learning experience for both the students and the teacher. Not only can students have more opportunities to "act" and "interact" with their peers trying to use the English language, but also students' English speaking, listening, and understanding will improve. Role play lightens up the atmospheres and brings liveliness in the classes. Students learn to use the language in a more realistic, more practical way. Thus they can become more aware of the usefulness and practicality of English. Role play is indeed a useful teaching technique which should be experimented and applied by ESL/EFL teachers more often in the ESL/EFL classrooms.

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VOA (Voice of America) 8

Vocabulary	Pronunciation	Meaning
evidence (n)	/ˈɛvɪd(ə)ns/	หลักฐาน the available body of facts or information indicating whether a belief or proposition is true or valid Example : The study finds little evidence of overt discrimination.
bilingual (adj.)	/bʌɪˈlɪŋgw(ə)l/	สามารถพูดหรือเขียนได้สองภาษา speaking two languages fluently Example : We created a freely available English-Japanese bilingual corpus
Heighten(v.)	/ˈhʌɪt(ə)n/	เพิ่ม, ทำให้มากขึ้น make or become more intense Example : The pleasure was heightened by the sense of guilt that accompanied it.
Neuroscience(n.)	/ˈnjʊːrəʊsʌɪəns/	ประสาทวิทยาศาสตร์ any or all of the sciences, such as neurochemistry and experimental psychology
Monolingual(adj.)	/mɒnə(ʊ)ˈlɪŋgw(ə)l/	ซึ่งพูดหรือเขียนเพียงภาษาเดียว speaking only one language
Frontal(adj.)	/ˈfrʌnt(ə)l/	ซึ่งอยู่ข้างหน้า, ซึ่งอยู่ส่วนหน้า of, at, or directed at the front Example : A frontal assault on the Maginot line.
Surplus(n.)	/ˈsəːpləs/	จำนวนที่เกิน, ที่เกิน, จำนวนที่ล้น an amount of something left over when requirements have been met Example : Japan has a surplus of rice, Europe of wine.
Disease(n.)	/dɪˈziːz/	ปัญหา, ภัยสังคม a disorder of structure or function in a human, animal, or plant Example : You may get a serious disease.

Learning log (outside) 8

Learning log 8

How to Write a Lesson Plan

                Writing a lesson plan will ensure that you are prepared for your class and will make it run more smoothly. It is important to break the material up into several sections and choose activities suitable for each. Knowing approximately how much time an activity will take is important, but after the first lesson you may need to adjust things accordingly. It is best to be flexible seeing as different classes will respond to material differently. If at any point students struggle, you will have to dedicate more time to instruction or drilling before moving on to practice activities. For the purposes of this example let’s assume that an English class is forty-five minutes long.

How To Proceed

1.Warm up

A warm up activity can be used in a number of ways. It can get your students thinking about material that will be used later on in the class, review material from a previous class, or simply get your students thinking in English, moving around, or awake. This activity should only take up a small portion of your lesson, perhaps five minutes.

2.Introduction

A good introduction will create a need for students to learn the material you are going to present and get them interested in the day’s topic. This is the part of the lesson where the teacher does the most talking so try to get students involved and use choral repetition to keep students talking about half the time. Depending on how complex the topic is or how much new vocabulary there is, the introduction could take some time but in most cases, about ten minutes should be sufficient.

3.Practice

The practice activity would normally be about ten minutes and have students working individually or in pairs. Practicing model dialogues, completing worksheets, and doing short activities would be appropriate. This may take about ten minutes including going over the answers or having some demonstrations.

4.Production

In the production activity students should have to produce material on their own. Rather than reading sentences, perhaps they have to answer questions or make their own sentences. Longer activities such as board games, which can be played in groups, or activities for the whole class, where students work in teams, would be best. The remaining class time can be devoted to this activity.

 5.Review

It is a good idea to plan another five minute activity that can be done at the end of class as a review or used as the warm up in the following lesson. If the production activity does not take up the remaining portion of the class period, you have a backup plan.