patsuda: กุมภาพันธ์ 2011

วันจันทร์ที่ 21 กุมภาพันธ์ พ.ศ. 2554

Research

การพัฒนาทักษะการเขียนภาษาอังกฤษเชิงสร้างสรรค์ของนักเรียนชั้นมัธยมศึกษาปีที่ 3 ผ่านสื่อรูปภาพ

Developing English Creative Writing Skills of Mattayom 3 students Through the Use of Pictures

TITLE Developing Creative English Writing skills of Grade 9 Students Through the use of Pictures

AUTHORS Tongchan Pratum Pratoomsri Boriboon

Phattarawadee Suwannadee Phatsuda Kaewlun

Sakkarin Sawangsuntari Saowaluck Bandasak

ADVISOR Assoc. Prof. Dr. Thoopthong Kwangsawad

UNIVERSITY Mahasarakham University DATE 2011

ABSTRACT

This study aimed to (1) design creative English writing activities by using pictures with a required efficiency of 75/75 (2) examine the effectiveness indexes of using pictures to develop creative English writing skills (3) compare the results of creative English writing skills before and after using pictures. The samples were 42 grade 9 students selected by cluster random sampling. The instruments used in the experiment were 3 lesson plans to improve creative English writing skills by using pictures, a pre-test and a post-test. The data were statistically analyzed by mean, percentage, standard deviation and t-test. The results of the study were: (1) creative English writing skills which were designed by using pictures reached an efficiency of 63.44/57.06. This was lower than the criterion (75/75). (2) The index of the effectiveness of the activities of creative English writing was 0.42. This indicated that the students were able to improve their learning after they reached an effectiveness level of 42%. (3) The post-test scores of the students were significantly higher than pre-test scores of the students at the .05 level.

It shows that using pictures to improve creative English writing skills has achieved the goals. Pictures have become a powerful instructional tool for both students and educators to develop creative English writing, to inspire the learners to dare to write in English, to make them write better, and to think positively about English writing.

Mahasarakham University

Article.doc
Astract.doc
Chapter 1.doc
Chapter 2.doc
Chapter 3.doc
Chapter 4.doc
Chapter 5.doc
Research Unit Environment Topic Pollution-revised.docx
Research Unit Myself Topic Personal Experience - revised.doc
Research Unit Travel Topic Place - revised.doc

Story telling

Storytelling is the conveying of events in words, images and sounds, often by improvisation or embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation and in order to instill moral values. Crucial elements of stories and storytelling include plot, characters and narrative point of view.

Download for story telling'

Story telling .ppt
story telling .ppt
story telling .ppt
Story telling ppt
Story telling.ppt

CLIL

CLIL - CLIL - Content and Language Integrated Learning is a course developed in close cooperation between teacher training institutes in The Netherlands (Amsterdam Faculty of Education) and Bulgaria (Sofia University st. Kliment Ohridsky). The course aims to help (aspiring) teachers in CLIL education develop skills in using internet based information in classroom situations. In other words: to create teaching materials from online sources.
Online Materials is part of the Comenius project TL2L (Teaching and Learning in a Second Language). A project focussing on the overal preparation of teachers and students for teaching their subject in CLIL education.

Exampleof teaching

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CLIL lesson plan
CLIL sin.ppt

Listening skill

Real listening is an active process that has three basic steps.

Hearing. Hearing just means listening enough to catch what the speaker is saying. For example, say you were listening to a report on zebras, and the speaker mentioned that no two are alike. If you can repeat the fact, then you have heard what has been said.
Understanding. The next part of listening happens when you take what you have heard and understand it in your own way. Let's go back to that report on zebras. When you hear that no two are alike, think about what that might mean. You might think, "Maybe this means that the pattern of stripes is different for each zebra."
Judging. After you are sure you understand what the speaker has said, think about whether it makes sense. Do you believe what you have heard? You might think, "How could the stripes to be different for every zebra? But then again, the fingerprints are different for every person. I think this seems believable."

Example of teaching

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Listening Skill Unit Environment Topic Water M.3.docx
Unit Environtment.ppt
Reading Skill lesson plan 4

Reading Skill

Teaching reading can be an arduous task as it is often difficult to know how to improve student skills. One of the most obvious, but I have found often unnoticed, points about reading is that there are different types of reading skills.

Skimming - reading rapidly for the main points
Scanning - reading rapidly to find a specific piece of information
Extensive - reading a longer text, often for pleasure with emphasis on overall meaning
Intensive reading - reading a short text for detailed information

These different types of skills are used quite naturally when reading in a mother tongue. Unfortunately, when learning a second or foreign language, people tend to employ only "intensive" style reading skills. I have often noticed that students insist on understanding every word and find it difficult to take my advice of reading for the general idea, or only looking for required information. Students studying a foreign language often feel that if they don't understand each and every word they are somehow not completing the exercise.

Example of teaching

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powerpoint reading.ppt
Reading Skill lesson plan 2

Speaking skill

Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words.

Listening Situations
	There are three kinds of speaking situations in which we find ourselves:
	interactive, partially interactive, and non-interactive.
	Interactive speaking situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood.
	Some few speaking situations may be totally non-interactive, such as when recording a speech for a radio broadcast . Example of teaching

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Speaking Skill lesson plan 2
Speaking Skill lesson plan
speaking-plan old.ppt

Writing

Writing skills help the learner gain independence, comprehensibility, fluency and creativity in writing. If learners have mastered these skills, they will be able to write so that not only they can read what they have written, but other speakers of that language can read and understand it.

Definition
	Writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message.

Discussion
	Here are some writing goals as defined by Hampton 1988:
	Writers are independent when they are able to write without much assistance. Writers gain comprehensibility when they can write so that it can be read and understood by themselves and others. Writers are fluent when they are able to write smoothly and easily as well as understandably. Writers gain creativity when they can write their own ideas, not copying what has already been written, so that they can be read and understood.

Kinds
	Here are some kinds of writing skills:
	Comprehensibility skills for writing include understanding that writing is communicating messages or information. Fluency skill for writing include recognizing the linear sequence of sounds mastering writing motions and letter shapes recognizing the chunking of words recognizing the need for space between words writing quickly Creativity skills for writing include the ability to write freely anything the learner wants to write

Example of teaching

download
Speaking Skill lesson plan 2
Writing Skill lesson plan 3
Writing_present.ppt

song for teaching

Head Shoulders Knees And Toes song

Color song

CBI

CBI usually occurs at universities in English L1 contexts. The goal of teachers using sheltered and adjunct CBI is to enable their ESL students to study the same content material as regular English L1 students. Sheltered CBI is called "sheltered" because learners are given special assistance to help them understand regular classes. Two teachers can work together to give instruction in a specific subject. One of the teachers is a content specialist and the other an ESL specialist. They may teach the class together or the class time may be divided between the two of them. For example, the content specialist will give a short lecture and then the English teacher will check that the students have understood the important words by reviewing them later. This kind of team teaching requires teachers to work closely together to plan and evaluate classes. It has been used successfully at the bilingual University of Ottawa, where classes are taught in English and French, (Briton, 1989).

The Adjunct Model

Adjunct classes are usually taught by ESL teachers. The aim of these classes is to prepare students for "mainstream" classes where they will join English L1 learners. Adjunct classes may resemble EPA or ESP classes where emphasis is placed on acquiring specific target vocabulary; they may also feature study skills sessions to familiarize the students with listening, note taking and skimming and scanning texts. Some adjunct classes are taught during the summer months before regular college classes begin, while others run concurrently with regular lessons.

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.

Example of teaching

download plan
http://www.4shared.com/document/gQFMFvZq/CBI_Unit_Community_Toppic_Famo.html

http://www.4shared.com/file/ZpXVYBn1/CBI.html

Certificate

Simontanous Translation project

PPP

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.

Example of teaching

Download plan

http://www.4shared.com/document/nHX62DOw/PPP_Unit_School_Toppic_Color.html

http://www.4shared.com/file/Z2PYIooH/1PPPp3.html

B-slim model

B-slim (Bilash's Success-guided Language Instruction Model) 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!

What are the goals of the B-SLIM model?

1. to develop self directed learners, especially in second languages

2. to ensure that every learner succeeds at each phase of the learning process by maximizing exposure to concepts through all learning styles/intelligences and encouraging intellectual/thinking growth in systematically developed steps

3. to help students develop all aspects of language by applying research findings from all areas of second language learning and acquisition (language awareness, pronunciation, vocabulary, grammar, situations- fluency-accuracy, culture and Culture, learning strategies, listening comprehension, speaking, writing, reading, forms, skills, content, motivation-attitude)

4. to ensure that learners can transfer what they have learned in one familiar context to new contexts.

5. to learn language and to learn through language.

6. to identify success in learning in concrete provable terms (assessment for learning and assessment of learning).

Example of teaching

download plan: http://www.4shared.com/file/vbXlBPup/Bslim.html
http://www.4shared.com/file/myh62jNw/BSlim_Unit_My_self__Toppic_Dai.html