Reading skill

                Today, I would like to talk about “West food” Do you want to have good health ?Food important for health, because it’s have energy, nutrient, vitamins, and minerals naturally found in food can improve your health and help you live a long, active life.

           Every day,I eat things that are good for my health such as rice, milk, and vegetable.Every day, I eat things that are good for my health such as chips, soda and alcohol. Jim- Jaem, Jaew Bong from the West is good food for your health, In pickled fish have vitamin and more calcium. Jaew Bong or sauce that can considered as identity of East food. Pla rah mixed with local spices such as pepper, red onion, lemongrass, kaffir lime and tamarind. This is just a taste of spicy chill which help with digestion and soothe nasal congestion. Kaffir lime has beta-carotene, vitamin A, B2, C, calcium and protein.Pickled fish is bad good for your health if you eat raw. It has a negative effect on the body is in a raw fish are parasitic. This caused disadvantage in digestive system and excretory system.

            To conclude everyone should take care of your health and body, because you only have 1 life.  

Reading skill

                Today, I would like to talk about “East food” Do you want to have good Health ?

Food important for health, because Every day, I eat things that are good for my health such as rice, milk, and vegetable.Every day, I eat things that are good for my health such as chips, soda and

           

            Tom kha gai or chili sauce, from the East, is good for your health because In tom kha gai have galangal to help anti inflammatory properties It also aids in digestion and can help with stomach aches and sickness as well as improving circulation. Coconut milk has vitamins and mineral, help to boost the immune system. Coconut milk is also rich in magnesium,poiassiam and phosphorus help teeth and bones strong.Tom kha gai or chili sauce, from the East, is bad for your health because In tom kha gai have coconut milk and high saturated it’s will make increase of cholesterol in blood  and risk of heart disease to cholesterol.

            To conclude everyone should take care of your health and body, because you only have 1 life.  

Reading Skill

How to teach directions

                  Today I read article online about How to teach directions. It’s about  directions can be challenging to teach however its practical uses are readily understood by students and there are many fun activities you can incorporate into your lessons to make them more enjoyable.

                  Warm Up - Directions.Get your students interested in learning how to give directions. On the board draw a rough map of the neighborhood, just a few streets and the school will do. Ask “Where is the school?” Have a student come to the board and point it out. Then ask where a few other landmarks are and have students draw and label them on your map.

                Introduce - Directions Vocabulary.Introduce the words about directions  ‘right’ and ‘left’. Try to elicit the meaning or translation of these words from the students and write them on the board with arrows demonstrating each direction. Once their meanings have been made clear to the class, demonstrate proper pronunciation.

                Practice.Ask students to do some choral repetition. Call on students to model pronunciation in order to check their progress on the individual level and do some quick comprehension tests. Ask a student to “Turn right” or “Turn left” with a demonstration and after a few individual checks feel free to have the whole class join in making sure.

                Introduce - Directions Phrases.Introduce the following phrases:

-Turn right/left

-Go straight.

-You’ll see it on the right/left.

-It’s across from (the school, the park, the post office)

-It’s next to (the police station, the playground, the library)

Explain the meaning of each phrase and lead some pronunciation practice exercises.

                                                

                Practice.Mark your imaginary present location on a rough map like the one from Step 1 and ask your students “How do I get to the (____________)?” Call on one student to give just the first section of directions, then another student for the second section, and then another until you’ve reached your destination. Repeat until your students feel comfortable enough with the new phrases to give a whole set of directions on their own. Next, mark a beginning position on the map and give a set of directions. Ask students “Where am I?” to see if they were able to follow along with you and repeat. If necessary, go back to review anything that seems difficult for the students.

                Practice – Directions.After demonstrating the dialogue, ask the students to work in pairs to practice giving directions. The model dialogue should resemble this:

A: Excuse me. How do I get to the ~?

B: Turn left. Turn right at the 3rd corner. You’ll see it on your left.

A: Thank you!

B: You’re welcome.

                Production – Directions.For further practice, if appropriate for your students and school, create a maze of desks in your classroom and have students give directions to a blindfolded classmate.

 Ask for translations or demonstrations of all associated vocabulary and phrases as well as directions from one place to another. Encourage students to ask questions if something is unclear. Start the next few classes off with direction related warm up activities to help students retain all this new vocabulary.

              When teaching directions, it is incredibly important to choose one structure and stick to it so that your students do not become unnecessarily confused. The examples above use the structure ‘Turn right/left at the 1st/2nd/3rd corner’ but you may choose to teach ‘Turn right/left onto Smith Street.’ or ‘Go three blocks and turn right/left.’ or ‘Take the 1st/2nd/3rd right/left after the school.’

Happy teaching!

Reading skill

                Today, I would like to talk about “South food” Food important for health, because it’s have energy, nutrient, vitamins, and minerals naturally found in food can improve your health and help you live a long, active life.

            Every day, I eat things that are good for my health such as rice, milk, and vegetable.Every day, I eat things that are good for my health such as chips, soda and alcoholGang liang or Soup from the South is good food for your health,  In Gang liang have Anana blossom or hua plee, lotus or saibua ,zacchinic, gourd, Black pepper, In black pepper has a stimulating effect on the digaetive organs and can help relieve indigestion. Garlic has many health benefits such as lower cholesterol used to treat coughs and coldsGang liang or Soup from the South is The bad food for your health. If you eat too much Black pepper will make apthous ulcer and alkaloids \in black pepper will be change as carcinogens.

            To conclude everyone should take care of your health and body, because you only have 1 life.  

Reading skill

                      Today I read about Appropriate Classroom Materials. In the ESL teaching world there is currently a continuing debate as to which type of class materials for oral and listening activities is more suitable. The choices are between authentic dialogues and materials taken from authentic sources such as radio interviews, magazine articles etc. and scripted dialogues prepared especially for the lesson by the teacher or some other English teaching source. Generally, the argument for authentic materials is that the materials should represent what learners will be confronted with in everyday life when using English. On the other hand, proponents of scripted materials feel that by preparing the material students are not introduced to issues that may be beyond the scope of the current level. Both arguments are equally valid, and it is my own practice to use both types of materials in my classes. Below is a consideration of what I consider the main advantages and disadvantages of both types of materials.

           

      Listening skill 

            Today I listen VOA special English Agriculture report about Cacao or cocoa trees grown in hot, rainy areas of Africa, Asia and Central and South America. Their beans are used to make cocoa powder, cocoa butter and of course chocolate. There are five to six million growers, maybe more. Many are poor family farmers with only a few hectares.

           

            The trees produce the most pods when they are ten, but they are still productive long. The workers use large knives to cut the lower pods and long tools to remove pods from high on the tree. A half gram of chocolate requires about four hundred beans. The world cocoa foundation says an average pod contains twenty to fifty beans and growers may lose perhaps one-third of their harvest to diseases and insects. But now scientists have genetic maps of two kinds of cocoa trees.

            The average West African cocoa farmer produces about four hundred kilos of beans per hectare. But Howard-Yana Shapiro, head of plant science and external research at Mars, thinks that science could greatly increase the yield.

           

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     Listening skill

Listening skill

            Today I listen VOA special English Agriculture report about some studies begin by accident. Cynthia Sagers is a biology professor at the university of Arkansas.

           

            Meredith Schafer is a graduate student. They were traveling in the state of North Dakota on a project. They noticed pretty yellow flowers. Farmer grow canola for seeds to make cooking oil. Canola is used for animal feed and biofuel but the canola plants they saw were not growing in farm fields.

            The researchers decided to test the plants. They had brought along special testing papers for the project they were working on. They crushed some of the leaves in water and added the test strips. The results is the weedy canola plants contained  genetic changes. If a plant is genetically modified, its mean genes have been changed to produce desired qualities.

            The researchers traveled more than five thousand kilometers to find canola. They stopped every eight kilometers to count plants and take samples to test vehicle. They finding at a recent meeting of  the  Ecological Society of America. The scientists found canola plants in almost half of the places they investigated.

          

           They tested a total of two hundred eighty – eight plants. And the plants contained genes from genetically engineered canola. Some crop plants are modified to resist damage from the chemicals that farmers spray to kill weeds. There are two proteins that can give canola the ability to resist two commonly used herbicides.

     Listening skill

            

            Today I listen VOA special English education report about one-fifth of Americans age six to nineteen are considered overweight. To reduce that number some school are teaching children to make better food choices.

            

            The EW Stokes Public Charter School in Washington has started to include foods in third-grade math and English program. The school formed a partnership with Seedling Project, an environmental in California. Peter Nalli is a curriculum director for a program called Farm to Desk says “ One of the main components of our program is our belief that if kids are exposed to positive and healthy food”

The students in eight and nine years old in math class how to make combinations. For example, they figured the difference combinations with a pizza and two toppings. The school buys most of food from local farms but the school has a garden for the students to grow some of the vegetables. Some teachers says “students love its” and “we have a salad bar at the school.” The students love salad bar, fruits and vegetables.

            

             Students learn from teachers and outside experts, like the owner of an environmentally friendly business. They also learn how to prepare business plan that they can use to help pay for college.

Knowing the Difference Between ESL and EFL is Important

                         written by: William Lake • edited by: Carly Stockwell • updated: 7/2/2013

            

            Teaching English as a Foreign Language (EFL) typically take place in a foreign country, usually with students from the same country. In contrast, English as a Second Language (ESL) classes takes place in an English-speaking country, with students from all different backgrounds.

            English as a Second Language (ESL) and English as a Foreign Language (EFL) require two different strategies for teaching for a number of reasons. Most people don’t know the difference between the two and don’t consider the difference when they set out to teach English. It’s important to know what each one is so that the different needs of the students can be met.

EFL is where the teacher teaches English to students in a country where English isn’t the native language. For example, a Chinese student learning English in China would fall under this category.

           On the other hand, ESL is where English is taught to students in a country where English is the primary language. An example of this is where a Chinese student is learning English in Australia. The difference between ESL and EFL might seem little at first, but they do require very different teaching strategies to meet the aims and objectives of the students.

           For starters, an ESL classroom is far more likely to have students from many different countries, all with different native languages, whereas an EFL classroom isn’t. In this instance, the teacher needs to be prepared for different cultures and different linguistic mistakes along the way.

           A student from Korea, for example, is going to have different pronunciation mistakes from a student that comes from France. On the other hand, a classroom of EFL students will usually all be from the same country. They will have the same culture and make similar mistakes in the target language. Therefore, these mistakes can be rectified by the teacher as a whole rather than individually with the ESL learner.

           

          Moreover, ESL students will also have a different reason for learning English. If they are living in an English speaking country, they will definitely have a communicative need for learning English very quickly so that they can go about their everyday lives with ease. An EFL student is far more likely to be learning the language for academic purposes and the emphasis of teaching will be different.

Reading skill

Using Communication Games to Teach English

Reference  http://www.brighthubeducation.com/esl-teaching-tips/124028-communication-games-for-your-classroom/

            Are you in need of a good communication game for your classroom? Learn how to play four easily manageable and creative games with your ESL students right here.

Exercises for the ESL Classroom

            Regardless of what country you are teaching in, speaking and communicating in a foreign language with confidence is something that is very difficult.Students may fear being embarrassed by not speaking correctly or by making grammar mistakes. You do not want your students to be scared to speak; in fact, you want them ready to speak at every opportunity given. Playing a game is a great way for students to be more relaxed and eager to practice speaking.

Make a Story with These Five Words

            This game, for lack of a better name, is called "Make a Story with These Five Words." It is a great way to review how to use English vocabulary that is being learned as well as how to learn how to tell an organized and funny story in English. Some of the stories students come up with will have you laughing as well. The students should create a chain story; this means the second student must start his story where the last student ended her story. This forces students to listen to each story and keeps the class on their toes.

Survey Game

            The "Survey Game" is a great way to get students up and moving. It can be played among all levels of English students. It is also a great method for letting students get to know each other by communicating in English. All you have to do is create a questionnaire and have students complete it by asking other students the questions on it. Here is an example of how it works.

Role Play

            Role play scenarios are wonderful for teaching students useful, everyday English. It also works for all ages and levels. I have done role play activities with students as young as three years old and as old as 30. Be sure to adjust the difficulty and complexity of this communication game according to the age and level.

            Role play can simulate a variety of activities and scenarios, such as going to the bank, visiting a doctor, or hanging out with a group of friends at a bar. Simulating real life scenarios in this way greatly increases English communication ability among your students.

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            To change the concept of learning English as a foreign language to learning English as a second language is a difficult task. Many other countries are trying to do the same thing.

Firstly, English has to be taught as a mandatory class in schools in Indonesia as early as pre-school or kindergarten.

Secondly, each student needs an English language atmosphere where they are able to use English in natural situations--this is very difficult to do outside the classroom. Obviously most Indonesian kids will simply use their mother tongue, Malay, outside of class.

For younger students, I would recommend staying away from the use of books that limit the use of English to set phrases. Watching T.V. shows in English, listening to music and reading stories are also good ways for young children to acquire a solid working knowledge of English at an early age.

Lastly, English, being a language widely spoken language throughout the world, is arguably the most important language in the world. Making parents more aware of the great advantages in learning English as well as letting students understand its importance will make it easier to get kids motivated about learning English.

In the end, learning another language is very difficult and requires time and effort. The key is to create an environment at an early age where kids are speaking English everyday, in natural situations. The difficulty is in how to create that atmosphere.

Learning Log

Inside classroom, July 15, 2013

Today, teacher adds assignments about when I go to observation at school. I must record VDO and note information when observation at school.

          Exploring teaching

1.         Audio or Video record a lesson

2.         Written accounts of lesson

3.         Teaching journal

4.         Case reports

5.         Teaching portfolio

6.         Critical incidents

7.         Action research

8.         Student teacher support groups

Focus of the observation:

1.         Lesson structure

·      The way the lesson opens, develop, and closes

·      The number of activities that constitute the lesson

·      The links and transitions between activities

2.         Classroom management strategies

·      Setting up groups

·      Maintaining order

·      Time management

·      Searing arrangement

3.         Types of teaching activities

·      Whole class activities

·      Pair and group activities

·      Individual activities

4.         Teaching strategies

·      Presenting tasks

·      Organizing practice

·      Teaching technique

5.         Teacher’s use of materials

·      Use of the text books

6.         Teacher’s use of language

·      Use of instructional language

·      Use of question

·      Feedback technique

·      Explanations of vocabulary and grammar

7.         Student’s use of language

·      Use of language in group work

·      Use of the mother tongue during class

·      Problems with grammar

8.         Student interaction

Task: Choose a topic that interests and the basic of an action research project during your teaching practice in the next semester.

Reading skill

Teaching Yes/No Questions With Do or Does in English

References: Murphy, Raymond, English Grammar in Use. London: Cambridge University Press, 2004.

http://suite101.com/article/teaching-writing-skills-to-english-second-language-students-a304526

                                     

                Yes/no questions are different from "Wh-" questions and are easier to teach. It’s a polar questions or closed questions. Students don’t know the form this type of question, so teachers must be clear the steps that need to be taken to form a yes/no question. It is best to begin with revising how to conjugate, in the simple present.

       

                Sentences with form of "to be" and the following modals: can, could, shall, should, will, would, must, may and might must inverted to form a yes/no question. Sentences with other verbs that are not found above must use "do" or "does" to form a yes/no question. So students need to use "do" or "does" to form a question. The correct form of the question will be "Does Lynne want ice-cream?" and students may use whichever form they are comfortable with ESL Games for Yes/No Questions.

A lot of ESL games can adapted to practice different language structures and vocabulary such as Spin the Bottle and The Yes/No Card Game it’s can help students easy to understand Yes/No Questions.

Spin the Bottle : This is a spin-off of the classic Spin the Bottle party game. Props include an empty water bottle of any size.

The Yes/No Card Game : This game is based on the Happy Families card game and takes a bit of preparation beforehand.

                Teaching yes/no questions with "do" or "does" may take one or two lessons depending on the level of the students.Teaching yes/no questions with "do" or "does" It may be necessary to play a few more ESL games, creating opportunities for students to use yes/no questions in real-life, authentic situations before they become comfortable with asking them.I think teaching yes/no questions with "do" or "does" by using games for teach students can encourage students easy to learn and understand.

Reading skill

 

Asking for Directions: A Lesson Plan For ESL Students

Reference: http://www.brighthubeducation.com/esl-teaching-tips/86390-approaches-to-teaching-english-as-a-second-language/

written by: Louanne Piccolo • edited by: Linda M. Rhinehart Neas • updated: 8/16/2012

       Students will need to know the necessary vocabulary to be able to give and ask for directions in the information gap activity. There are a number of ways to teach vocabulary in ESL but one of the most common and successful is through brainstorming. Brainstorming is an excellent exercise for revising and learning new vocabulary.

        Teacher can write the word "directions" in the middle of the board and ask for students to give as many words as they can think of related to directions. Vocabulary related to teaching and learning directions is:

·         street or road

·         street corner

·         pedestrian crossing or zebra crossing

·         traffic lights

·         building

·         crossroads or intersection

·         roundabout or traffic circle

·         bridge

·         pavement or sidewalk

·         go straight

·         turn left / turn right

·         continue

·         on your left / on your right

·         in front of / behind

·         until you get to

·         cross the road

·         opposite

·         next to

·         at the end of

       Teaching ESL means putting students in real-life situations that they are likely to encounter outside of the classroom and preparing them to be able to communicate effectively in these situations.

       The lesson can proceed as follows: Students must put into pairs and given photocopies of the same maps. Teacher can leave the maps as they are or different information from each map so that each student has a map with different information.

       Student has a list of destinations for which they must ask directions from their partner. At the top of this list, write sentences such as "Excuse me, can you tell me the way to...?" and "How can I get to...?" to help students form the correct questions.

       While students are asking and giving directions, teacher can walk around students to make sure they are using the correct vocabulary, sentence and question construction.

       An ESL lesson plan for building direction resources as well as the activities can be easy and fun for teachers and students. This activity is related to a practical real-life situation that students will most certainly find themselves for traveling.