วันศุกร์ที่ 28 มกราคม พ.ศ. 2554

Culture


Culture in the Language Classroom





What is culture?

“The National Center for Cultural Competence defines culture as an ‘integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations’

          What are the different types of culture?

                     In languages, we talk about “big C” and “little c” culture.

What is “big C” culture?

       Big C culture refers to that culture which is most visible. Some visible forms of culture include holidays, art, popular culture, literature, and food. When learning about a new culture, the big C cultural elements would be discovered first; they are the most overt forms of culture.    
   
What is “little c” culture?

       Little c culture, in contrast, in the more invisible type of culture associated with a region, group of people, language, etc. Some examples of little c culture include communication styles, verbal and non-verbal language symbols, cultural norms (what is proper and improper in social interactions), how to behave, myths and legends, etc.
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Multiple Intelligence Theory (MI)


Multiple Intelligences Theory (Gardner)


       

        Developed by Harvard psychologist Howard Gardner in 1983 and subsequently refined, this theory states there are at least seven ways (“intelligences”) that people understand and perceive the world. These intelligences may not be exhaustive. Gardner lists the following:

    * Linguistic. The ability to use spoken or written words.
    * Logical-Mathematical. Inductive and deductive thinking and reasoning abilities, logic, as well as the use of numbers and abstract pattern recognition.
    * Visual-Spatial. The ability to mentally visualize objects and spatial dimensions.
    * Body-Kinesthetic. The wisdom of the body and the ability to control physical motion
    * Musical-Rhythmic. The ability to master music as well as rhythms, tones and beats.
    * Interpersonal. The ability to communicate effectively with other people and to be able to develop relationships.
    * Intrapersonal. The ability to understand one’s own emotions, motivations, inner states of being, and self-reflection.

This theory, while widely popular over the last two decades, has its share of critics. Some argue that Gardner’s theory is based too much on his own intuition rather than empirical data. Others feel that the intelligences are synonymous for personality types.

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Learning Style


Learning Styles




A learning style is the method of educating particular to an individual that is presumed to allow that individual to learn best. The idea of learning styles is a somewhat unfounded deduction of the observation that most people favor particular types of interactions when it comes to learning. Based on this concept, the idea of individualized "learning styles" was created, popularized later by Howard Gardner's Multiple Intelligence Model.

Most of the models of learning styles include the following types:
    * Auditory learning occurs through hearing the spoken word.
    * Kinesthetic learning occurs through doing and interacting.
    * Visual learning occurs through looking at images, mindmaps, demonstrations and body language.

Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability, Robert J. Sternberg listed various cognitive dimensions in his book Thinking Styles (1997). Several other models are also often used when researching learning styles. This includes the Myers Briggs Type Indicator (MBTI), Howard Gardner's Multiple Intelligence Model and the DISC assessment.


From : http://www.innovativelearning.com/teaching/learning_styles.html


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LS  Unit : My Interest/ Opinion   Topic : Animals  (P.3)

http://www.upload-thai.com/download.php?id=4fef7ee1773b0abc358087b5b87873e3 


LS Unit : Place  Topic : General Information  (M.3)

http://www.upload-thai.com/download.php?id=8166f2492475b411e4abef647bf7948d


LS  Unit : Science and Technology 
  Topic : Energy Sources  (M.5)

http://www.upload-thai.com/download.php?id=85b0e78f8fe063b6770a02edb664b5c7



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Cooperative Learning


Cooperative Learning




       Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. 

Cooperative efforts result in participants striving for mutual benefit so that all group members:
  • gain from each other's efforts. (Your success benefits me and my success benefits you.)
  • recognize that all group members share a common fate. (We all sink or swim together here.)
  • know that one's performance is mutually caused by oneself and one's team members. (We can not do it without you.)
  • feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!).
Why use Cooperative Learning?
Research has shown that cooperative learning techniques:
  • promote student learning and academic achievement
  • increase student retention
  • enhance student satisfaction with their learning experience
  • help students develop skills in oral communication
  • develop students' social skills
  • promote student self-esteem
  • help to promote positive race relations

 


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Computer-assisted language learning program (CALL)



CALL (computer assisted language learning)




       Computer Assisted Language Learning (CALL) is often perceived, somewhat narrowly, as an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. Levy (1997:1) defines CALL more succinctly and more broadly as "the search for and study of applications of the computer in language teaching and learning". Levy's definition is in line with the view held by the majority of modern CALL practitioners. For a comprehensive overview of CALL see ICT4LT Module 1.4, Introduction to Computer Assisted Language Learning (CALL)

http://www.llas.ac.uk/resources/gpg/61




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Listening Skill

Listening Skill


Pre-listening




Miss Patcharin Sinjapo

       Pre-listening activities can be brainstorming, discussing the topic of the listening text, predicting and pre-teaching vocabulary. This stage should be restricted to a few minutes.

While-listening




Miss Supawan Parnkaew

While-listening should be a stage at which listening is accompanied by carefully designed activities and experience the pleasure of success. Task-based activities are encouraged. Tasks can be labeling, selecting, form-filling or completing a grid. Students are thus expressing agreement and disagreement, taking notes, making a picture or a diagram according to instructions.


Post-listening



Miss Ladda Khajornmot

Activities of post-listening such as problem solving, summarizing, group discussion and writing as follow-up are necessary. Instead of spending time examining the grammar of the listening text, we take post-listening as a means of reinforcing recently learned material.


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 Listening  Unit: Places   Topic: Tourist Attraction   (M.3)

http://www.4shared.com/file/FPYN6unh/listening.html


Listening  Plan   Unit: Culture        
Topic: Local History  (M.5)

Part 1

http://www.upload-thai.com/download.php?id=d9cb818dc0a9a4248da1dcd8776fbb4d

Part 2

http://www.upload-thai.com/download.php?id=9429962b34d8cde40400ca0eebdcc689


Listening  Plan   Unit: Environment       
Topic: Environment protection    (M.6)

http://www.upload-thai.com/download.php?id=02d41a876181f74e7510f979971cb4f8


Listening  Plan    Unit: Environment      
Topic: How to preserve the environment   (M.4)

http://www.upload-thai.com/download.php?id=cb9778a928546e37ecd3bea9b1ddbb2f



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Speaking Skill

Speaking

Goals and Techniques for Teaching Speaking

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.


Pre-speaking





Miss Ladda Khajornmot


While-speaking




Miss Patcharin Sinjapo


Post-speaking




Miss Supawan Parnkaew

 Welcome to shop the plan 

  

Speaking  Unit: Myself  Topic: Personal Information (P.6)

http://www.upload-thai.com/download.php?id=740807f3eee34209eacb50745a11899e


         Speaking_plan_nok    Unit: Shopping            
Topic: Supermarket  (M.3)

http://www.upload-thai.com/download.php?id=7fcb5c1fe4a5481ce2b3684764b36063


Speaking Unit: Interest /opinion     Topic: Place to go     
Sub-topic: shopping centers  (M.3)

 http://www.upload-thai.com/download.php?id=a53e6d9b1cfe9de48a7cff29c6cfd53c



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