วันอาทิตย์ที่ 20 กุมภาพันธ์ พ.ศ. 2554
Social Service'53
We went to Wat Pha Don Nard Temple to do social service. We cleaned the temple, growed the plants and pray the monk.
Speaking skill
Teaching Speaking
Strategies for Developing Speaking Skills
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.
1. Using minimal responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.
2. Recognizing scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
3. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.
Reading Skill
You are expected to do much more reading at university than at school or college; it's not called ‘reading for a degree' for nothing.
Here are five tips to help you improve your reading:
1. Styles of readingThere are three styles of reading which we use in different situations:
Scanning: for a specific focus
The technique you use when you're looking up a name in the phone book: you move your eye quickly over the page to find particular words or phrases that are relevant to the task you're doing.
It's useful to scan parts of texts to see if they're going to be useful to you:
the introduction or preface of a book
the first or last paragraphs of chapters
the concluding chapter of a book.
Skimming: for getting the gist of something
The technique you use when you're going through a newspaper or magazine: you read quickly to get the main points, and skip over the detail. It's useful to skim:
to preview a passage before you read it in detail
to refresh your understand of a passage after you've read it in detail.
Use skimming when you're trying to decide if a book in the library or bookshop is right for you.
Detailed reading: for extracting information accurately
Where you read every word, and work to learn from the text.
In this careful reading, you may find it helpful to skim first, to get a general idea, but then go back to read in detail. Use a dictionary to make sure you understand all the words used.
2. Active reading
When you're reading for your course, you need to make sure you're actively involved with the text. It's a waste of your time to just passively read, the way you'd read a thriller on holiday.
Always make notes to keep up your concentration and understanding.
Here are four tips for active reading.
Underlining and highlighting
Pick out what you think are the most important parts of what you are reading. Do this with your own copy of texts or on photocopies, not with borrowed books.
If you are a visual learner, you'll find it helpful to use different colours to highlight different aspects of what you're reading.
Note key words
Record the main headings as you read. Use one or two keywords for each point. When you don't want to mark the text, keep a folder of notes you make while reading.
Questions
Before you start reading something like an article, a chapter or a whole book, prepare for your reading by noting down questions you want the material to answer. While you're reading, note down questions which the author raises.
Summaries
Pause after you've read a section of text. Then:
put what you've read into your own words;
skim through the text and check how accurate your summary is and
fill in any gaps.
3. A tip for speeding up your active reading
You should learn a huge amount from your reading. If you read passively, without learning, you're wasting your time. So train your mind to learn.
Try the SQ3R technique. SQ3R stands for Survey, Question, Read, Recall and Review.
Survey
Gather the information you need to focus on the work and set goals:
Read the title to help prepare for the subject
Read the introduction or summary to see what the author thinks are the key points
Notice the boldface headings to see what the structure is
Notice any maps, graphs or charts. They are there for a purpose
Notice the reading aids, italics, bold face, questions at the end of the chapter. They are all there to help you understand and remember.
Question
Help your mind to engage and concentrate. Your mind is engaged in learning when it is actively looking for answers to questions.
Try turning the boldface headings into questions you think the section should answer.
Read
Read the first section with your questions in mind. Look for the answers, and make up new questions if necessary.
Recall
After each section, stop and think back to your questions. See if you can answer them from memory. If not, take a look back at the text. Do this as often as you need to.
Review
Once you have finished the whole chapter, go back over all the questions from all the headings. See you if can still answer them. If not, look back and refresh your memory.
See also: Taking notes, Gathering information
4. Spotting authors' navigation aids
Learn to recognise sequence signals, for example:
"Three advantages of..." or "A number of methods are available..." leads you to expect several points to follow.
The first sentence of a paragraph will often indicate a sequence: "One important cause of..." followed by "Another important factor..." and so on, until "The final cause of..."
General points are often illustrated by particular examples, for example:
General: Birds' beaks are appropriately shaped for feeding.
Particular: Sparrows and other seed-eating birds have short, stubby beaks; wrens and other insect eaters have thin pointed beaks; herons and other fish hunters have long, sharp beaks for spearing their prey.
Whatever you are reading, be aware of the author's background. It is important to recognise the bias given to writing by a writer's political, religious, social background. Learn which newspapers and journals represent a particular standpoint.
5. Words and vocabulary
When you're a graduate people expect you to use a vocabulary which is wider than a school-leaver's. To expand your vocabulary:
Choose a large dictionary rather than one which is ‘compact' or ‘concise'. You want one which is big enough to define words clearly and helpfully (around 1,500 pages is a good size).
Avoid dictionaries which send you round in circles by just giving synonyms. A pocket dictionary might suggest: ‘impetuous = rash'.
A more comprehensive dictionary will tell you that impetuous means ‘rushing with force and violence', while another gives ‘liable to act without consideration', and add to your understanding by giving the derivation ‘14th century, from late Latin impetuous = violent'.
It will tell you that rash means ‘acting without due consideration or thought', and is derived from Old High German rasc = hurried.
So underlying these two similar words is the difference between violence and hurrying.
There are over 600,000 words in the Oxford English Dictionary; most of them have different meanings, (only a small proportion are synonyms).
Avoid dictionaries which send you round in circles by using very complicated language to define the term you're looking up, leaving you struggling to understand half a dozen new words.
Keep your dictionary at hand when you're studying. Look up unfamiliar words and work to understand what they mean.
Improve your vocabulary by reading widely.
If you haven't got your dictionary with you, note down words which you don't understand and look them up later.
Here are five tips to help you improve your reading:
1. Styles of readingThere are three styles of reading which we use in different situations:Scanning: for a specific focus
The technique you use when you're looking up a name in the phone book: you move your eye quickly over the page to find particular words or phrases that are relevant to the task you're doing.
It's useful to scan parts of texts to see if they're going to be useful to you:
the introduction or preface of a book
the first or last paragraphs of chapters
the concluding chapter of a book.
Skimming: for getting the gist of something
The technique you use when you're going through a newspaper or magazine: you read quickly to get the main points, and skip over the detail. It's useful to skim:
to preview a passage before you read it in detail
to refresh your understand of a passage after you've read it in detail.
Use skimming when you're trying to decide if a book in the library or bookshop is right for you.
Detailed reading: for extracting information accurately
Where you read every word, and work to learn from the text.
In this careful reading, you may find it helpful to skim first, to get a general idea, but then go back to read in detail. Use a dictionary to make sure you understand all the words used.
2. Active reading
When you're reading for your course, you need to make sure you're actively involved with the text. It's a waste of your time to just passively read, the way you'd read a thriller on holiday.
Always make notes to keep up your concentration and understanding.
Here are four tips for active reading.
Underlining and highlighting
Pick out what you think are the most important parts of what you are reading. Do this with your own copy of texts or on photocopies, not with borrowed books.
If you are a visual learner, you'll find it helpful to use different colours to highlight different aspects of what you're reading.
Note key words
Record the main headings as you read. Use one or two keywords for each point. When you don't want to mark the text, keep a folder of notes you make while reading.
Questions
Before you start reading something like an article, a chapter or a whole book, prepare for your reading by noting down questions you want the material to answer. While you're reading, note down questions which the author raises.
Summaries
Pause after you've read a section of text. Then:
put what you've read into your own words;
skim through the text and check how accurate your summary is and
fill in any gaps.
3. A tip for speeding up your active reading
You should learn a huge amount from your reading. If you read passively, without learning, you're wasting your time. So train your mind to learn.
Try the SQ3R technique. SQ3R stands for Survey, Question, Read, Recall and Review.
Survey
Gather the information you need to focus on the work and set goals:
Read the title to help prepare for the subject
Read the introduction or summary to see what the author thinks are the key points
Notice the boldface headings to see what the structure is
Notice any maps, graphs or charts. They are there for a purpose
Notice the reading aids, italics, bold face, questions at the end of the chapter. They are all there to help you understand and remember.
Question
Help your mind to engage and concentrate. Your mind is engaged in learning when it is actively looking for answers to questions.
Try turning the boldface headings into questions you think the section should answer.
Read
Read the first section with your questions in mind. Look for the answers, and make up new questions if necessary.
Recall
After each section, stop and think back to your questions. See if you can answer them from memory. If not, take a look back at the text. Do this as often as you need to.
Review
Once you have finished the whole chapter, go back over all the questions from all the headings. See you if can still answer them. If not, look back and refresh your memory.
See also: Taking notes, Gathering information
4. Spotting authors' navigation aids
Learn to recognise sequence signals, for example:
"Three advantages of..." or "A number of methods are available..." leads you to expect several points to follow.
The first sentence of a paragraph will often indicate a sequence: "One important cause of..." followed by "Another important factor..." and so on, until "The final cause of..."
General points are often illustrated by particular examples, for example:
General: Birds' beaks are appropriately shaped for feeding.
Particular: Sparrows and other seed-eating birds have short, stubby beaks; wrens and other insect eaters have thin pointed beaks; herons and other fish hunters have long, sharp beaks for spearing their prey.
Whatever you are reading, be aware of the author's background. It is important to recognise the bias given to writing by a writer's political, religious, social background. Learn which newspapers and journals represent a particular standpoint.
5. Words and vocabulary
When you're a graduate people expect you to use a vocabulary which is wider than a school-leaver's. To expand your vocabulary:
Choose a large dictionary rather than one which is ‘compact' or ‘concise'. You want one which is big enough to define words clearly and helpfully (around 1,500 pages is a good size).
Avoid dictionaries which send you round in circles by just giving synonyms. A pocket dictionary might suggest: ‘impetuous = rash'.
A more comprehensive dictionary will tell you that impetuous means ‘rushing with force and violence', while another gives ‘liable to act without consideration', and add to your understanding by giving the derivation ‘14th century, from late Latin impetuous = violent'.
It will tell you that rash means ‘acting without due consideration or thought', and is derived from Old High German rasc = hurried.
So underlying these two similar words is the difference between violence and hurrying.
There are over 600,000 words in the Oxford English Dictionary; most of them have different meanings, (only a small proportion are synonyms).
Avoid dictionaries which send you round in circles by using very complicated language to define the term you're looking up, leaving you struggling to understand half a dozen new words.
Keep your dictionary at hand when you're studying. Look up unfamiliar words and work to understand what they mean.
Improve your vocabulary by reading widely.
If you haven't got your dictionary with you, note down words which you don't understand and look them up later.
Writing Skill
Teaching Writing Skills
Writing, while natural talent helps, is primarily a learned art, with students being taught all the formal and technical aspects and relying primarily on their own creativity to create. Teaching writing skills can be difficult for any teacher, since the approach will be different for almost every student. Some will learn quickly, while others will need some encouragement and more attention to ensure they understand what they are being taught. There is a general learning arc that most students will go through, regardless of their age.
• Learning basic sentence structure.
• Increasing vocabulary and spelling,
• Increased knowledge of grammatical rules.
• Introduction of new forms of writing.
• Perfecting the language used in each of these new forms.
There's the basic in a nutshell, but how do you create writers using these basis for teaching? One thing excluded from this is actually knowing script and print writing. You can use a cursive writing chart to learn the basics of script writing, while print should already be known.
- Learning Basic Sentence Structure
- Increase Vocabulary and Spelling
- Increased Knowledge of Grammatical Rules and Introducing New
Writing Forms
Tips For Teaching Writing Skills
Learning how to write can be difficult, especially if you are trying to learn both the rules of writing, writing styles, vocabulary, and grammar all at the same time. These tips can help you to both teach writing skills and help your students to learn.
• Have students write about familiar subjects. Things like what they did over their Christmas vacation, about the pets they own, and what kind of food they like are great ways to start. Over time, start making it more specific. Things like what Native Americans lived in Montana or what did you do for Christmas last year will start to help them develop analytical thinking skills while still developing their writing skills.
• Teach them brainstorming techniques early. This will help them to develop clear thoughts and stay organized in their writing.
• Have students write letters and stories to each other. Note passing may become a problem, but if you build it into your lesson plan, where's the issue. This will show students how others are writing and bring give them new ideas on how to develop their writing.
• Revision is the best way to learn spelling and grammar. Those who can edit writing can write, and the other way around.
• Start to introduce different styles of writing and tones, giving young writers a more dynamic range they can build on later.
• Encourage Reading. This is very important. Students will gain a more diverse pool of examples they can draw from in their own writing. Students who read will become students who write well.
• Be patient with students. If you become frustrated with them, they will become discouraged. Some people learn faster than others, but all students will learn more from a calm teacher than and angry one.
• Writing does not just include one medium. Make sure your students are familiar with both electronic writing and handwriting. Even with the advances in computer technology, handwriting is still a key skill to have.
Writing, while natural talent helps, is primarily a learned art, with students being taught all the formal and technical aspects and relying primarily on their own creativity to create. Teaching writing skills can be difficult for any teacher, since the approach will be different for almost every student. Some will learn quickly, while others will need some encouragement and more attention to ensure they understand what they are being taught. There is a general learning arc that most students will go through, regardless of their age.
• Learning basic sentence structure.
• Increasing vocabulary and spelling,
• Increased knowledge of grammatical rules.
• Introduction of new forms of writing.
• Perfecting the language used in each of these new forms.
There's the basic in a nutshell, but how do you create writers using these basis for teaching? One thing excluded from this is actually knowing script and print writing. You can use a cursive writing chart to learn the basics of script writing, while print should already be known.
- Learning Basic Sentence Structure
- Increase Vocabulary and Spelling
- Increased Knowledge of Grammatical Rules and Introducing New
Writing Forms
Tips For Teaching Writing Skills
Learning how to write can be difficult, especially if you are trying to learn both the rules of writing, writing styles, vocabulary, and grammar all at the same time. These tips can help you to both teach writing skills and help your students to learn.
• Have students write about familiar subjects. Things like what they did over their Christmas vacation, about the pets they own, and what kind of food they like are great ways to start. Over time, start making it more specific. Things like what Native Americans lived in Montana or what did you do for Christmas last year will start to help them develop analytical thinking skills while still developing their writing skills.
• Teach them brainstorming techniques early. This will help them to develop clear thoughts and stay organized in their writing.
• Have students write letters and stories to each other. Note passing may become a problem, but if you build it into your lesson plan, where's the issue. This will show students how others are writing and bring give them new ideas on how to develop their writing.
• Revision is the best way to learn spelling and grammar. Those who can edit writing can write, and the other way around.
• Start to introduce different styles of writing and tones, giving young writers a more dynamic range they can build on later.
• Encourage Reading. This is very important. Students will gain a more diverse pool of examples they can draw from in their own writing. Students who read will become students who write well.
• Be patient with students. If you become frustrated with them, they will become discouraged. Some people learn faster than others, but all students will learn more from a calm teacher than and angry one.
• Writing does not just include one medium. Make sure your students are familiar with both electronic writing and handwriting. Even with the advances in computer technology, handwriting is still a key skill to have.
Listening Skill
People need to practice and acquire skills to be good listeners, because a speaker cannot throw you information in the same manner that a dart player tosses a dart at a passive dartboard. Information is an intangible substance that must be sent by the speaker and received by an active listener.
THE FACE IT SOLUTION FOR EFFECTIVE LISTENING
Many people are familiar with the scene of the child standing in front of dad, just bursting to tell him what happened in school that day. Unfortunately, dad has the paper in front of his face and even when he drops the paper down half-way, it is visibly apparent that he is not really listening.
A student solved the problem of getting dad to listen from behind his protective paper wall. Her solution was to say, "Move your face, dad, when I'm talking to you.'' This simple solution will force even the poorest listener to adopt effective listening skills because it captures the essence of good listening.
GOOD LISTENERS LISTEN WITH THEIR FACES
The first skill that you can practice to be a good listener is to act like a good listener. We have spent a lot of our modern lives working at tuning out all of the information that is thrust at us. It therefore becomes important to change our physical body language from that of a deflector to that of a receiver, much like a satellite dish. Our faces contain most of the receptive equipment in our bodies, so it is only natural that we should tilt our faces towards the channel of information.
A second skill is to use the other bodily receptors besides your ears. You can be a better listener when you look at the other person. Your eyes pick up the non-verbal signals that all people send out when they are speaking. By looking at the speaker, your eyes will also complete the eye contact that speakers are trying to make. A speaker will work harder at sending out the information when they see a receptive audience in attendance. Your eyes help complete the communication circuit that must be established between speaker and listener.
When you have established eye and face contact with your speaker, you must then react to the speaker by sending out non-verbal signals. Your face must move and give the range of emotions that indicate whether you are following what the speaker has to say. By moving your face to the information, you can better concentrate on what the person is saying. Your face must become an active and contoured catcher of information.
It is extremely difficult to receive information when your mouth is moving information out at the same time. A good listener will stop talking and use receptive language instead. Use the I see . . . un hunh . . . oh really words and phrases that follow and encourage your speaker's train of thought. This forces you to react to the ideas presented, rather than the person. You can then move to asking questions, instead of giving your opinion on the information being presented. It is a true listening skill to use your mouth as a moving receptor of information rather than a broadcaster.
A final skill is to move your mind to concentrate on what the speaker is saying. You cannot fully hear their point of view or process information when you argue mentally or judge what they are saying before they have completed. An open mind is a mind that is receiving and listening to information.
If you really want to listen, you will act like a good listener. Good listeners are good catchers because they give their speakers a target and then move that target to capture the information that is being sent. When good listeners aren't understanding their speakers, they will send signals to the speaker about what they expect next, or how the speaker can change the speed of information delivery to suit the listener. Above all, a good listener involves all of their face to be an active moving listener.
THINGS TO REMEMBER
1. If you are really listening intently, you should feel tired after your speaker has finished. Effective listening is an active rather than a passive activity.
2. When you find yourself drifting away during a listening session, change your body position and concentrate on using one of the above skills. Once one of the skills is being used, the other active skills will come into place as well.
3. Your body position defines whether you will have the chance of being a good listener or a good deflector. Good listeners are like poor boxers: they lead with their faces.
4. Meaning cannot just be transmitted as a tangible substance by the speaker. It must also be stimulated or aroused in the receiver. The receiver must therefore be an active participant for the cycle of communication to be complete.
THE FACE IT SOLUTION FOR EFFECTIVE LISTENING
Many people are familiar with the scene of the child standing in front of dad, just bursting to tell him what happened in school that day. Unfortunately, dad has the paper in front of his face and even when he drops the paper down half-way, it is visibly apparent that he is not really listening.
A student solved the problem of getting dad to listen from behind his protective paper wall. Her solution was to say, "Move your face, dad, when I'm talking to you.'' This simple solution will force even the poorest listener to adopt effective listening skills because it captures the essence of good listening.
GOOD LISTENERS LISTEN WITH THEIR FACES
The first skill that you can practice to be a good listener is to act like a good listener. We have spent a lot of our modern lives working at tuning out all of the information that is thrust at us. It therefore becomes important to change our physical body language from that of a deflector to that of a receiver, much like a satellite dish. Our faces contain most of the receptive equipment in our bodies, so it is only natural that we should tilt our faces towards the channel of information.
A second skill is to use the other bodily receptors besides your ears. You can be a better listener when you look at the other person. Your eyes pick up the non-verbal signals that all people send out when they are speaking. By looking at the speaker, your eyes will also complete the eye contact that speakers are trying to make. A speaker will work harder at sending out the information when they see a receptive audience in attendance. Your eyes help complete the communication circuit that must be established between speaker and listener.
When you have established eye and face contact with your speaker, you must then react to the speaker by sending out non-verbal signals. Your face must move and give the range of emotions that indicate whether you are following what the speaker has to say. By moving your face to the information, you can better concentrate on what the person is saying. Your face must become an active and contoured catcher of information.
It is extremely difficult to receive information when your mouth is moving information out at the same time. A good listener will stop talking and use receptive language instead. Use the I see . . . un hunh . . . oh really words and phrases that follow and encourage your speaker's train of thought. This forces you to react to the ideas presented, rather than the person. You can then move to asking questions, instead of giving your opinion on the information being presented. It is a true listening skill to use your mouth as a moving receptor of information rather than a broadcaster.
A final skill is to move your mind to concentrate on what the speaker is saying. You cannot fully hear their point of view or process information when you argue mentally or judge what they are saying before they have completed. An open mind is a mind that is receiving and listening to information.
If you really want to listen, you will act like a good listener. Good listeners are good catchers because they give their speakers a target and then move that target to capture the information that is being sent. When good listeners aren't understanding their speakers, they will send signals to the speaker about what they expect next, or how the speaker can change the speed of information delivery to suit the listener. Above all, a good listener involves all of their face to be an active moving listener.
THINGS TO REMEMBER
1. If you are really listening intently, you should feel tired after your speaker has finished. Effective listening is an active rather than a passive activity.
2. When you find yourself drifting away during a listening session, change your body position and concentrate on using one of the above skills. Once one of the skills is being used, the other active skills will come into place as well.
3. Your body position defines whether you will have the chance of being a good listener or a good deflector. Good listeners are like poor boxers: they lead with their faces.
4. Meaning cannot just be transmitted as a tangible substance by the speaker. It must also be stimulated or aroused in the receiver. The receiver must therefore be an active participant for the cycle of communication to be complete.
วันเสาร์ที่ 19 กุมภาพันธ์ พ.ศ. 2554
Link B-slim models
Unit: Interest opinion, Topic: Media [M.1]
http://www.4shared.com/file/-UYvRU6J/B-slim_unitinterest_opinion_to.html
Unit: Myself, topic routine [M.1]
http://www.4shared.com/file/gjZF6mTh/B-slim_unit_myself_topic_routi.html
Unit Tourism topic travel arrangment [M.1]
http://www.4shared.com/file/2Rmebuw5/B-slim_unit__tourism_topic_tra.html
Unit: Interests / Opinion Topic: Places to go sub-topic: Concerts [M.3]
http://www.4shared.com/file/YMyhTKxe/_B-slim_nut.html
Unit: Interests opinion topic: movie [M.3]
http://www.4shared.com/file/mMUxEkRG/B-slim_Unit_interests_opinion_.html
Unit: People Topic: activity and friend [M.4]
http://www.4shared.com/file/4rBiF03a/B-Slim_Unit_people_Topic_activ.html
Unit: Health topic: how to keep fit [M.4]
http://www.4shared.com/file/no4fWYgL/B-slim_unit_health_topic_how_t.html
Unit: Personal relationship topic: personal trails [M.4]
http://www.4shared.com/file/i_a9TIuK/B-SLIM_unit_personal_relations.html
Unit: Health topic: food groups [M.5]
http://www.4shared.com/file/7_Zi84hi/B-Slim_unit_health_topic_food_.html
Unit: Health topic: Sport and Exercise [M.5]
http://www.4shared.com/file/upDtJg6H/b-slim_unit_health_topic_Sport.html
Unit: Tourism topic: travel arrangment [M.5]
http://www.4shared.com/file/nMiXoGH8/b-slim_unit_tourism_topic_trav.html
http://www.4shared.com/file/-UYvRU6J/B-slim_unitinterest_opinion_to.html
Unit: Myself, topic routine [M.1]
http://www.4shared.com/file/gjZF6mTh/B-slim_unit_myself_topic_routi.html
Unit Tourism topic travel arrangment [M.1]
http://www.4shared.com/file/2Rmebuw5/B-slim_unit__tourism_topic_tra.html
Unit: Interests / Opinion Topic: Places to go sub-topic: Concerts [M.3]
http://www.4shared.com/file/YMyhTKxe/_B-slim_nut.html
Unit: Interests opinion topic: movie [M.3]
http://www.4shared.com/file/mMUxEkRG/B-slim_Unit_interests_opinion_.html
Unit: People Topic: activity and friend [M.4]
http://www.4shared.com/file/4rBiF03a/B-Slim_Unit_people_Topic_activ.html
Unit: Health topic: how to keep fit [M.4]
http://www.4shared.com/file/no4fWYgL/B-slim_unit_health_topic_how_t.html
Unit: Personal relationship topic: personal trails [M.4]
http://www.4shared.com/file/i_a9TIuK/B-SLIM_unit_personal_relations.html
Unit: Health topic: food groups [M.5]
http://www.4shared.com/file/7_Zi84hi/B-Slim_unit_health_topic_food_.html
Unit: Health topic: Sport and Exercise [M.5]
http://www.4shared.com/file/upDtJg6H/b-slim_unit_health_topic_Sport.html
Unit: Tourism topic: travel arrangment [M.5]
http://www.4shared.com/file/nMiXoGH8/b-slim_unit_tourism_topic_trav.html
Link CALL models
Unit: Environment Topic: Pollutions and garbage M.4
http://www.4shared.com/dir/VoQZJs1N/sharing.html
Unit: Occupation Topic: Future career M.4
http://www.4shared.com/file/LZO7QhcZ/call.html
Unit: Science and technology Topic: Energy sources M.5
http://www.4shared.com/file/uZ5iMBfY/Untitled-Energy_sources_M5.html
Unit: Weather Topic: Clothing M.1
http://www.4shared.com/file/QFbQfT9j/TestCALL2.html
Unit: School Topic: Time P.6
http://www.4shared.com/file/H5uVP9-s/CALL4.html
Unit: Environment Topic: How to preserve the environment M.4
http://www.4shared.com/file/KWMqZrxv/call_2.html
Unit: Interest/opinion Topic: Color P.3
http://www.4shared.com/file/NgOR8bUx/Untitled-1.html
Unit: Travel Topic: Places in the town P.4
http://www.4shared.com/file/YaisQPht/Travel.html
Unit: Relationship with other people M.2
http://www.4shared.com/file/qEv61SXf/call1.html
Unit: Health Topic: How to keep fit
http://www.4shared.com/file/QthomOM7/exer2.html
Unit: Interest/opinion Topic: Fruit P.6
http://www.4shared.com/file/a5uhi_KQ/Call_6.html
http://www.4shared.com/dir/VoQZJs1N/sharing.html
Unit: Occupation Topic: Future career M.4
http://www.4shared.com/file/LZO7QhcZ/call.html
Unit: Science and technology Topic: Energy sources M.5
http://www.4shared.com/file/uZ5iMBfY/Untitled-Energy_sources_M5.html
Unit: Weather Topic: Clothing M.1
http://www.4shared.com/file/QFbQfT9j/TestCALL2.html
Unit: School Topic: Time P.6
http://www.4shared.com/file/H5uVP9-s/CALL4.html
Unit: Environment Topic: How to preserve the environment M.4
http://www.4shared.com/file/KWMqZrxv/call_2.html
Unit: Interest/opinion Topic: Color P.3
http://www.4shared.com/file/NgOR8bUx/Untitled-1.html
Unit: Travel Topic: Places in the town P.4
http://www.4shared.com/file/YaisQPht/Travel.html
Unit: Relationship with other people M.2
http://www.4shared.com/file/qEv61SXf/call1.html
Unit: Health Topic: How to keep fit
http://www.4shared.com/file/QthomOM7/exer2.html
Unit: Interest/opinion Topic: Fruit P.6
http://www.4shared.com/file/a5uhi_KQ/Call_6.html
วันศุกร์ที่ 18 กุมภาพันธ์ พ.ศ. 2554
My VDO Teaching
วันพฤหัสบดีที่ 17 กุมภาพันธ์ พ.ศ. 2554
Why writing skills are important?
Of all the classes I took in college and graduate school, the two that have helped me most in my career have been English Composition and Business English. In these classes I learned effective writing skills, which I have used in every job I have ever had. No other job but my work on this site included writing as part of my job description. In spite of this, I was required to write in every job, and it was taken for granted that I would be able to do this. This is the case with most jobs -- whether you must write internal memos, correspond with clients, or help design sales materials. Writing beautiful prose and poetry is a talent. Writing effectively, however, is a skill that can be learned.
Organize Your Writing
Whether you are writing a memo to your co-worker or a report for your boss, you should decide what information you want to convey. Here is how to do this:
1.List each item you need to discuss in your memo or report.
2.Put them in order — from most to least important
3.Write a brief summary of your entire memo — this will be your first paragraph.
4.Expand on each item listed in step 1.
5.If any action needs to be taken by the recipient, state that in your closing paragraph.
Some Tips
Avoid wordiness. Say out loud what you are trying to write. Listen to how the words sound. For example, the sentence, "I found out that I should take a look at our past sales figures in order to come up with a plan to help us re-evaluate our sales technique" could be more simply stated as "I must take a look at our past sales figures to re-evaluate our sales technique."
Write for your audience. Use simple language. You don't want the reader to need a dictionary to decipher what you are trying to say. You should not try to impress your reader with your huge vocabulary. Chances are you will frustrate your reader instead. Most people are juggling several tasks at the same time, and are interested in receiving only necessary information. You are responsible for making this happen. Instead of saying, "His gregarious nature credentials him as a superlative candidate for the job," say "His friendliness makes him a top candidate for the job."
Stay away from jargon your reader may not understand. If your work is very technical, but the person you are writing to is not well versed in that field, stick to words that person will understand. For example, if you are a Web site designer, this sentence in a memo to your client, a psychologist, will make no sense: "What would you like me to use as the BGCOLOR for your site: #ADD8E6 or #FFFFFF?" Anyone proficient in Web page design knows that this question can be translated to "What would you like the background color of your site to be: Light Blue or White?" However, don't expect your client to be more familiar with this technical jargon than you would be with her discussion of a psychological term such as trichotillomania.
A cliche a day keeps the reader away — or at least it does not make him or her remember what you are saying. You want your writing to be memorable. Because we hear cliches often, we become desensitized to them. The words, then, are not uniquely associated with your writing. Rather than saying "Don't put off until tomorrow what you can do today" in a memo to a subordinate you are trying to motivate. Simply say, "Stop procrastinating. Get the job done now."
When possible, use the active voice. The active voice makes your sentence stronger and usually shorter. Let's try these examples. Passive voice: "Sales increased due to the networking I did." Active voice: "My networking increased sales."
Don't be redundant. It is not necessary to say "2 p.m. in the afternoon" or "the expectant pregnant woman." Saying "2 p.m." or "2 in the afternoon" or "the expectant woman" or "the pregnant woman" all convey what you want to say and are less wordy.
Of course pay attention to grammar. Use Strunk and White's Elements of Style, available on the Web. A good dictionary should be nearby, along with a thesaurus. A thesaurus will allow you to keep your writing fresh by helping you find a variety of words to use. Many of these resources are available online.
Proofreading is one of the most important things you can do. Since you probably do most of your writing on a computer, you have access to automated spelling and grammar checkers. Beware though — some words, used in the wrong context may be missed by computerized spell checkers. For example the sentence "To employees attended too meetings two learn about the gnu software," would pass through the spell check without any misspellings being detected. Have someone else proofread your document, if possible. If time allows, put your composition away, and proofread it later, or even better, the next day.
Organize Your Writing
Whether you are writing a memo to your co-worker or a report for your boss, you should decide what information you want to convey. Here is how to do this:
1.List each item you need to discuss in your memo or report.
2.Put them in order — from most to least important
3.Write a brief summary of your entire memo — this will be your first paragraph.
4.Expand on each item listed in step 1.
5.If any action needs to be taken by the recipient, state that in your closing paragraph.
Some Tips
Avoid wordiness. Say out loud what you are trying to write. Listen to how the words sound. For example, the sentence, "I found out that I should take a look at our past sales figures in order to come up with a plan to help us re-evaluate our sales technique" could be more simply stated as "I must take a look at our past sales figures to re-evaluate our sales technique."
Write for your audience. Use simple language. You don't want the reader to need a dictionary to decipher what you are trying to say. You should not try to impress your reader with your huge vocabulary. Chances are you will frustrate your reader instead. Most people are juggling several tasks at the same time, and are interested in receiving only necessary information. You are responsible for making this happen. Instead of saying, "His gregarious nature credentials him as a superlative candidate for the job," say "His friendliness makes him a top candidate for the job."
Stay away from jargon your reader may not understand. If your work is very technical, but the person you are writing to is not well versed in that field, stick to words that person will understand. For example, if you are a Web site designer, this sentence in a memo to your client, a psychologist, will make no sense: "What would you like me to use as the BGCOLOR for your site: #ADD8E6 or #FFFFFF?" Anyone proficient in Web page design knows that this question can be translated to "What would you like the background color of your site to be: Light Blue or White?" However, don't expect your client to be more familiar with this technical jargon than you would be with her discussion of a psychological term such as trichotillomania.
A cliche a day keeps the reader away — or at least it does not make him or her remember what you are saying. You want your writing to be memorable. Because we hear cliches often, we become desensitized to them. The words, then, are not uniquely associated with your writing. Rather than saying "Don't put off until tomorrow what you can do today" in a memo to a subordinate you are trying to motivate. Simply say, "Stop procrastinating. Get the job done now."
When possible, use the active voice. The active voice makes your sentence stronger and usually shorter. Let's try these examples. Passive voice: "Sales increased due to the networking I did." Active voice: "My networking increased sales."
Don't be redundant. It is not necessary to say "2 p.m. in the afternoon" or "the expectant pregnant woman." Saying "2 p.m." or "2 in the afternoon" or "the expectant woman" or "the pregnant woman" all convey what you want to say and are less wordy.
Of course pay attention to grammar. Use Strunk and White's Elements of Style, available on the Web. A good dictionary should be nearby, along with a thesaurus. A thesaurus will allow you to keep your writing fresh by helping you find a variety of words to use. Many of these resources are available online.
Proofreading is one of the most important things you can do. Since you probably do most of your writing on a computer, you have access to automated spelling and grammar checkers. Beware though — some words, used in the wrong context may be missed by computerized spell checkers. For example the sentence "To employees attended too meetings two learn about the gnu software," would pass through the spell check without any misspellings being detected. Have someone else proofread your document, if possible. If time allows, put your composition away, and proofread it later, or even better, the next day.
Why You Need Good Listening Skills?
Several years back there was a public service announcement that ran on television. It talked about the importance of good listening skills and the difference between hearing and listening. Hearing is a physical ability while listening is a skill. Listening skills allow one to make sense of and understand what another person is saying. In other words, listening skills allow you to understand what someone is "talking about".
In 1991 the United States Department of Labor Secretary's Commission on Achieving Necessary Skills (SCANS) identified five competencies and three foundation skills that are essential for those entering the workforce. Listening skills were among the foundation skills SCANS identified.
Why You Need Good Listening Skills
Good listening skills make workers more productive. The ability to listen carefully will allow you to:
•better understand assignments and what is expected of you;
•build rapport with co-workers, bosses, and clients;
•show support;
•work better in a team-based environment;
•resolve problems with customers, co-workers, and bosses;
•answer questions; and
•find underlying meanings in what others say.
How to Listen Well
The following tips will help you listen well. Doing these things will also demonstrate to the speaker that you are paying attention. While you may in fact be able to listen while looking down at the floor, doing so may imply that you are not.
•maintain eye contact;
•don't interrupt the speaker;
•sit still;
•nod your head;
•lean toward the speaker;
•repeat instructions and ask appropriate questions when the speaker has finished.
A good listener knows that being attentive to what the speaker doesn't say is as important as being attentive to what he does say. Look for non-verbal cues such as facial expressions and posture to get the full gist of what the speaker is telling you.
Barriers to Listening
Beware of the following things that may get in the way of listening.
•bias or prejudice;
•language differences or accents;
•noise;
•worry, fear, or anger; and
•lack of attention span.
Listening Starts Early
If you have children you know what it's like to feel like you're talking to a wall. Kids have an uncanny ability to appear to be listening to you while actually paying no attention at all. While this is something that may pass with age it is important to help children develop good listening skills early. They will do better in school and you will keep your sanity. As the SCANS report points out, good listening skills will prepare children to eventually succeed in the workforce.
•When you tell your child to do something, ask him to repeat your instructions;
•Teach your child to maintain eye contact when talking to or listening to someone;
•Read out loud to your child and then engage her in a conversation about what you have read; and
•Engage your child in age-appropriate activities that promote good listening skills.
In 1991 the United States Department of Labor Secretary's Commission on Achieving Necessary Skills (SCANS) identified five competencies and three foundation skills that are essential for those entering the workforce. Listening skills were among the foundation skills SCANS identified.
Why You Need Good Listening Skills
Good listening skills make workers more productive. The ability to listen carefully will allow you to:
•better understand assignments and what is expected of you;
•build rapport with co-workers, bosses, and clients;
•show support;
•work better in a team-based environment;
•resolve problems with customers, co-workers, and bosses;
•answer questions; and
•find underlying meanings in what others say.
How to Listen Well
The following tips will help you listen well. Doing these things will also demonstrate to the speaker that you are paying attention. While you may in fact be able to listen while looking down at the floor, doing so may imply that you are not.
•maintain eye contact;
•don't interrupt the speaker;
•sit still;
•nod your head;
•lean toward the speaker;
•repeat instructions and ask appropriate questions when the speaker has finished.
A good listener knows that being attentive to what the speaker doesn't say is as important as being attentive to what he does say. Look for non-verbal cues such as facial expressions and posture to get the full gist of what the speaker is telling you.
Barriers to Listening
Beware of the following things that may get in the way of listening.
•bias or prejudice;
•language differences or accents;
•noise;
•worry, fear, or anger; and
•lack of attention span.
Listening Starts Early
If you have children you know what it's like to feel like you're talking to a wall. Kids have an uncanny ability to appear to be listening to you while actually paying no attention at all. While this is something that may pass with age it is important to help children develop good listening skills early. They will do better in school and you will keep your sanity. As the SCANS report points out, good listening skills will prepare children to eventually succeed in the workforce.
•When you tell your child to do something, ask him to repeat your instructions;
•Teach your child to maintain eye contact when talking to or listening to someone;
•Read out loud to your child and then engage her in a conversation about what you have read; and
•Engage your child in age-appropriate activities that promote good listening skills.
What are writing skills?
Writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message.
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.
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.
Here are some writing goals
- 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.
Here are some kinds of writing skills:
1.Comprehensibility skills for writing include understanding that writing is communicating messages or information.
2. Fluency skills 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
3. Creativity skills for writing include the ability to write freely anything the learner wants to write.
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