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Wednesday, July 6, 2016

around the world report

เอาฉันทำไม : ส้ม นริศรา อาร์ สยาม


around the world report

เฟสก็หายไลน์ก็เงียบ : เบิ้ล ปทุมราช อาร์ สยาม



around the world report

นู้ดจนได้เรื่อง! เมื่อหนุ่มช่างภาพสะกดรอยแอบถ่าย “น้ำหวาน” by Maybelline Thailand Maybellinethailand Maybellinethailand


Sunday, February 21, 2016

around the world report

Teaching Tips 6: Stress timing


Music is part of the English language, even if we don't realise. (Chanting) Concentration.  Concentration.  Concentration, are you ready? Concentration, now beginning.  Rachael. Concentration.  Are you ready? Concentration now beginning. And so they've had the same words twice, first time they've stressed every syllable and then the second time they'vecondensed it already to two beats. So when they're putting a name, they have to decide which syllable they're going tostress and how they're going to fit it into the rhyme and this is of course what wedo with stress timing naturally as English speakers. Concentration.  Concentration.  Concentration, now beginning.  Concentration, are you ready? Rachael.  Stacy. (Laughing)So they have a safe structure which they produce the rhyme in, but then they have this tinybit that they have to change and they can explore stress timing within that constraint. Do you agree?Black socks never get dirty.  The longer you wear them the cleaner they get.  SometimesI think I should wash them but then a voice says to me don't do it. . . (Student) Yet.  Sometimes I think I should wash them(Students) Sometimes I think I should wash thembut then a voice says to me don't do it yet.  (Students) but then a voice says to medon't do it yet. 'Black socks' is two syllables and they have two beats.  'Never get dirty' so those twowords that you've got, 'never get dirty' that you have to condense into two beats. 'The longer you wear them'again,'the cleaner they get'.  So they have these. . . they're constantly squashing words into beats. Three words, any three words.  One.  Two. . . Black socks never get dirty.  The longer you wear them the. .  (Students) I, the I! I. (Teacher) Three.  Sometimes I think I should wash them but then a voice says to me don't do it yet. Okay right, now we're going to do itin four separate rounds. So you guys go.  'Black socks never get dirty.  The longer you wear them the cleaner they get'. 'Black socks' but you keep singing!(All together). . . the cleaner they get. Sometimes I think I should wash them but then a voice says to me don't do it yet. There are four different things being said in the classroom at that time.  Everybody stillhas the same beat and so what is really important is that beat that keeps everybody together. (Rounds) Sometimes I think I should wash them but then a voice says to me don't do it yet. And it can be quite powerful and exciting, the way it sounds can be really amazing andyet, at the same time, you're giving them this practice that's fundamental especiallyfor Chinese speakers who don't have that stress timing.  It's, like it's really important practiceto try and get them to understand and recognise and use these patterns.
around the world report

Shaping the Way We Teach English: Module 13, Peer Observation in Teaching Practices


CLASSROOM OBSERVATION CAN TAKE DIFFERENT FORMS.  THE TWO MOST COMMON ARE SUMMATIVE OBSERVATION, IN WHICH ANOTHER TEACHER OR AN ADMINISTRATOR OBSERVES THE CLASS.  THE PURPOSE FOR THIS IS EVALUATIVE AND MAY RESULT IN A RATING OF SOME KIND.  AND FORMATIVE OBSERVATION, IN WHICH TWO TEACHERS, OR PEERS DO A FRIENDLY OBSERVATION OF EACH OTHER'S CLASSES.  THE PURPOSE IS TO IMPROVE TEACHING PRACTICES AND TO ENGAGE IN A SYSTEMATIC FORM OF PROFESSIONAL DEVELOPMENT.  THE FOCUS IN THIS MODULE IS ON FORMATIVE OR PEER OBSERVATION.  FORMATIVE OBSERVATION CAN BENEFIT BOTH THE OBSERVED TEACHER AND THE TEACHER DOING THE OBSERVATION.  IN ORDER TO DO SO, IT MUST BE CAREFULLY ORGANIZED.  WE WILL FOLLOW SOME TEACHERS THROUGH THE THREE PHASES OF A SUCCESSFUL OBSERVATION.  FIRST, PREPARING FOR THE OBSERVATION.  THEN, OBSERVING IN THE CLASSROOM.  AND FINALLY, THE POST-OBSERVATION DEBRIEFING.  FOR PEER OBSERVATION TO WORK WELL, TEACHERS MUST BE TRAINED IN THE OBSERVATION PROCEDURE AND IN HOW TO GIVE PRODUCTIVE, USEFUL FEEDBACK TO EACH OTHER.  IN ORDER TO BE SUCCESSFUL, PEER OBSERVATION ALSO REQUIRES THAT ADMINISTRATORS. . .  AND CREATE A SYSTEM THAT ALLOWS TEACHERS TIME FOR OBSERVING EACH OTHER.  IN ADDITION, ADMINISTRATORS SHOULD GUARANTEE THAT INFORMATION WILL REMAIN CONFIDENTIAL AND WILL NOT BE USED FOR SUMMATIVE PURPOSES.  GIVEN THESE CONDITIONS, PEER OBSERVATION CAN ALLOW TEACHERS TO SEE EACH OTHER'S TEACHING STYLES AND REFLECT ON THEIR OWN PRACTICES, BRING ABOUT POSITIVE CHANGES IN CLASSROOM LEARNING FOR STUDENTS, AND, WHEN DONE WITH CARE AND PROFESSIONALISM, IT CAN STRENGTHEN RELATIONSHIPS AMONG TEACHERS IN SCHOOLS.  VIDEO SEGMENT NUMBER ONE.  USE THE PRE-OBSERVATION GUIDE IN THE MANUAL AS YOU WATCH TEACHERS GETTING READY FOR A CLASS OBSERVATION.  LOOK FOR ANSWERS TO THE QUESTIONS: WHAT INFORMATION DO THEY EXCHANGE DURING THIS INITIAL TALK? WHAT INFORMATION DO THEY PLAN TO COLLECT DURING THE OBSERVATION? HOW DO THE TEACHERS INTERACT WITH EACH OTHER?SO, WHICH OF YOUR CLASSES AM I OBSERVING?OKAY, THIS IS GOING TO BE THE 110,YOU KNOW, THE LOWEST OF THE THREE WRITING CLASSES. SO THIS CLASS,THEY'RE BASICALLY JUST STARTING OUT,GETTING ALL THE BASIC INFORMATIONABOUT WRITING ESSAYS IN ENGLISH. OKAY. AND CAN YOU TELL A LITTLE BIT MOREABOUT THEIR LEVEL?I HAVEN'T TAUGHT THAT CLASS BEFORE. USUALLY IT'S A MIXED SITUATION. OKAY. WE OFTEN HAVE STUDENTS IN THE CLASSWHO HAVE VERY GOOD SPEAKING AND LISTENING SKILLSWHILE THEIR WRITING SKILLS ARE REALLY LOW,AND SOMETIMES, WE HAVE STUDENTSWHO'VE NEVER BEEN IN A WRITING CLASS. THEY'VE NEVER BEEN IN A SPEAKING CLASS. THEY'VE DONE ALL THEIR STUDYING FROM GRAMMAR BOOKS. SO THEY'LL HAVE -- ALL THEIR SKILLS WILL BE LOW. SO WE HAVE STUDENTS WHO HAVE VERY MIXED ABILITIES. THEY'RE NOT ALL THE SAME. SOUNDS PRETTY CHALLENGING. OKAY, HERE'S ANOTHER QUESTION FOR YOU. WHAT IS THE TEACHING POINTOF THE LESSON THAT I'M GOING TO SEE?THE DAY THAT YOU COME IN,THE STUDENTS ARE GOING TO JUST BE STARTINGTO LOOK AT ESSAY ORGANIZATION. ALL OF THESE STUDENTS HAVE HAD A LOT OF WRITING EXPERIENCEIN THEIR OWN COUNTRIES. THEY'RE FAMILIAR WITH SPECIFIC STYLES OF WRITING. SO THAT'S WHAT WE TELL THEM IN THE 110. "YOU KNOW HOW TO WRITE. "WE'RE JUST TEACHING YOU TO WRITE IN A DIFFERENT WAY. YOU'RE LEARNING A NEW STYLE. "SO WHAT THEY'RE GOING TO BE DOING THAT DAYIS WE'RE GOING TO LOOK AT INTRODUCTIONS,AND WE'LL TALK ABOUT HOW TO GIVE GENERAL INFORMATION,HOW TO WRITE A CLEAR MAIN IDEARIGHT IN THE BEGINNING PARAGRAPH. THEN WE'RE GOING TO TALK ABOUT THE BODY OF THE ESSAY,DEVELOPING YOUR IDEAS, ROLLING OUT IDEAS,TRYING TO THINK OF WHAT TYPE OF DETAILS WOULD SUPPORT YOUR IDEA. NOW, OF COURSE, THIS GROUP ISN'T DOING SOMETHINGLIKE RESEARCH ESSAY. THEY'RE WRITING ABOUT THEIR OWN EXPERIENCE. SO THEY DON'T HAVE TO WORRY ABOUT GETTING STATISTICSOR QUOTING OR THINGS LIKE THAT. THEY'RE REALLY JUST LEARNING HOW TO DEVELOP WHAT --INFORMATION THAT THEY ALREADY KNOW,AND MAYBE WE'LL GET TO A CONCLUSION. I'M NOT SURE IF WE'LL DO CONCLUSIONS THAT DAY,BUT THAT'S THE HARDEST PART OF A LOT OF WRITING FOR ANYBODY,JUST GETTING EVERYTHING YOU WANT TO SAY SAIDBEFORE YOU GET TO THE CONCLUSIONAND THEN NOT KNOWING HOW TO FINISH UP. SO WE'LL TALK A LITTLE BIT ABOUT CONCLUSIONS, MAYBE, THAT DAY. I'M NOT SURE IF YOU'RE GOING TO SEE THAT. IT SOUNDS VERY INTERESTING. I'VE GOT ONE MORE QUESTION I HAVE FOR YOU, AND THAT IS:IS THERE ANYTHING IN PARTICULARTHAT YOU WANT ME TO PAY ATTENTION TOWHILE I'M OBSERVING YOU?YEAH, WELL, SINCE THEY'RE SUCH A LOW-LEVEL CLASS,AND AS I MENTIONED,THEY HAVE VERY DIFFERENT LISTENING ABILITIESAND SPEAKING ABILITIES,I'D LIKE YOU TO PAY ATTENTION TO THE LANGUAGE I'M USING. IS THE LANGUAGE I'M USING --DOES IT SEEM TO YOU THAT IT IS APPROPRIATEFOR A LOWER-LEVEL CLASS IN WHICH SOME STUDENTSMAY STILL HAVE A VERY LIMITED VOCABULARY?YEAH, I'M WORRIED THAT I MAY BE TALKING --ADDRESSING MOST OF MY LANGUAGETO THE STUDENTS WHO HAVE MORE LISTENING SKILLS. SO I'D LIKE TO KNOW IF THAT'S HAPPENING. AND THE OTHER THING IS THE SEQUENCING AND RHYTHMOF THE WHOLE LESSON. DOES IT FEEL LIKE I'M GOING TOO FAST FOR THEM OR TOO SLOW?DOES IT SEEM LIKE IT'S A VERY NATURAL PROCESSFOR THEM TO GO FROM ONE ACTIVITY TO THE OTHER?SOMETIMES, I'M AFRAIDTHAT I MIGHT BE RUSHING THROUGH SOMETHING. OKAY, YEAH. SURE, THAT SOUNDS GREAT. OKAY, I LOOK FORWARD TO IT.  IN THIS PREPARATION PHASE, WE SAW THAT TEACHERS SPOKE IN A FRIENDLY AND RESPECTFUL WAY TO EACH OTHER.  THE TEACHER LEARNED SOMETHING ABOUT THE KIND OF CLASSES THAT SHE WOULD OBSERVE, AND THE TEACHER CHOSE THE OBSERVATION FOCUS POINTS FOR HER OWN CLASS. . . . A LOT OF WRITING EXPERIENCE IN THEIR OWN COUNTRIES. THEY'RE FAMILIAR WITH SPECIFIC STYLES OF WRITING. SO THAT'S WHAT WE TELL THEM. . .  VIDEO SEGMENT NUMBER TWO.  IN THIS PHASE, YOU WILL SEE THE TEACHER AS SHE CARRIES OUT AN OBSERVATION.  SEE THE MANUAL FOR EXAMPLES OF OBSERVATION TOOLS OR GUIDES.  AS YOU WATCH THE VIDEO, LOOK FOR ANSWERS TO THE QUESTIONS. . . SO WHAT'S THE FIRST ONE?NUMBER TWO: PEOPLE IN DIFFERENT CULTURES ALL OVER THE WORLDHAVE DIFFERENT SYSTEMS FOR FAMILY LIFE. YES.  NEXT?OKAY, IN MOST CULTURES,PEOPLE LIVE IN EXTENDED FAMILIESIN WHICH SEVERAL GENERATIONS SHARE THE SAME HOUSE. OKAY. BEFORE WE GO ON, LET ME MENTION SOMETHING ABOUT THE THESIS. A LOT OF TIMES WHEN WE START TEACHING STUDENTS TO WRITE,WE LIKE TO TELL YOU THE THESIS GOES LAST IN THE INTRODUCTIONBECAUSE THAT'S THE EASIEST THING TO DO, BUT IT DOESN'T HAVE TO GO THERE,BUT IT'S THE EASIEST PLACE TO PUT IT, OKAY?ALL RIGHT, NOW LET'S LOOK AT THAT PARAGRAPH NUMBER THREE. EARTHQUAKES.  NUMBER TWO. SO WE'RE STARTING OUT WITH NUMBER TWO. EARTHQUAKES ARE THE MOST DESTRUCTIVE NATURAL DISASTERSKNOWN TO HUMANS IN TERMS OF THE MILLIONS OF DEATHSAND BILLIONS OF DOLLARS IN PROPERTY LOSSTHAT THEY CAUSE. [ іndіѕtіnсt соnvеrѕаtіоn ]ALMOST!SO CLOSE!THAT'S THE TRICKY PART!HOW WE DOING?WHAT ARE GOING TO BE THE TOPICS?WHAT'S GOING TO BE THE TOPIC OF THE FIRST ONE?[ ѕреаkѕ іndіѕtіnсtlу ]IT'S GOING TO BE A TOPIC,AND IT'S GOING TO BE THE FIRST TOPIC IN. . .  IN THIS PHASE, THE TEACHER WHO WAS BEING OBSERVED SIMPLY TAUGHT CLASS AS USUAL.  THE TEACHER WHO WAS DOING THE OBSERVATION SAT QUIETLY AT THE BACK OF THE CLASS AND TOOK NOTES.  AT NO TIME DID THE OBSERVER INTERRUPT OR INTERFERE WITH THE TEACHING OF THE CLASS.  VIDEO SEGMENT NUMBER THREE.  LOOK FOR ANSWERS TO THE QUESTIONS: WHAT INFORMATION DO THE TEACHERS EXCHANGE IN THE DEBRIEFING? WHAT DOES THE OBSERVER LIKE ABOUT THE CLASS? WHAT SUGGESTIONS FOR IMPROVEMENTS DOES SHE MAKE? HOW DOES THE DEBRIEFING SESSION END?BELINDA, THAT WAS A REALLY GREAT CLASS. DID YOU LIKE BEING BACK IN A 110 CLASS AGAIN?I'D NEVER BEEN IN A 110 CLASS.  IT WAS A NEW EXPERIENCE FOR ME. I WAS VERY IMPRESSED. MAYBE IN THE FUTURE, I'LL TRY TO TEACH ONE OF THEM. YEAH, IT WAS -- I JUST REALLY LIKE YOUR APPROACH,AND -- AND I THOUGHT IT WAS VERY CREATIVE,AND I THOUGHT THE STUDENTS WERE VERY INVOLVED,AND IT WAS WONDERFUL. I LIKE THAT CLASS.  THEY'RE REALLY SWEET. AND THEY TRY HARD. YEAH, OH, YEAH.  DEFINITELY, I CAN TELL. I HAVE -- I TOOK SOME NOTES,AND I JUST WANTED TO GIVE YOU SOME FEEDBACKON SOME THINGS I THOUGHT YOU WERE DOING BEAUTIFULLY. THANK YOU. THE FIRST PART WAS YOUR GIVING INSTRUCTIONS,AND THIS IS A LOWER-LEVEL GROUP THAN MINE,AND SO IT WAS QUITE DIFFERENT THAN WHAT GOES ON IN MY CLASS,BUT I WAS VERY IMPRESSEDAT HOW CLEAR YOU WERE WITH YOUR INSTRUCTIONS,AND -- AND YOU WERE --I NOTICED THAT YOU WERE NOT PARAPHRASING. YOU WERE ACTUALLY REPEATING INSTRUCTIONS. YEAH, I TRY TO AVOID PARAPHRASINGWITH VERY LOW GROUPS,BECAUSE THE PROBLEM WITH A VERY LOW GROUP --IF SOMEONE HAS VERY LOW LISTENING SKILLSAND I'M PARAPHRASING,THEY DON'T NECESSARILY KNOW THAT I'M SAYINGTHE SAME THING AGAIN IN A DIFFERENT WAY. SO THEY THEN THINK THEY'VE MISSED THE FIRST THING,AND NOW THEY'RE TRYING TO UNDERSTAND THE SECOND THING. SO I'M ACTUALLY MAKING IT HARDER FOR THEM TO UNDERSTAND. YOU KNOW, VERY INTERESTING.  THANK YOU. I'M LEARNING.  I'M LEARNING FROM YOU. THANK YOU VERY MUCH.  IT WAS GREAT. I HAVE ONE SMALL PIECE OF FEEDBACK. DO WHAT YOU WILL WITH IT, BUT I FELT AT TIMESYOU WERE SPEAKING A LITTLE QUICKLY. FOR EXAMPLE, YOU SOMETIMES WERE SPEAKING FASTERWITH YOUR 110 CLASS THAN I WOULD WITH MY 112. NOW, I DIDN'T NOTICE THE STUDENTS, YOU KNOW,REACTING NEGATIVELY,BUT IT WAS JUST A PERSONAL REACTION. I THINK YOU'RE RIGHT. IT'S SOMETHING THAT I KNOW I DO. AT THE BEGINNING OF ALL MY CLASSES,DOESN'T MATTER WHAT LEVEL THEY ARE,I TELL THEM I HAVE A TENDENCY TO SPEAK TOO FASTAND IT'S NOT RUDE -- YOU HAVE TO RAISE YOUR HANDAND TELL ME "PLEASE SLOW DOWN. "AND DO THEY EVER DO THAT?SOMETIMES, YES, PEOPLE DO. THEY SAY "BELINDA, YOU ARE SPEAKING FAST. "AND I SLOW DOWN. AND THAT'S NOT A BAD PLACE FOR THEM TO PRACTICE THAT. SO IN SOME WAYS, I HOPE THAT THIS THING THAT I DOTHAT'S A PROBLEM FOR THEMALSO HELPS THEM HAVE MORE CONFIDENCEIN TALKING TO THE TEACHER,BUT OBVIOUSLY, BEING A LOW LEVEL,I DON'T WANT THEM TO FEEL LIKE THEY NEVER KNOW WHAT'S GOING ONOR THEY'RE EMBARRASSED TO ASK ME TO SLOW DOWN TOO OFTEN. SO I HAVE TO MONITOR MYSELF. WELL, AS I MENTIONED: VERY SMALL THING. ANYWAYS, THANK YOU SO MUCH. I LEARNED SO MUCH FROM WATCHING YOUR CLASS. IT WAS GREAT.  GREAT.  IN THIS FINAL PHASE, THE TEACHER CONSULTED THE NOTES THAT SHE TOOK DURING THE OBSERVATION.  SHE COMPLIMENTED HER COLLEAGUE ON STRENGTHS IN HER TEACHING.  SHE ASKED QUESTIONS ABOUT POINTS THAT SHE DIDN'T UNDERSTAND, AND SHE MADE POSITIVELY WORDED SUGGESTIONS FOR IMPROVEMENTS.  THINGS ENDED JUST AS THEY STARTED: ON A FRIENDLY AND RESPECTFUL NOTE. ANYWAYS, THANK YOU SO MUCH. I LEARNED SO MUCH FROM WATCHING YOUR CLASS. IT WAS GREAT.  GREAT.  THE FOCUS IN MODULE 13 HAS BEEN ON TEACHERS AND PEER OBSERVATIONS.  WE FOLLOWED SOME TEACHERS THROUGH THE THREE PHASES OF THE OBSERVATION PROCESS, IN WHICH THEY PREPARED FOR THE OBSERVATION, ONE TEACHER OBSERVED THE OTHER IN THE CLASSROOM, AND PARTICIPATED IN A POST-OBSERVATION DEBRIEFING.  IN WHAT WAYS DO YOU THINK FORMATIVE OBSERVATION COULD BE OF BENEFIT TO YOU AND OTHER TEACHERS IN YOUR EDUCATIONAL SETTING? IF YOU ARE ALREADY CONDUCTING FORMATIVE OBSERVATIONS, ARE THERE WAYS IN WHICH THEY COULD BE IMPROVED OR BETTER SUPPORTED? AS YOU PEER INTO THE FUTURE AND SEEK OPPORTUNITIES FOR YOUR OWN PROFESSIONAL DEVELOPMENT, KEEP PEER OBSERVATION IN MIND AS A CLOSE-TO-HOME OPTION THAT COULD WORK VERY WELL FOR YOU.  SEE THE MANUAL FOR READINGS AND MORE INFORMATION ON THIS AND OTHER TOPICS RELATED TO PEER OBSERVATION.
around the world report

UW International Teaching English as a Foreign Language (I-TEFL)


[Weston Cooper] I was actually born and raised in Taiwan and my mom's Taiwanese and my dad'sAmerican and I lived there until I was 18.  In first grade I got up and taught the wholeclass English.  Teaching has always been something that's been on my mind. [Sara Gottleib] I'm actually moving to China in less than a month to go teach.  The jobthat I'm going to be working, I get to develop my own curriculum.  It's an insane amount offreedom that you wouldn't get in the US and you wouldn't get without the certificate. [Fatemeh Zeytoon] I think this is the right course for the teachers who seek for waysto improve in their profession and to get some ideas from the culture as well becausewhen we teach a language we should know the culture and we should experience it.  So Ithink this is the right place and this is the right program to experience that. [Patricia Brenner] My favorite part of teaching this program is the students and the internationalityof it and watching them become friendly with each other.  We have 13 students in the classthis time, and about half of them are non-native speakers of English and the other half arenative speakers so it's a really, really nice mix. [Fatemeh Zeytoon] I'm from Iran.  It was a really interesting experience for me becausea lot of people from different cultures, people from Korea, from Taiwan, and also from Britain. We support each other in each aspect and we can get some ideas from each other and alsowe can get familiar with the culture. [Weston Cooper] I think people don't give enough credit to nonnative speakers.  TheirEnglish is actually at a very good level and they know more grammar than we do—than thenative speakers do.  Teaching someone to speak English is completely different than speakingEnglish.  And that's one of the things that I've learned in class is how difficult somethings we take for very simple can be. [Sara Gottleib] We didn't learn how to speak English here, you know, not in the same waythat we're going to be teaching it.  We learned it as a first language, we were kids, andyou just kind of pick it up.  These people who are in the class with me, they've learnedit.  They've actually gone through the process of doing exactly what we're learning to teach. You know things like idioms and slang that I don't realize I use, I say um and like alot.  And they point out those things, it's nice to get an idea of basic things that Inever would've assumed were a problem that they struggle with. [Patricia Brenner] The main focus of it is to have them design lesson plans and thenthrough the course of the week we work on preparing for that. [Sara Gottleib] So tomorrow, we have to come in and we have to teach a ten minute lessonon grammar.  I've never taught grammar before so I have no idea what I'm doing.  But Patriciathroughout the past week will do little demonstrations.  Seeing somebody demonstrate it and gettinga feel for what it feels like as a student is the most helpful thing of all time. [Patricia Brenner] And then on Friday they give their demo lessons.  And they're givenfeedback from other classmates and they're given feedback from me as well. [Sara Gottleib] The international students who have seen teachers and they can say, youknow I had a teacher who did that and it actually kind of messed me up.  Or they can say, whatyou did, I had a teacher do that and it really helped me out.  So you get interactive feedbackand are able to really see what exactly it is that happens in between writing the lessonplan and the students learning it. [Patricia Brenner] They observe two classes in the course of this quarter and they alsofacilitate in classes which means that they go into advanced levels speaking classes andactually engage with the students in a conversation in a small group. [Weston Cooper] In Seattle right off campus I can find 6-7 places that sell bubble tea,I can find places that have all kinds of food from all over the world.  It definitely helpsme and I know a lot of other international students, it helps us not miss home as much. [Sara Gottleib] You step on to that campus and it's so beautiful.  It's a really welcomingcommunity, especially UW. [Fatemeh Zeytoon] There's a lot facilities in this university that gives a lot of opportunitiesto students to be relaxed and at the same time to study. [Patricia Brenner] I think at the end of the program they're going to be pretty amazedat the extraordinary amount of information that they've taken in and the practice thatthey've been able to have.  And also some of what they need to do to prepare themselvesif they're going off somewhere. [Weston Cooper] Anything that we've encountered in the class, samples of other people's teaching,other people's teaching demonstrations or examples in the books—they prepare us tobe an effective teacher. [Sara Gottleib] I've just been keeping a notebook filled with little tips.  Stuff like stop anactivity when the energy is high rather than waiting for it to fall, stuff like that.  Littlepractical things that you could pick up while you're doing it but it would take a while. They're almost like cheat sheets for teaching. [Patricia Brenner] I think that one great reason for taking a class like this is justto get a taste of what the field is like and so that by the time you leave it, you're probablygoing to have a pretty good idea of whether it's for you or not.  And that you'll feelarmed when you go off to this teaching job with some self-confidence and some sense thatwhen you step into the classroom you have an idea about where you want to go.
around the world report

How to learn English speaking easily?


Hоw do уоu learn to ѕреаk English?In thіѕ video, wе'll dіѕсuѕѕ thrее methods fоr lеаrnіng tо ѕреаk English thаt really wоrk. But bеfоrе wе dо, wе first nееd to talk about hоw humans lеаrn. Thіѕ іѕ іmроrtаnt bесаuѕе іf you hаvе some basic understanding оf how wе learn,you'll bе аblе to dіѕtіnguіѕh good learning mеthоdѕ frоm bаd оnеѕ. Sо lеt'ѕ bеgіn.  The fіrѕt thіng you nееd tо knоw іѕ that thеrе are two tуреѕ оf learning. The first tуре оf lеаrnіng іѕ called еxрlісіt lеаrnіng or соnѕсіоuѕ lеаrnіng. This іѕ thе type оf lеаrnіng where the lеаrnеr knоwѕ that hе'ѕ learning ѕоmеthіng аnd аlѕо what іѕ being lеаrnеd. One еxаmрlе оf еxрlісіt lеаrnіng іѕ ѕtudуіng grаmmаr. Whеn уоu lіѕtеn tо аn Englіѕh tеасhеr еxрlаіnіng thе раѕt tеnѕе, уоu'rе learning Englіѕh еxрlісіtlу bу соnѕсіоuѕlу memorizing hоw tо uѕе thе раѕt tense. Thе ѕесоnd tуре of lеаrnіng іѕ called implicit learning or unсоnѕсіоuѕ learning. In іmрlісіt learning, the lеаrnеr dоеѕn't know what іѕ bеіng learned. Oftеntіmеѕ, hе'ѕ not еvеn aware that hе'ѕ learning ѕоmеthіng.  Thе learning hарреnѕ unсоnѕсіоuѕlу. Onе еxаmрlе оf іmрlісіt learning іѕ lіѕtеnіng tо a соnvеrѕаtіоn іn Englіѕh. When уоu lіѕtеn tо a соnvеrѕаtіоn, уоur mаіn gоаl іѕ nоt tо lеаrn Englіѕh but tо undеrѕtаnd thе соnvеrѕаtіоn. But bу dоіng the activity, уоu'rе ѕіmultаnеоuѕlу lеаrnіng Englіѕh. Yоu may nоt realize it, but уоu'rе lеаrnіng mаnу аѕресtѕ of thе English lаnguаgе —thе ѕеntеnсе ѕtruсturе, thе grаmmаr, thе vосаbulаrу, аnd so оn. Sо wе саn learn Englіѕh in twо different wауѕ — either explicitly оr іmрlісіtlу. Thе question іѕ, which wау оf lеаrnіng is better?To аnѕwеr thіѕ question, соnѕіdеr this Just lіkе thеrе аrе twо tуреѕ оf lеаrnіng,thеrе аrе аlѕо two tуреѕ оf knowledge — explicit knоwlеdgе аnd implicit knowledge. Exрlісіt earning results in explicit knоwlеdgе whеrеаѕ іmрlісіt learning results іn іmрlісіt knowledge. And thеrе'ѕ a vеrу bіg dіffеrеnсе bеtwееn thеѕе twо knоwlеdgеѕAссеѕѕіng explicit knоwlеdgе rеԛuіrеѕ conscious thоught. Yоu have tо thіnk аbоut the knоwlеdgе in order tо uѕе іt. Thіѕ mеаnѕ thаt іf you wаnt to ѕреаk English properly, уоu hаvе tо think about Englіѕh. You hаvе thіnk аbоut whеthеr to use the раѕt tеnѕе оr ѕоmеthіng еlѕе. Yоu have tо thіnk аbоut hоw tо fоrm a ѕеntеnсе рrореrlу. But that's іmроѕѕіblе bесаuѕе when уоu ѕреаk, thеrе'ѕ no tіmе tо think about аnу оf that. In соntrаѕt, ассеѕѕіng іmрlісіt knоwlеdgе does nоt rеԛuіrе соnѕсіоuѕ thоught. You don't have tо think аbоut the knоwlеdgе іn оrdеr tо use іt. Thіnk about hоw уоu ѕреаk уоur first lаnguаgе. It'ѕ рrеttу effortless, іѕn't іt. You саn speak рrореrlу wіthоut having to thіnk аbоut аnу grаmmаr rulе. Thаt іѕ possible оnlу bесаuѕе уоur knowledge of уоur nаtіvе language іѕ іmрlісіt. For thіѕ rеаѕоn, implicit lеаrnіng іѕ a much better learning ѕtrаtеgу. Whеn уоu dоn't have tо thіnk about English, іt frees up уоur mіnd so уоu саn fullу соnсеntrаtе оn expressing your thоughtѕ аnd іdеаѕ. Unfоrtunаtеlу, mаnу Englіѕh ѕtudеntѕ lіkе to lеаrn Englіѕh іn аn explicit manner. Sоmе of them spend time оn Youtube watching videos аbоut Englіѕh grаmmаr. What they dоn't realize іѕ that thе knоwlеdgе thеу gаіn from the асtіvіtу is еxрlісіt knowledge,which іѕ аlmоѕt useless when іt соmеѕ tо speaking. So lеt me ѕhаrе wіth you thrее methods fоr lеаrnіng tо speak Englіѕh that rеаllу work. I'll gіvе you аn оvеrvіеw of thеm аѕ wеll аѕ thеіr advantages аnd disadvantages. And аt the еnd of thіѕ vіdео, there'll bе a lіnk to a frее rеѕоurсе whеrе you саn study еасh оf thеѕе mеthоdѕ іn dеtаіl. Thе fіrѕt mеthоd іѕ lіѕtеnіng. Juѕt lіѕtеn to Englіѕh аѕ muсh аѕ роѕѕіblе An аdvаntаgе of thіѕ mеthоd іѕ that it's vеrу еаѕу tо dо. Yоu саn dо іt whіlе stuck іn trаffіс, whіlе еxеrсіѕіng, whіlе wаіtіng іn lіnе, аnd ѕо on. Listening аlоnе is nоt enough. Yоu hаvе tо соmbіnе lіѕtеnіng wіth ѕоmе sort оf ѕреаkіng practice. And that brіngѕ uѕ to the nеxt mеthоd, which is tо uѕе Englіѕh ѕреаkіng courses thаt tеасh English іmрlісіtlу. Let's ѕее how thеѕе соurѕеѕ wоrk Is thеrе a саt?Nо, thеrе is nоt саt.  Nо, there іѕn't a саt. Whаt іѕ there? There іѕ a dоg. A dоg, thеrе'ѕ a dog.  Dоеѕ Lisa оwn the dоg?Nо, Lisa dоеѕn't оwn the dоg. Nо, she dоеѕn't.  Lіѕа doesn't own thе dog. Whо оwnѕ the dоg thеn? OK, so thаt'ѕ one еxаmрlе. Hеrе'ѕ another оnеThеrе wаѕ a guу nаmеd John.  Hе wanted tо оwn a rеѕtаurаnt. Dіd John want tо оwn a car? Nо, hе didn't wаnt to own аn. . . a car. Nо, hе didn't want tо оwn a саr.  Whаt dіd hе want?He wаnt tо own a rеѕtаurаnt.  Well, he wanted tо оwn a rеѕtаurаnt. Hе wanted to own a rеѕtаurаnt.  Whо wаntеd tо оwn a rеѕtаurаnt?OK, ѕо thаt'ѕ hоw іt wоrkѕ. A kеу аdvаntаgе of uѕіng a соurѕе lіkе this іѕ that уоu get feedback every time уоur ѕреаk. This аllоwѕ you tо learn аnd іmрrоvе ԛuісklу. This іѕ grеаt fоr bеgіnnеrѕ. Bу uѕіng a course lіkе thіѕ, the lеаrnеr саn expect to ѕее ѕіgnіfісаnt іmрrоvеmеntѕ іn a matter оf mоnthѕ. But thіѕ mеthоd hаѕ ѕоmе dіѕаdvаntаgеѕ too. Onе of whісh іѕ limited lеаrnіngWhеn уоu uѕе a course lіkе thіѕ, уоu gеt to lеаrn only the wоrdѕ, рhrаѕеѕ, аnd other things thаt аrе uѕеd іn thаt соurѕе,аnd thіѕ is a problem bесаuѕе in оrdеr to speak Englіѕh wеll, you nееd tо kеер еxраndіng your vосаbulаrу. Another рrоblеm is thаt at ѕоmе роіnt it's going tо become easy for you tо рrасtісе wіth thеѕе соurѕеѕ аnd уоu wіll ѕtор іmрrоvіng. Whеn that hарреnѕ, уоu'rе gоіng tо need tо use a different method іn оrdеr tо keep getting better. And that brіngѕ uѕ tо the last mеthоd, whісh іѕ саllеd imitation. This іѕ thе рrасtісе where уоu listen to a соnvеrѕаtіоn or a story іn English and then try tо tеll thаt ѕtоrу іn уоur оwn wоrdѕ. And bу doing so, you gеt tо learn grаmmаr, vосаbulаrу, and оthеr aspects оf Englіѕh. Thіѕ is a great mеthоd fоr іntеrmеdіаtе аnd аdvаnсеd ѕреаkеrѕ. A key advantage оf thіѕ mеthоd іѕ thаt thеrе аrе virtually nо limits to how muсh you саn learn. The mоrе уоu рrасtісе, уоu mоrе уоu lеаrn аnd thе lаrgеr your vосаbulаrу. But the mаіn рrоblеm with this method іѕ thаt іt can bе dіffісult fоr beginners. If rіght nоw you саn ѕреаk Englіѕh juѕt a lіttlе bіt, уоu mау nоt bе аblе tо practice іmіtаtіоn еffесtіvеlу. If thаt'ѕ thе саѕе, уоu mіght wаnt tо ѕtаrt wіth оnе or twо ѕреаkіng courses bеfоrе уоu ѕtаrt uѕіng thіѕ mеthоd. OK, ѕо thаt'ѕ аn оvеrvіеw оf thrее learning mеthоdѕ that work bесаuѕе they're all a form of іmрlісіt lеаrnіng. If уоu wаnt tо learn mоrе аbоut thеѕе methods, check out thіѕ resource whеrе you саn find a tutоrіаl оn imitation,a lіѕt оf rесоmmеndеd ѕреаkіng courses, and a vіdео ѕеrіеѕ оn how tо рrасtісе listening thе rіght way. Juѕt сlісk hеrе tо go tо thаt rеѕоurсе.