Halloween Night

Halloween Night

In October many shop windows in Britain turn orange and black, with pumpkins, witches, broomsticks and cats. What do young people do to celebrate Halloween? In the UK Halloween traditions are very much alive and popular, especially amongst kids and teenagers. We looked at some of the most common.
Pumpkin lanterns: These are pumpkins (an orange, football-sized vegetable) with the inside removed and a nose, eyes and mouth cut into one side. A candle is placed inside the empty pumpkin and the light creates a scary face effect. In the past people used potatoes or turnips to make lanterns but nowadays pumpkins are more popular. They are easier to cut and you can buy them in supermarkets. People use pumpkin lanterns to decorate their homes at Halloween. Do people actually eat their pumpkins? Yes, they do! Pumpkin soup and pumpkin curry are very popular meals at this time of year.
Apple bobbing: To play this game, lots of apples are placed in a large tub or bowl of water. The competitors have to take a bite from one of the apples without using their hands. To make this more difficult, the competitors have their eyes covered with a scarf. You are not allowed to use the sides of the bowl to help you bite the apple. This game often involves getting very wet so it's a good idea to bring a towel! Apple bobbing may be related to the ancient Roman festival of remembering the dead, which was also in October. The Romans remembered the goddess of trees and fruit, called Pomona. When they came to the UK, about 2,000 years ago, they continued with this tradition.
Dressing up: People of all ages dress up on Halloween. The most popular fancy dress costumes include witches, vampires, ghosts, skeletons, zombies or monsters. You can buy a costume from a shop or you can make your own costume at home. It’s easy to make a ghost costume from an old white sheet or wear black clothes to look like a witch. You can even cover your face in bright red tomato ketchup to look like a vampire! What would you choose? Rachel, 14, from Liverpool says, 'If you go trick or treating it’s best to dress up as a witch. You don’t need a bag for the sweets – you can just use your witch’s hat!'
Trick or treating:Children dress up and then visit the houses in their neighbourhood asking for a ‘trick or treat’. The neighbour gives them sweets or money as a ‘treat’. If there is no treat, the children play a trick on the neighbour, for example they might throw soap at the window. Some people think that playing tricks is unkind but luckily there is nearly always a treat! This custom is imported from the USA and is more popular with young people than with adults. The police in some parts of Britain give out 'No trick or treat, please!' posters for people to display on their door on the night of Halloween. Young children usually go trick or treating with parents or with an older brother or sister.
Halloween parties:If you are in Sheffield, in the north of England, at the end of October you can go to Fright Night. What is Fright Night? People in Sheffield say it’s 'Britain's Biggest Halloween Party' and it attracts about 40,000 people each year. There are activities for kids, teenagers and adults including a fancy dress catwalk, urban dance, a monster in the fountain and a zombie garden, as well as the traditional apple bobbing and a competition for the best pumpkin lantern. If you don't have a big Halloween party in your area, some people have parties at home or at youth clubs where they dress up and play scary games or tell ghost stories.
Watch a horror film: Not in the mood for a Halloween party? Older teenagers that aren’t helping their younger sisters and brothers to trick or treat sometimes watch a scary film with friends either at home or at the cinema. Any film with the words 'Halloween', 'Vampire', 'Dead' or 'Zombie' in the title is probably going to be quite scary. In the UK films are divided into categories depending on whether they are for children, teens or adults. 'U' films are suitable for all ages, '15' films are for people aged 15 or over, and '18' films are for adults only. Many cinemas in the UK show old black-and-white, classic horror films such as 'Psycho' on the night of October 31st. Interestingly, you needed to be over 18 to see  'Psycho' at the cinema in 1960. Now the film has a ‘15’ rating.

See more at: http://learnenglishteens.britishcouncil.org/uk-now/read-uk/halloween#sthash.vaXMOnrF.dpuf

Content-based instruction

Content-based instruction

I am wonder why in recent years content-based instruction has become increasingly popular as a means of developing linguistic ability. I want to know what is content-based instruction?, What does a content-based instruction lesson look like? And What are the advantages of content-based instruction?

Content-Based Instruction is an approach to language teaching that focuses not on the language itself, but rather on what is being taught through the language; that is, the language becomes the medium through which something new is learned. The language being learned and used is taught within the context of the content. The theory behind CBI is that when students are engaged with more content, it will promote intrinsic motivation. Students will be able to use more advanced thinking skills when learning new information and will focus less on the structure of the language. This approach is very student-centered as it depends entirely on the students’ ability to use the language.

There are many ways to approach creating a CBI lesson. This is one possible way. Preparation step, choose a subject of interest to students and find three or four suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people. During the lesson; firstly, divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfill the task. Then once they have done their research they form new groups with students that used other information sources and share and compare their information. There should then be some product as the end result of this sharing of information which could take the form of a group report or presentation of some kind.

What are the advantages of content-based instruction? It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident. Moreover, students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs. CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts. Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects. The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.

IMPROVING ENGLISH ORAL COMMUNICATION SKILLS OF PAKISTANI PUBLIC

SCHOOL'S STUDENTS

BY Ayesha Bashir Uddin

                

              This paper focuses on the improvement of Oral Communication Skills (OCSs) of

Pakistan's Public school's Grade-6 students who have a lack of opportunities and are seldom

exposed to the English language generally and OCSs particularly. Since more importance is

given to reading and writing skills of English in which results overlook the importance of OCSs

and due to which students are found to be silent, shy or have a profound fear of being wrong. It

further highlights self developed strategies of students in improving accuracy and fluency in

which the National Curriculum for English Language (NCEL) was taken as a guiding tool and

action planner through which systematic lessons were delivered in classrooms. Findings of Pre

and post intervention phases of four participants revealed that children’s OCSs had shown a

marked improvement by giving opportunities to practice oral languages, providing conducive

learning environment and using new teaching strategies. This study also claims that code

switching, Peer and self error correction, short pauses and speech fillers are inevitable to

improve speaking skills in the process of second language learning. It shows new ways in order

to improve students' speaking skills and has implications for second language learners and

teachers.

(International Journal of English Language Teaching

Vol.1, No 2, pp. 17-36, December 2013)

TEACHING ENGLISH VOCABULARY BY USING “ROUTINES” IN SPEAKING MEMORIZATION TECHNIQUE

This study investigated Teaching English Vocabulary by Using “Routines” in speaking Memorization technique at Junior High School of second grade of SMPN 1 Ciomas, Serang. To learn English Language, student must increase their knowledge by having confidence and a lot of practice.
What is “routines” in speaking? It is potential dynamic; in this learning student should be active recall and review, talking with friends. Teachers, parents, and other adults add beneath to students’ vocabulary and give him skill in English Communications.
Therefore the writer will discuss the problems in this research are: 1) How to know the student’s ability in English language; 2) How to know what’s student the problem in teaching English vocabulary; 3) How are the influence of memorization technique “Routines” in speaking on teaching English vocabulary.
The purposes of this research are: 1) to know the students’ ability in English language; 2) to know the students’ problem in learning English vocabulary; 3) to know the influences of memorization technique “routines” in speaking on teaching English vocabulary. 
From descriptions above the problem is how significance the influence between teaching speaking though routines is speaking and teaching speaking without that technique in students’ achievement.
In this research, the writer determines the kind of the research is quantitative research. The writer use descriptive because research method is accomplished by a procedure supposed to be effective and use random sampling technique. It takes 25% from the population 117 students. Therefore, the amount of sample in this research is 30 students. Based on the result of the calculation, the writer obtained the value of t. 11,3 and degree of freedom (df) = 29, It indicated that to > tt or 13, 68 > 2,045 and 13, 68 > 2,756 or (2,045 2,756). So the zero hypotheses are rejected and the alternative hypothesis is accepted. It means that there is a significance influence of routines in speaking in teaching speaking on students’ achievement.
To teach English vocabulary by using “Routines” in speaking memorization technique, teachers and students should have noticed some ways as follows: Talking with friends, teachers, parents, and other adult breadth to a students vocabulary and gives him skill in English Communications, In this learning student should be active recall and review and Another way to review is to skim over your mind maps or “high lighted” notes, or both.

ประเพณีชักพระ

( นักศึกษาคณะครุศาสตร์ เอกภาษาอังกฤษ ชั้นปีที่ 4 เข้าร่วมกิจกรรมลากพระแบบโบราณ ณวัดคีรีวง)

     ลากพระหรือชักพระ หรือแห่งพระ เป็นประเพณีของชาวภาคใต้ ที่ปฏิบัติมา ตั้งแต่โบณาณ ประเพณีลากพระ เล่ากันมาเป็นเชิงพุทธตำนานว่า หลังจาก พระพุทธองค์ทรงพระทำปาฏิหาริย์ปราเดียรถีย์ ณ ป่ามะม่วง (ที่จริงเป็นใต้ต้นมะม่วง ชื่อ คัณฑามพ์ แปลว่า ต้นมะม่วงที่นายคัณฑะปลูก) กรุงสาวัตถีก็เป็นฤดูพรรษาพอดี พระองค์เสด็จจากมนุษยโลก ไปจำพรรษา  ณ ดาวดึงส์ ด้วยพระประสงค์จะแสดงธรรม โปรดพุทธมารดา ซึ่งขณะนั้นอุบัติ (เกิด) เป็นเทพบุตรสถิตอยู่ ณ ดุสิตเทพพิภพ (เหตุที่ทรงใช้ดาวดึงส์ เนื่องจากพระองค์มีพระประสงค์ จะโปรดเทพชั้นต่ำกว่าด้วย เพราะหากไปโปรดพุทธมารดาที่ดุสิต เทพชั้นต่ำกว่าจะขึ้นไปไม่ได้ แต่เทพชั้นสูงกว่า ลงมาชั้นต่ำกว่าได้ เปรียบเหมือนคนธรรมดาจะเข้าวังไม่ได้ แต่พระราชเสด็จออกมา ฟังธรรมกับคนธรรมดาได้) พระองค์โปรดพุทธมารดาจนสิ้นสมัยพรรษา (ออกพรรษา) แล้วเสด็จกลับมนุษยโลก ณ เมืองสังกัสสะนคร ในวันขึ้น 15 เดือน 11

        

(ชาวบ้านชุมชนคีรีวง ร่วมแรงรวมใจ ลากเรือพระ)

ประเพณีลากพระบก

     การที่พระพุทธองค์เสด็จกลับจากดาวดึงส์ดังกล่าว ทำให้ชาวเมือง มีความปลาบปลื้มใจเป็นอย่างมาก เพื่อเป็นการแสดงถึงความปีติยินดี ชาวเมือง จึงอัญเชิญพระพุทธองค์ขึ้นประทับบนบุษบกที่เตรียมไว้ แล้วแห่แหนกันไปยังที่ประทับ ของพระพุทธองค์  จากเหตุการณ์ครั้งนั้น จึงถือกันมา เป็นประเพณีลากพระ หรือชักพระ หรือแห่พระสืบมา ครั้นเลยพุทธกาล และเมื่อมีพระพุทธรูปขึ้น พุทธศาสนิกชน จึงนำเอาพระพุทธรูปมาแห่งแหนสมมติแทนพระพุทธองค์

( เรือพระลอยน้ำ อำเภอปากพนัง จังหวัดนครศรีธรรมราช )

ประเพณีลากพระน้ำ

     การที่เกิดประเพณีลากพระขึ้นในภาคใต้ และกลายเป็นประเพณีสำคัญสืบมานั้น ซึ่งจะเนื่องด้วยพุทธตำนานและลัทธิศาสนาพราหมณ์ แล้วยังสันนิษฐานว่า น่าจะมี คตินิยมดั้งเดิมอย่างอื่นเป็นพื้นฐานอยู่ด้วย กล่าวคือ ในเดือน 11 นั้น เป็นที่ภาคใต้ กำลังเข้าสู่ฤดูฝน ประชาชนส่วนมากประกอบอาชีพการเกษตร สิ่งปรารถนาที่พ้องกัน จึงได้แก่การขอให้ฝนตกต้องตามฤดูกาล  งานลากพระจึงมุ่งขอฝน เพื่อการเกษตร จนเกิดเป็นคติความเชื่อว่า การลากพระทำให้ฝนตกต้องตามฤดูกาล

  ข้าพเจ้ารู้สึกดีใจเป็นอยากมากที่ได้เข้าร่วมสืบสานงานประเพณีชักพระ ทั้งตอนเช้าที่วัดคีรีวง อำเภอลานสกา จังหวัดนครศรีธรรมราช ได้รู้จักการลากพระแบบโบราณ ได้ร่วมทางพระกับคนในชุมชน ทำให้เห็นถึงความสามัคคี ของคนในชุมชน  ภาคบ่ายก็ได้ร่วมงานลากพระแข่งเรือที่ อำเภอปากพนัง ผู้คนมากมาย มาร่วมงานและทำบุญในครั้งนี้

....................................................................................................................................................

Atchara Nunchoopon's micro teaching

         She started the lesson by played the video about children tries to change the world by doing the simple activities like recycle things, plant the tree etc. It was very interesting. Students pay attention to watch it. Next activity, Students listened to the audio about how to save the Earth but the audio is too long and it not good for practicing listen and not appropriate with the students’ age. The good audio should be easy to listen and understand. Students will not boring to listen it. Another activity is student work in group. That gives opportunity to use the language to discuses their idea, saving the Earth with their friends. Group work is very good activity in class. It makes the class having the movement and students enjoy talking and sharing their opinion. Finally, students have to speak explaining the group idea in front of the class.

Moreover, the aim of the lesson students described the opinion about save the earth. The objectives are listen the situation in conversation and answer the question, speak to explain their opinion that children save the earth, write the persuade opinion children to save the earth. That gives students to be good at listening and speaking. Teacher should more vocabulary and more about grammar focus that associate with the topic. For the assignment teach uses rubric that is good to evaluate students’ ability. 

          Overall, I really love the video that she played and the beginning. This lesson plan is very useful for teaching English language and students will get lots of idea to save our Earth and they will learn language in the same time. I think, she should speak more loudly because the students who sit at the back can’t hear what she say.

      

Daoratchada's micro teaching

         She stated the lesson by greeting students and let the watch the video. The lesson is about recycle. It is the importance thing that students should know about it. Recycle is the best way that has positive impact on the world.  It is importance for both the natural environment and us.

          In this lesson, she teaches about how to sort rubbish in to three include paper, can and bottle in the easy way.  She can create the fun activity and have authentic material to encourage students to learn effectively.  Moreover, the chant about how to sort rubbish, it is very interesting for students to remember what they have learnt.  The topic that teacher taught students can take it to use in their real life and support their public mind. In addition, teacher use task base learning that student can learn language from the task that they do. Students can try out their knowledge with learn the new at the same time. The aim, objectives and standard that teacher used are agreeably and teacher have the assessment that can check students’ knowledge outcome so it is very useful lesson plan. 

          To sum up, I can say that she prepared a lot. The game is fun and can make student learn at the same time.  Public mind is the necessary thing that teacher should teach to students. My suggestions, she should speak some words more clearly. She walked around classroom and try to observe students in class. Last, she should use the classroom language to checking the students understand before doing any tasks.

Supawadee Sisuwan's micro teaching

           She started the lesson by told students to take care the tree at the school. This is good idea!  Next, she teach the vocabulary and played audio of those word from native speaker to give to student to follow that will help them to learn the correct and the real pronunciation. Moreover, it has the conversation to give students to practice listening about telling direction and group work to try out their knowledge that they have learnt. Students have to use language to ask and answer the questions about where is their tree.

The aim of this lesson plan gives students able to ask and give direction. And there are four objectives that students will be able to listen the sentence about giving directions, listen the conversation about giving directions, and speak to explain the direction of their tree and write the conversation about giving directions and present it. And they are coherence with the standard that teacher want it happens in classroom. In the evaluations do not associate with the objective. Teacher should rewrite it again. 

          Over all, this lesson plan quite good but she should give more information how to reserve the tree and maybe add the game to encourage students in learning language. Her classroom langue is very good. She speaks clearly and loudly. Her accent is very nice.       

Kanthida Woonkong’s micro teaching

           She started the lesson by greeting and checking students’ attendance. After that, she taught vocabulary by let students listening audio and guess what the words that they heard.  Next, she checked understanding of students about meaning of the vocabulary.  Then, she taught the conversation about how to asking and giving direction and let student practice by divided students into two groups.

          Additionally, she divided students to do group work four or five students in each group. The students have to design situation for practice conversation with their friends. Moreover, she assigned task for the students by drawing map and create conversation with their group and presented in front of the class. Finally, she taught grammar how to asking and giving direction sentences.

           I would like to say that she speaks loudly but some word does not clear. Her personality is good. She walked around classroom and try to observe students in class. She used appropriate authentic materials such as word cards, picture cards, flash cards, map etc. Overall is good. 

Nutchanat Sukbarn's micro teaching

         She started the lesson by playing the video and let they guess what they are going to learn today. Most of students will enjoy to watching the video. She teaches vocabulary in the lesson by played audio of vocabulary and let students pronounce flower it. It is very good that use the picture of those words to show with the meaning and part of speech. Students will remember vocabulary better than they see only word. 

After that, she asked students to do work sheet and listen to the audio 5 times. When students listen, they have to do the work sheet too and then they all have to check the answer together. Next, activity is students have to cerate the conversation with their partner and do the information gap activity. Information gap is the good activity that students can use the language for communicate with their friends.  It helps the class have more movement and students enjoy doing activity more then still siting.

All in all, over all teaching is good. But I would like to suggest that she should speak more clearly and loudly.  this lesson plan is good for teaching students. It appropriates for students level and gives the interesting activity. Students can played and learnt in the same time.

Thidawan Sawekwang's micro teaching

             The lesson is ‘cleaning my house’. She started with show the pictures about rooms in house and asks students what we are going to learn today. After that, she shows the vocabulary for lesson and gave students repeat after sound for pronounce like the foreigner.

                When started to the lesson she asked student about their house such as rooms at house and the activity that students did in their house. She opened conversation to students but she did not give a worksheet at first but she gave after students listened at twice times.

She divided students into five groups and gave a sentence. When students in each group read sentence they have to make conversation about situation given and present with role play.

              Overall, her taught is good because she wanted students to think and practiced by listening and speaking skills. She taught especial contents about cleaning house. She use classroom language to check student understand. Her language is very good.

Nattakarn Sukyoy's Micro teaching

             Nattakarn started the lesson by showing the video and then she taught the concerning vocabulary about house shore such as, mop the floor, dusting, sweep the floor, and wash the cloths, etc.  Then, she asked to play game. Two team volunteer of five came in the front of the class and played guessing game. Both team members must stand in line and the first person picked the picture. Next, they tried to act to tell the next person what the picture is. Finally, the last person had to answer what the picture is, for example, if the first student picks the picture of mopping the floor, he/she has to act like mopping to tell what the picture is.  

In addition, students were supposed to do chain drill in small group of five by saying about house work. The pattern is "I have to......................'  . The students then had to practice conversation from the dialogue provided and answer the questions relating to the conversation. Next, teacher picked up the language focus and explained how to use it. Before finishing the class, teacher summarized the lesson again and said good bye.

The overall teaching is very good. I really like her topic. The things that she should develop are the handout and the exercise she provided should be decorated more pictures and color in order to capture students' interest. Furthermore, I would like to suggest that she should put more activities such as small group discussion or information gap.

Kannika Intharapruksa's micro

          She taught about help our planet by used present simple tense. She started with let is students listen the audio and asked them what video about. Secondly, she showed the vocabulary about lesson such as recycle, reduce, reuse, unplug, turn off etc. She gave a worksheet and students did while they listen conversation.

          Then, she gave worksheet two about asking that how often and what do you do for save our planet. She divided students into two groups for communicate the conversation. Language focus is about discusses language feather with students and explain language structures with all students.

          Finally, she talked loudly and clearly but sometimes she command not clear. She forgot some step for teaching. Overall is nice.

Ornpatthra Promchan's micro teaching

Ornpatthra taught about warning. She started with situation. There are pictures and sentences for gave students guess what we are learn today. Next step, she gave students worksheet and opened conversation while they listen they can do in the same time.

          She checked the correctness and gave students read conversation after she told the answers. Next, she taught the vocabulary by opened sound for students practice like foreigner by she let students repeat after sound. After that, she divided students into five groups for present the conversation about warning from given pictures. When students ready they go to present in the front of class.

          In my view, she chose the many materials for her lesson but she did not walk around a classroom. It made students seldom interested. Her picture cards were too small and her command sometimes did not clear.

                   

Jaruwan Chaewchon's micro teaching

           Jaruwan started the lesson by greeting students. Then, she shown the pictures about the effect of global warming and asked the questions relating to global warming. After that, students were taught new vocabulary about global warming. In the power point, she showed the vocabulary, word class, and the definition of the word. It is considered as a good example on teaching vocabulary because it will make students understand the word easier. But she should pronounce the word clearly.
          Moreover, she led into the first activity which was students had to listen and filled in the blank about global warming. After checking the answers, students were taught the symbol in a word and students practiced to divide the symbol in words together. She showed the video about waste recycling. It is very interesting video that could call students' attention the best. Activity 2 was very exciting. Students had to work in group by sticking the pictures onto the broad with the bins. Students seemed very excited with this activity because they could walk around and the class seemed active and movement. Before finishing the lesson, teacher summarized the contents and said goodbye.
     Her lesson is good but she should control the time. It take an hour so, student may get bored.  The authentic materials are very good because they can call students' attention. However, she should improve her classroom language. She is confident. This is her good point.  I thing she will do better next time. The show must go on.

Maytaya’s micro teaching

          First of all, I will focus to Maytaya’s micro teaching steps. To begin with pre-task that spend 10 minutes. She introduces the topic by asking the questions “What do you say in English to ask and give directions?” Next, she chooses key words concerning the direction, such as go straight, turn right, turn left, intersection ahead, rotary ahead, etc. Then she shows the picture cards, and asks her students “What is the sign?”  Owe to those questions, I can see the mistakes from using wrong sentences in her micro teaching.

 Next, she opens the audio twice and checks students understanding by using the exercise. In the language focus step, she asks students to discuss with modal verb (Can, Could). Nonetheless, while she was teaching, she looks nervures and  lacks of confident. I think that she could do better than this if she was confident.

           In conclusion, “Can I help you?” is one of good lesson that gives students the experience of public mind of giving direction. Nevertheless, the topic about giving direction is too popular among micro teaching. Therefore, I quite bored when had heard this topic will display again and again. Though this lesson is not a new and creating topic, but it can help students to improve their communicative skills. Therefore, it is important for the teacher to think progressively.

Sakkarin Jinkhunthon’s micro teaching

                    Sakkarin’s lesson is “Let’s to organize your room”. The time required in this lesson is 50 minutes. I found that his micro teaching comprises of various kinds of materials; however, there are lots of error and the goals that are not well matched enough to the lesson. It can be said that this work needs to be developed and improved. 

               First of all, I will talk about the name of the lesson “Let’s to organize your room”. The name of lesson is error. It should be “Let’s organize your room”. He introduced the lesson by let’s students do activity that it is jigsaw puzzle about room in a house.  Next, he divided students into four groups to do this activity, and give a set of jigsaw puzzle to each group and students inside group help to sort out it correctly. The groups that finish the jigsaw puzzle, he will ask them “What is this picture about?”  It is a good activity for students to learn the vocabulary, and this is a good point for his teaching. But, there is the thing that I really want him to improve is classroom language.  It can be seen from his words that use many yes/ no questions. It is very important for the teacher to use the classroom language or speak English correctly as much as possible.

              All things consider, I really impressed his jigsaw game. His materials are quite good with a lot of authentic materials. It means that he prepared a lot. I would like to suggest that he must improve his speaking skill; speak more slowly and clearly. 

Thanaporn Chaipikun's micro teaching

Thanaporn started the lesson by stimulating students' attention by the video about the table manners. This video is very interesting. All students were watch carefully. Then, she gave students reading the passage and students were asked the questions from reading the passage about the top ten bad manners.      The questions were 1.What manners don't you like the most? Why? 2. What kind of manners don't you like least? 3. Have you ever experienced with bad manner person before? She asked student to work in pair.

In addition, students were taught about the structure when we want someone's bad manner. The structure was “ You should........ because..........”and students were practicing in pair with the following structure. The grammar focus was how to use should , must and have to. Moreover, She asked Students to work in groups  to think of the bad manner that they already face by themselves and presented in front of the class.

In My opinion, I think she prepare a lot. The most exciting thing in her teaching was authentic materials that she used the excellent media that is video.
 Overall teaching was very good but I would like her spoke more loudly. Her class room language was not very clear but her langue is quite good. 

Thidarat Mutchachan’micro teaching

        Thidarat started the lesson by greeting students and talked to the students about the content of this lesson then, she taught vocabulary about direction by let students played question ball game. For example, Why the direction is very important for you? and Did you have some knowledge about how to tell the direction? After that, She shown the VDO about direction to the student and asked the questions. Can you remember vocabulary about direction from this VDO?  Next, she gave sheet no.1, 2 and gave task no.1, 2 to the students and let them work in pairs. After students finished to do task 1 and 2, teacher and students were checked the answers together. Moreover, she told students to divide into group to study the map about Nakon Si Thammarat province and presented it in front of the class. In the end of the lesson, she taught grammar how to asking and giving direction sentences.

          Let’s talk about her Instructional Medias, she prepared power point, VDO about asking for direction, Map of Nakon Si Thammarat province, sheet no 1, 2 and Task no 1, 2, and 3.  She used appropriate authentic materials that is, Map of Nakon Si Thammarat province. It was very interesting. The skills that she wanted to focus for this lesson were listening and speaking.
          My suggestions, she should speak some words more clearly. She has to walk around classroom and try to observe students in class. Last, she should use the classroom language to checking the students understand before doing any tasks. 

Peerapong Chooprasert’s micro teaching

He started the lesson by greeting and checking students’ attendance then, he taught vocabulary by let students played game in groups and available from oxford dictionary online to listen and repeat aloud together. After that, checked understanding of students about meaning.
          Next, he taught the conversation about how to asking and giving direction and then let student practice by dividing the students into two groups. In this step, he map’ specify for let students design situation for practice conversation with their partner. Teacher assign task for the students by drawing map and create conversation with their pairs. Finally, he taught grammar how to asking and giving direction sentences.

          Overall, His personality is perfect. He walked around classroom and try to observe students in class. He used appropriate authentic materials such as word cards, picture cards, flash cards, map etc. but vocabulary game almost small size because everyone cannot see. I suggested that he should speak slowly because some word does not clear.

Natnaree Saiwijit’s miro teaching

Natnaree started  the lesson by greeting and asking the questions  about health problems. Next, she told her event past that her mom take care when she sick by using fruits or vegetables. After that, she gave worksheet to the students about name of Thai herb and health problems.

Moreover, she turned on audio sounds to teach the vocabulary.  Next step, She told students to play game “smell and touch”, she divided students into two groups and came in front of the class to play game. In addition, she played VDO about some situation (A man go to see the doctor) and she asked “What wrong with him?” In the task circle, she gave student to match the pictures of herbs with the health problems that they can be used to treat.
At the end of the leasson, she focused on auxiliary verb : should for suggestions about health problems and emphasized the vocabulary that met before.

She used authentic materials such as Thai herbs, word cards, picture cards, all of these are very good. Her pronunciation is clear and loudly. There were many activities for the students to participate; Over all is very good.

Phichaya Khunchamnan's micro teaching

           He started the lesson by played the video about acid rain. After that, He asked students what we are going to learn. He reviewed the vocabulary by let students played game. It was very fun. Students played and learnt at the same time. Let talked about how to play this game, students had to find their partner and shown the picture card and the word card in front of class.

          Then, teacher taught the vocabulary by show the meaning in Thai and asked students to repeat after him. In addition, he divided students into groups rearrange the sentences and use them to explain the cycle of acid rain. The grammar focus was ‘subject+will+v1.

          In my view, his game is very interesting. Student enjoyed playing game because it was new game for them. He used appropriate authentic materials. He asked students to do pair work and group work so, the class had movement.  

Nitaya Jongkon’s micro teaching

       Nitaya started the lesson by greeting students and gave students the pictures which concerned to the topic. Asking students guess what they are going to learn and to enhance students’ interest. Next, she taught the key words concerning Traffic Pollution Damage Kid’s Lungs, such as undertaken, traffic fumes, highway, weakened, etc. Then, she divided Task Cycle into three steps that is, Pre-listening and While-listening. At the end, she talked about grammatical function of Present Participial. She used classroom language and her language was very good.

Let’s talk about her Instructional Medias, she prepared more authentic medias to make students interested her lesson. The skills that she wanted to focus for this lesson were listening and speaking.
          My suggestions, she had to walk around classroom and try to observe students in class. Last, she should use the classroom language to checking the students understand before doing any tasks and use eyes contact with students.

Tipperat Meabua's micro teaching

s              She started the lesson by greeting and asked some questions about giving direction. Next, Students were stimulated by asking questions that where do you often go and why. Then, students answered and teacher wrote the answer onto the power point. For example:   a convenient shop: to buy things,   a swimming pool: to exercise, a zoo: to enjoy looking at wild animals. Next, teacher chose the place near the school and let the students gave direction to that place. Do you know what we will learn today? She asked.

              After that, students watched the video about asking for and giving direction. They had to listen to the audio and repeated after the audio. After listened to the audio, teacher divided students into two groups (group A and group B) and gave conversation about asking and giving direction to the students. Then students in each group read aloud the given conversation. Next, teacher asked students to sit in pair and practiced asking for and giving directions with their partner by using the map. After that, teacher explained the preposition that used to giving direction such as turn left, turn right, go straight, between, across from, opposite, next to, at the corner, etc.

               In the final part of teaching, she summarized the contents to the students. I would like to suggest that Tipparat should be developed her classroom language. She should speak some words more clearly and she has to walk around classroom and try to observe students in class. But the overall teaching seems very good.

Montree Kaewcherd’s micro teaching

         Montree’s micro teaching  is related to Environment needed for life in lesson: “Let’s go to Phuket”. His micro teaching is full of useful techniques and materials; however, there is something that still needs to be developed
         He started the class by introducing the lesson that students are going to learn and attracts the students by asking the students to play the game related to the lesson. Afterwards, he catches students ‘attention by open the very interesting clip of Phuket tourism. 4.There are effectives activities in his teaching, one of them is group discussion. He asks students to sit in group and discuss concerning to the handout provided “Keeping Patong beach clean”, who, what, where, when and why.  In this time students have an opportunity to discuss together and he walks around to encourage the students. Moreover, at the end of lesson, he asks students to summarize the lesson together by using the question “What we have learnt today?” It seems a good lesson; however, there is something needed to be improved. For those things that needed to be improved are time management that is not appropriate with the activities, and the rubric organizing is not well matched with the content of the lesson and students’ task.
         All in all, it can be said that “Let’s go to Phuket” is an effective lesson if it is improved and developed appropriately. His materials are very interesting, but in some activities like language focus is quite bored.However,. Last but not least, Montree’s lesson “Let’s go to Phuket” can give students the lesson about the public mind and the way to protect the environment by cleaning Paton Beach