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July 22, 2008

The young make a big move!

see 'Start small, think big', Education page E2
Lesson by Boon Boonprayoon

The recent UN report on global climate change indicates that Thailand's capital city is among the 26 capital cities that could be under water within decades. Since the studies have been released, authorities and experts in Thailand are giving suggestions on how we should deal with the coming natural threat created by ourselves.

In such a frightening crisis on global warming, it is still pleasing to learn that the young have gradually become more aware of their roles and responsibilities for the world as a whole. Two students from Thammasat University and Chulalongkorn University won the 2008 Young Thai Science Ambassador Awards with their campaign to lessen global warming by reducing the use of plastic bags. With hope, the growing awareness would help mininise the global threat from climate change or at least help slow down the coming disaster. Read Education page 2 to find out what the two students have done and why is it so inspiring!

indicate - to show that something is true or exists ระบุ
aware - knowing or realizing something ตระหนัก รู้
lessen - to become or make sth become smaller, weaker, less important, etc. ทำให้เบาบางลง
minimise - to reduce something, especially sth bad, to the lowest possible level บรรเทาเบาบาง
threat - the possibility of trouble, danger or disaster ภัยคุกคาม
disaster - an unexpected event, such as a very bad accident, a flood or a fire, that kills a lot of people or causes a lot of damage; catastrophe ความหายนะ
inspiring - exciting and encouraging you to do or feel something ที่เป็นแรงบันดาลใจ

ท่ามกลางความหวั่นวิตกเรื่องโลกร้อนและการพยากรณ์ (ด้วยหลักฐานทางวิทยาศาสตร์) ว่ากรุงเทพอาจจมอยู่ใต้น้ำภายใน 10 ปี ข้างหน้า นักวิชาการ ผู้เชี่ยวชาญและเจ้าหน้าที่ผู้เกี่ยวข้องต่างออกมารณรงค์ และกระตุ้นให้เราตระหนักถึงปัญหาที่กำลังจะเกิดขึ้นและออกมาช่วยกันประหยัดพลังงานคนละนิด และปรับเปลี่ยนวิถีการดำเนินชีวิตเพื่อช่วยลดภาวะโลกร้อน ดังนั้น บทความในวันนี้จึงเป็ํนบทความตัวอย่างที่จะช่วยสร้างจิตสำนึกของเยาวชนไทยในการช่วยกันเพื่อความอยู่รอดของเขาเองในอนาคตข้างหน้า
วันนี้คุณทำอะไรเพื่อลดภาวะโลกร้อนบ้างหรือยังคะ ?

Start small, think big
WEENA NOPPAKUNTHONG CHONGPRASITH

Two young science ambassadors tackle climate change

pbags

University students Pakorn Traiprasertpong and Punyapat Saksupapchon campaign for the public to use cloth bags during the Young Thai Science Ambassador Awards camp. BRITISH COUNCIL

Every time Pakorn Traiprasertpong buys books at a shop, he gestures the seller not to give him a plastic bag and then he happily walks away, knowing that he has made a small difference that day.

Pakorn, a Thammasat University student, is one of the two winners of the 2008 Young Thai Science Ambassador Awards, which was organised by the British Council Thailand and other organisers including the National Science Museum and the Science Society of Thailand under the patronage of His Majesty the King.

He and his partner, Punyapat Saksupapchon, a 19-year-old communication engineering student at Chulalongkorn University, campaign to help tackle global warming by reducing the use of plastic bags.

‘‘The objective of the award is to encourage young people to be able to communicate the ideas of science,’’ says David Elliott, director of arts and society at the British Council, ‘‘rather than the very intricate, technical details of science, to enable people to understand quickly and imaginatively.’’

An invaluable award

Pakorn and Punyapat, as winners of the competition, will join the London International Youth Science Forum for two weeks in the United Kingdom from July 23 to August 6, where they will meet scientists and science communicators, as well as participate in lectures and visit science museums.

‘‘I expect to listen to the environmental problems of each country and find out the viewpoints of the participants regarding those issues,’’ says Pakorn.

He also says he would like to learn how their countries solve similar issues and how we can apply their methods to Thailand.

Step by step

Each team has two members. They should develop a campaign concerning climate change.

Their campaign proposal should include the objectives, the target audience and the communication method, but the finer details of their presentation can be developed during their regional camp at the National Science Museum.

At the science camp, guest speakers share important skills for communications, such as how to draw the attention of a large audience.

Throughout the competition, judges are looking for a team with a realistic solution to climate change in Thailand, as well as their creativity in communicating scientific issues.
Candidates then begin to make their presentations on climate change issues.

Their presentations should portray creativity, imagination, confidence and passion about the subject, says Elliott.

make a [small] difference - to have an effect on something or somebody สร้างความแตกต่าง
under the patronage of His Majesty the King - ในพระบรมราชูปถัมภ์
tackle - to make a determined effort to deal with a difficult problem or situation รับมือ จัดการกับปัญหา
objective - something that you are trying to achieve; goal วัตถุประสงค์
intricate - having a lot of different parts and small details that fit together ที่ซับซ้อน
participate - to take part in or become involved in an activity มีส่วนร่วม
apply their methods - นำวิธีการมาใช้
concerning - about sth; involving something / somebody ที่เกี่ยวข้องกับ
audience - the group of people who have gathered to watch or listen to sth (a play, concert, sb speaking, etc.) ผู้ฟัง
regional - of or relating to a region ในภูมิภาค
draw the attention - to attract or interest somebody ทำให้สนใจ
candidates - a person who is trying to be elected or is applying for a job ผู้ได้รับการเสนอชื่อเข้าแข่งขัน
portray - to describe or show somebody /something in a particular way, especially when this does not give a complete or accurate impression of what they are like SYN represent แสดง
passion - a very strong feeling of love, hatred, anger, enthusiasm, etc. ความชอบ ความหลงใหล

A planet free of plastic bags

The teams in the final round have to imagine that they are setting up a booth in a national science exhibition.

The winning team this year, who call themselves ‘‘Gasohol’’, designed their booth in a shape of a rocket with eight stations. Pakorn says the rocket was destined to leave for a new planet where no plastic bags are used.

The different stations were meant to provide information about the negative consequences of using plastic bags, as well as propose alternative solutions.

Their booth showed that the energy used to produce nine plastic bags can be converted into enough gasoline to power a small car over a distance of one kilometre.

Pakorn and Punyapat stressed the point that the process of producing plastic bags involves the combustion of fossil fuels.

The team emphasized the effects of fossil fuels on global warming and highlighted the February 2007 conclusion by the Intergovernmental Panel on Climate Change that 90 percent of the causes of global warming came from the burning of fossil fuels.

Carbon dioxide, a greenhouse gas, is produced when a fossil fuel is burned. Excess carbon dioxide in the atmosphere prevents heat from Earth from being reflected into space, thereby creating severe climate change.

The team also showed that a plastic bag remains in the same shape and form after being buried for 10 years. It takes 450 years to decompose a plastic bag. This compels people to resort to destroying plastic bags by burning them. The burning process, however, emits carbon dioxide, which only aggravates the already deteriorating situation.

The team showed them how to adopt other ways to avoid using plastic bags, such as showing them how to use a piece of cloth to wrap around objects to transport them instead of putting them inside a plastic bag, or persuading them to use metal lunch boxes or wicker baskets as food containers.

Role of a science ambassador
The British Council hopes the winning candidates will be able to engage with other participants and create a network in the UK. As science ambassadors for the UK, they should help promote projects involving science and climate change.

‘‘Ultimately, I hope they will be able to communicate the issues of climate change effectively to their peers,’’ says Elliott, ‘‘and make sure that they incorporate sharing ideas in their careers in the future.’’

Who can apply

Persons who are interested in entering the competition can be any Thai university student between the ages of 17 to 21 years who are studying a science subject. They need to have a good command of English to be able to communicate at the forum in the United Kingdom.

destined - having a future which has been decided or planned at an earlier time, especially by fate ที่ถูกกำหนด
consequence - a result of something that has happened ผลที่ตามมา
propose alternative solution - เสนอทางเลือกในการการแก้ปัญหา
convert - change or make something change from one form, purpose, system, etc. to another แปรรูป เปลี่ยน
combustion - the process of burning การเผาไหม้
excess - an amount by which spmething is larger than something else ที่มีปริมาณมากเกินไป
reflect - show the image of somebody or something on the surface of sth such as a mirror, water or glass สะท้อนให้เห็น
severe - extremely bad or serious ที่รุนแรง
decompose - to be destroyed gradually by natural chemical processes ย่อยสลาย
compel - to force sb to do sth; to make sth necessary บังคับ
resort to to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible solution SYN have recourse to ใช้มาตราการ
emit - to send out sth such as light, heat, sound, gas, etc. ปล่อยควัน หรือ แก๊สออกมา
aggravate - to make an illness or a bad or unpleasant situation worse; worsen ทำให้แย่ลง
deteriorating - to become worse ทำให้เลวลง
persuading - to make somebody do something by giving them good reasons for doing it ที่โน้มน้าวใจ
wicker - thin sticks of wood twisted together to make baskets, furniture, etc เครื่องจักสาน
engage with - to become involved with and try to understand somebody / something เป็นส่วนหนึ่ง
ultimately - at the most basic and important level อย่างที่สุด
effectively - in a way that produces the intended result or a successful result อย่างมีประสิทธิภาพ
incorporate - to include something so that it forms a part of something รวมเข้าด้วยกัน
a good command of English - ความสามารถในการใช้ภาษาอังกฤษระดับดี

Exercise

แบบฝึกหัดในวันนี้ขอพูดถึง infinitive และ gerund
ในสัปดาห์ที่ผ่านมานักเรียนที่ดิฉันสอนได้ตั้งคำุถามว่าผู้เรียนจะรู้ได้อย่างไรว่าคำใดคือคำกริยา และคำใดไม่ใช่ ในเมื่อคำบางคำพวกเขาถูกสอนว่าคือคำกริยา ทั้งนี้ในการใช้ภาษาอังกฤษ ผู้อ่านต้องทำความเข้าใจก่อนว่า คำกริยาในประโยคจะต้องมีรูปปรากฏใน tense ต่างๆ ไม่ว่าจะเป็นอดีต ปัจจุบัน หรืออนาคต และคำกริยาจะทำหน้่าที่ 2 หน้าที่ในประโยค คือ บอกเวลาที่ประธานทำกริยานั้นๆ และบอกว่าประธานเป็นผู้กระทำกริยานั้นเองหรือไม่ (active - passive voice)
ดังนั้น ทุกครั้งที่มีการใช้ภาษาผู้ใช้ภาษาต้องเลือกใช้หรือหากริยาในประโยคให้พบก่อน และกริยานั้นเิองจะเป็นตัวกำหนดโครงสร้างที่สำคัญของรูปประโยคว่าต้องการกรรม หรือส่วนขยายประธาน หรือส่วนขยายกริยา (adverb) หรือไม่อย่างไร
เมื่อหากริยาในประโยคแล้ว คำอื่นๆ ที่มีรูปเหมือนกริยา (infinitive = คำรากศัพท์ของกริยา หรือ gerund = กริยาในรูป V + ing) นั้นจะทำหน้าที่อื่นๆ ในประโยค ไม่ว่าจะเป็น adverb adjective หรือ คำนามก็ได้

Underline main verbs, and infintives and/or gerunds of the following sentences.

1. He gestures the seller not to give him a plastic bag and then he happily walks away.
2. He and his partner, Punyapat Saksupapchon, a 19-year-old communication engineering student at Chulalongkorn University, campaign to help tackle global warming by reducing the use of plastic bags.
3. They should develop a campaign concerning climate change.
4. I expect to listen to the environmental problems of each country and find out the viewpoints of the participants regarding those issues.
5. The different stations were meant to provide information about the negative consequences of using plastic bags, as well as propose alternative solutions.
6. Excess carbon dioxide in the atmosphere prevents heat from Earth from being reflected into space, thereby creating severe climate change.
7. the energy used to produce nine plastic bags can be converted into enough gasoline to power a small car over a distance of one kilometre.
8. Pakorn and Punyapat stressed the point that the process of producing plastic bags involves the combustion of fossil fuels.
9. I hope they will be able to communicate the issues of climate change effectively to their peers.
10. They need to have a good command of English to be able to communicate at the forum in the United Kingdom.

Posted by Terry Fredrickson at 01:02 PM | Permalink | TrackBacks (0)

July 08, 2008

Improving your speaking

Lesson by Boon Boonprayoon

Among the four skills to be strengthened in learning English, writing and speaking are the biggest challenges for Thai students. Cultural differences, of course, are a big factor. Writing, which will be discussed in a few weeks to come, is hard work if you are not familiar with different styles of writing and you rarely spend time reading.

Speaking proficiency, on the other hand, is much easier to improve. If you expose yourself to a multicultural environment, associate with friends where English is the medium of communication, listen to audio sources, etc, you will gradually be able to pick up the skill.

In today's education section of the Bangkok Post, David Park tells us what is the assessment by an IELTS examiner is like; why some tests last longer or shorter than expected. He also points out what makes it difficult for Thai students to get good results from their speaking test. There are also some interesting tips for improving your skills.

การพูดภาษาอังกฤษเป็นปัญหาใหญ่สำหรับเด็กไทยที่ไม่ได้อยู่ในสภาพแวดล้อมที่ใช้ภาษาอยู่เป็นประจำ วันนี้อาจารย์เดวิดบอกเล่าให้ฟังว่าอะไรคือปัญหาในการสอบพูด เล่าถึงมุมมองในการประเมิณการพูดของนักเรียนจากอาจารย์ผู้สอบให้ฟัง พร้อมทั้งได้แนะนำวิธีการเตรียมพร้อมในการเข้าสอบให้เราทราบด้วย รีบอ่านกันนะคะ เคล็ดลับในการทำคะแนนอยู่ข้างล่างนี้เองค่ะ

Speaking test problems

DAVID PARK

It’s clear from the comments that candidates and students make that there are many wrong ideas about the speaking module in Ielts (International English Language Testing System). Here are three common misunderstandings.

If the examiner stops you,your English is bad
An Ielts candidate had this to say after her recent exam: ‘‘When the examiner asked me something and I was answering, sometimes he didn’t wait and let me finish what I wanted to say. Maybe he didn’t like what I was saying, or my English was no good.’’

The fact is that examiners may need to interrupt candidates in any part of the speaking module.

In Parts 1 and 3, examiners must ask test takers a range of questions to allow the candidates’ speaking skills to be fully assessed. Each question tests candidates’ ability to use English in a different way.

For example, one question might test how well candidates can satisfactorily compare items in English. The next question might test whether test takers can talk about possible events in the future.

Consequently, if a candidate gives a longish answer to a question, the examiner may decide to interrupt. This gives the examiner the opportunity to ask other questions to assess different aspects of the candidate’s English.

As well, there’s a maximum time limit for each part of the test, so an examiner may need to interrupt an answer to keep within time limits. Similarly, examiners will interrupt a candidate if the Part 2 talk starts to run over the maximum time of two minutes. In all parts of the test, however, there’s no scoring penalty for being interrupted.

If a candidate is interrupted many times, it’s usually because the answers are longish. Nevertheless, willingness to talk at length is one of the factors affecting the fluency score. Provided there’s not too much hesitation, correction or repetition, talking at length gives a candidate a better chance of getting a higher mark for fluency. This is good!

candidate - a person who is trying to be elected or is applying for a job ผู้สมัครเข้าแข่ง เข้าสอบ
interrupt - to say or do something that makes somebody stop what they are saying or doing ขัดจังหวะ
assess - to make a judgement about the nature or quality of somebody /something ประเมิณ
satisfactory - good enough for a particular purpose; acceptable ยอมรับได้
longish - fairly long ค่อนข้างยาว
aspect - a particular part or feature of a situation, an idea, a problem, etc.; a way in which it may be considered ประเด็น แง่มุม
penalty - a punishment for breaking a law, rule or contract การลงโทษ
fluency - the quality of being able to speak or write a language, especially a foreign language, easily and well ความคล่อง และเชี่ยวชาญในการใช้ภาษา
hesitation - to be slow to speak or act because you feel uncertain or nervous ความมุ่งมั่น

If the test is short, your English is bad

Another test taker made this comment after his exam: ‘‘I felt like the examiner didn’t spend more than about 10 minutes with me for the speaking exam. When he said that the exam was over, I was surprised and wanted to say, ‘Please ask more questions, I still want to speak.’ So I don’t know what that meant. Maybe he felt like my speaking was very poor or that he didn’t understand my speaking at all, and so he stopped the exam.’’

The speaking module only lasts 11 to 14 minutes. In the case above, the examiner gave the candidate the minimum time allowed. Why would the examiner use the minimum time allowed? It would simply be because the examiner had already decided the candidate’s speaking level. It wasn’t necessary to continue for up to three more minutes.

Provided a candidate is talking at a normal speed, an examiner is often able to assess a candidate’s speaking skills within the minimum period of 11 minutes. Most speaking tests therefore last around 11 to 12 minutes.

Sometimes, however, examiners will let a test continue for any time up to the full 14 minutes allowed. This may happen, for instance, if a candidate hasn’t spoken enough to allow the examiner to satisfactorily assess the candidate’s range of speaking skills in 11 minutes.

As an example, nervous candidates may need extra time to show their full language ability as:

their answers may tend to be brief;
they may be speaking slower than normal; or
they may be pausing, correcting, hesitating and/or repeating themselves a lot.

On the other hand, there are positive reasons why tests take longer. For instance, strong candidates tend to give long and detailed answers to Part 3 questions, which take up more time. Also, an examiner who is particularly enjoying the discussion might use the full time allowed.

The main point is that examiners never finish tests before 11 minutes. In contrast, examiners use as much of the 14 minutes available to them as necessary to ensure the candidate’s score is accurate.

In other words, the extra time between 11 and 14 minutes is available to make sure that:

enough questions are asked in Parts 1 and 3;
candidates have the opportunity to present ideas;
test takers’ assessments are accurate.

The fact that examiners speak with some candidates for the minimum time does not indicate that the candidates’ speaking is poor, or good, or even excellent.

module - a unit that can form part of a course of study, especially at a college or university in Britain
provided - used to say what must happen or be done to make it possible for sth else to happen; if ถ้า
range - a variety of things of a particular type ขอบข่าย
brief - lasting only a short time; short สั้น
on the other hand - used to introduce different points of view, ideas, etc., especially when they are opposites ในทางกลับกัน
accurate - correct and true in every detail อย่างถูกต้อง
in other words - used to introduce an explanation of something บางอย่าง

If the examiner doesn’t look interested,your English is bad
One candidate told me her examiner often didn’t look directly at her while she was talking. She thought this meant that her answers were boring or that her English was poor. Another candidate wrote this on the Internet:

‘‘If an interviewer doesn’t respond excitedly to your answers and looks indifferent, you are not going to make a satisfactory score in speaking.’’

Both candidates wrongly interpreted the examiner’s body language. A lack of eye contact does not mean that what candidates are saying is boring or that their English is poor. While a candidate is talking, the examiner:

is listening to everything being said in order to carefully analyse the candidate’s speaking skills;
is perhaps glancing at papers on the scoring scheme; may be making some brief notes; or
is reading the next question to be asked.

As well, the speaking module is a standardised test. This means that assessment is not based on a loose, social conversation, but on a formal, structured interview. It also means that speaking test examiners around the world are required to behave professionally and in a consistent way.

For example, they have to avoid giving encouraging comments (.e.,g, ‘‘That’s interesting’’) or showing excessive supporting gestures with their hands or face. An examiner will certainly never ‘‘respond excitedly’’ to an answer, contrary to what the person on the Internet may have suggested.

Write to me at david.park@idp.com if you need any help preparing for Ielts. I’d be happy to answer your questions.

body language - the process of communicating what you are feeling or thinking by the way you place and move your body rather than by words ภาษากาย
glance - to look quickly at something / somebody ปราดตามอง
encouraging - o give somebody support, courage or hope ให้กำลังใจ
contrary to - showing or proving the opposite ตรงข้าม

Posted by Terry Fredrickson at 12:01 PM | Permalink | TrackBacks (0)

July 01, 2008

What makes English a boring subject?

lesson by Boon Boonprayoon

Have you ever asked yourselves why all of the sudden you just do not feel like studying English? Very likely, it is because it seems to take huge effort to remember endless lists of difficult words and complex sentence structures.In reading, once you got stuck with more than five words or you cannot get the meaning of the first few sentences, giving up is much easier.

Often, English grammar seems to always be the cause of students’ lack of interest and poor performance in the subject. As Steve suggests in today’s article, it is probably the boring presentation of the teachers that kills the students' desire to learn. Let’s take a look of what Steve has to offer today to make English more fun and more darling to us all.

huge effort - a lot of effort
giving up - quit doing something ล้มเลิก
poor performance - ผลการเรียนไม่ดี
kill the desire - to destroy or make the someone lose interest in something ทำให้หมดความสนใจ

หลายคนพูดเป็นเสียงเดียวกันว่าภาษาอังกฤษน่าเบื่อเำพราะการเรียนไวยากรณ์ยากและซ้ำซาก และนำไปใช้ไม่ได้จริง อาจารย์สตีฟทำแบบสอบถามจากนัีกเรียนของเขาและพบว่าเด็กเบื่อหน่ายที่ต้องเรียนในสิ่งที่เขาจินตนาการไม่ออกว่าจะนำไปใช้ในชีวิตจริงอย่างไร โดยรวมแล้วเด็กมีโอกาสใช้ภาษาอังกฤษน้อยมากเมื่อคิดเฉลี่ยเป็นจำนวนชั่วโมงในแต่ละสับดาห์ เด็กส่วนมากยังมีโอกาสอยู่ในสภาพแวดล้อมที่มีการใช้ภาษาอังกฤษสื่อสารจริงเพียงเล็กน้อย และหากมีเด็กก็เป็นเพียง passive users เท่านั้น คือ มีบทบาทเป็นผู้อ่านและผู้ฟัง แต่ไม่ได้เป็นผู้พูดหรือเขียนเอง ดังนั้นเราจึงควรเลือกสรรเนื้อหาและหาวิธีการนำเสนอการใช้ไวยากรณ์ที่เหมาะสมกับการใช้งานได้อย่างมีประสิทธิภาพเพื่อให้เด็กนำไปใช้ได้ทันทีในชีวิตจริง ฟังดูเหมือนง่าย แต่วิธีการคัดสรรและนำเสนอต้องใช้ความพยายามของผู้สอนมากเหลือเกินค่ะ :) Try to encourage yourselves, too.

Why Thai students do not like learning English

By Steve Graham

Most of my students dislike English unless they are English majors

At the start of every semester, I ask my students to fill out a questionnaire and take a placement test, so that I have some administrative data to work with. The questionnaire has evolved over the last 15 years since I first decided to use one, and I try to offer different questionnaires for different occasions.

An enquiring mind

Most recently, I decided that I wanted to find out how my students learned English while in primary and secondary school. So I asked them to describe in writing what they thought about the English they had learned.

A pattern emerged. They all started to learn English in Prathom 5. Learning English in Grades 5 and 6 seems to have been an enjoyable process. Students attributed their joy of learning English in those early years to their teachers playing games and singing songs.

The learning of ABCs proved exciting and words such as cat, sat and mat were taught and fully understood by the youngsters.

Students began developing a dislike for English when they moved to secondary school. A cloud of depression seems to set in as students are confronted with a foe so great as to make them hate English for the rest of their lives (well, at least to Mathayom 6 anyway). The foe is — you guessed it — grammar.

Grammar

So, what’s the big deal about grammar? Apparently, grammar is not interesting and does not hold much of a sanook factor. It is difficult to understand and boring. These are comments written by my students and I happen to agree with them.

Some educational commentators would argue that I was rather lucky with my teaching load as I have only ever had one grammar course to teach in five years at my school. Apparently, luck doesn’t come into it, as foreigners do not get allotted grammar courses unless they specifically ask for them. I asked for the solitary one I taught.

I wanted to test myself to see if I was up to the task. I don’t seem to remember learning grammar at school. I’m sure I did at some time; however, it was intrinsically integrated into the English course to such an extent that I didn’t realise that it was there.

I agree with my students. Grammar is boring and definitely not sanook. Imagine my frustration and apprehension at trying to prepare my lessons when I know that the majority of my students knew the basics of English grammar far better than me. It took me better than three hours to prepare for a three-hour lesson. Thank you, but no thanks.

Practice makes perfect

In my opinion, Thai students of English don’t use the language enough. Multiple choice tests do not prove that a student is good at English. Only by using it in the correct context will students learn.

Of course, by doing this students will make mistakes. Making mistakes is all part of the learning process and should be encouraged because without making mistakes students will never learn a language — any language.

In primary school, students were able to sing songs and recite their ABCs and basic words that rhymed. They were using the language for their own purposes to sing songs and make simple sentences.

When grammar is taught with no context to the use of English by the students in their daily lives, it ceases to have any relevance to them and they find they are not able to use it effectively.

I believe that this is why some Thai students do not like to learn English and it is up to teachers to use more innovative ways to get the message of grammar across without demotivating our students to the extent that they hate the idea of learning English.

If grammar is taught intrinsically and students can use English in real-life situations, then they should hopefully be encouraged to continue their studies in the language. Rightly or wrongly, English is now taught from the first year in primary school through university, and if students enjoy the learning process, there is a greater chance that they will achieve success.

Vocabulary

questionnaire - a written list of questions that are answered by a number of people so that information can be collected from the answers แบบสำรวจ แบบสอบถาม

evolve - to develop gradually, especially from a simple to a more complicated form; to develop something in this way คิดค้นและพัฒนาขึ้น

an enquiring mind - showing an interest in learning new things มีความสนใจใฝ่รู้

emerge - to become known ปรากฏขึ้น

attribute - to say or believe that somebody is responsible for doing something, especially for saying, writing or painting something เชื่อว่าสิ่งที่เกิดขึ้นเป็นผลสืบเนื่องมาจาก

depression - the state of feeling very sad and without hope ความหม่นหมองใจ

confront with - to make somebody face or deal with an unpleasant or difficult person or situation เผชิญหน้ากับ

foe - an enemy ศัตรู

commentator - a person who is an expert on a particular subject and talks or writes about it on television or radio, or in a newspaper นักวิจารณ์

come into it - to be important in a particular situation สำคัญ

allotted - to give time, money, tasks, etc. to somebody /something as a share of what is available ให้เวลา ให้เงิน แบ่งปัน

solitary - done alone; without other people

to be up to the task - physically or mentally capable of something มีความสามารถพอ

intrinsically - belonging to or part of the real nature of something

integrated - to combine two or more things so that they work together; to combine with something else in this way ผสมผสาน

to an extent - slight; noticeable, but difficult to describe

frustration - something that causes you to feel frustrated ความหงุดหงิดใจ

encourage - to give sb support, courage or hope ให้กำลังใจ

recite - to say a list or series of things ท่องจำ

relevance - the state of being closely connected with the subject you are discussing or the situation you are thinking about ความเกี่ยงเนื่องกัน

innovative - introducing or using new ideas, ways of doing something ความคิดสร้างสรรค์

get the message across - to send an important moral, social or political idea that a book, speech, etc. is trying to communicate บอกถึงสิ่งที่สำคัญ

demotivating - to make somebody feel that it is not worth making an effort ไม่ให้แรงจูงใจ ไม่สนับสนุน

Exercise:

Choose the best answer and try to answer the question in your own words when detailed answers are needed

1. Where does the columnist teach? a) at a primary school b) at a secondary school c) at a university
2. What does he usually do with new students? a) ask them about their summer program b) give them a test c) talk to them about their English proficiency
3. What is the foe of university students? a) their teachers b) their English teachers c) grammar
4. Do most students always develop their dislike of English from the start?
5. What does the columnist suggest for instilling a positive attitude towards English among Thai students?

Posted by Terry Fredrickson at 11:25 AM | Permalink | TrackBacks (0)

June 17, 2008

Magic within yourself

See 'JK Rowling puts 'spell' on Harvard' from Education page E4
Lesson by Boon Boonprayoon

jkr

Sweet success is within your reach and within yourselves. Take JK Rowling (photo) as an example.

There is a time in almost everyone’s life that we face a setback. It is up to each of us to make a stunning comeback and stand on our own feet or let fate take its toll. JK Rowling is no loser. She took the most critical time of her life and made it a golden opportunity. As an unemployed mother, JK Rowling started writing one of the most famous books of all time, Harry Potter, which has brought her world fame.

Below, she gives the most practical insights to all of us that if you want to make a successful career, you need to investigate yourself and see what your best qualities are and make the most of them. In her case, it is her imagination.

Now read some interesting points about JK Rowling from the report on the commencement at Harvard University.

setback - a difficulty or problem that delays or prevents something , or makes a situation worse ความเสื่อมถอย
stunning - extremely surprising or shocking ที่น่าตกตะลึง
on your own feet - completely well or in a normal state again after an illness or a time of trouble กลับมายืนหยัดได้อีกครั้ง
take its toll - to have a bad effect on sb/sth; to cause a lot of damage, deaths, suffering, etc. ปล่อยตามยะถากรรม
critical time - serious, uncertain and possibly dangerous ช่วงวิกฤต
golden opportunity – the best time of something โอกาสทอง ช่วงเวลาที่ดีที่สุด
fame - the state of being known and talked about by many people ความมีชื่อเสียง
make the most of it – to gain as much advantage, enjoyment, etc. as you can from somebody /something ทำให้้เกิดประโยชน์ที่สุด ทำให้ดีที่สุด

JK Rowling puts 'spell' on Harvard

Rowling stressed the crucial importance of imagination during a speech recently at Harvard University's spring commencement, saying, "We do not need magic to transform our world."

The "Harry Potter" author also spoke about the benefit of failure, recalling the humiliations of her time in poverty before her career took off with her string of novels about a bespectacled boy wizard.

Before the speech, some members of Harvard's class of 1936 paid tribute to Rowling by carrying brooms during an alumni procession. President Drew Gilpin Faust also welcomed witches, wizards and Muggles _ non-magical people in Rowling's books _ to the commencement. Faust noted that there was a larger number of young children than normal for a Harvard graduation and that she knew she was just "the warm-up act."

Rowling, who was given an honorary doctor of letters degree, urged the Harvard grads to use their influence and status to speak out on behalf of the powerless.

"We do not need magic to transform our world," she said. "We carry all the power we need inside ourselves already; we have the power to imagine better."

Imagination gives one the ability to empathise with others, she said.

"Imagination is not only the uniquely human capacity to envision that which is not, and therefore the fount of all invention and innovation," Rowling said. "In its arguably most transformative and revelatory capacity; it is the power that enables us to empathise with humans whose experiences we have never shared." Rowling described a low point seven years after graduating from college, when she was a poor single mother.

"The knowledge that you have emerged wiser and stronger from setbacks means that you are ever after secure in your ability to survive," Rowling said. "You will never truly know yourself, or the strength of your relationships, until both have been tested by adversity."

She called such knowledge "a true gift, for all that it is painfully won, and it has been worth more to me than any qualification I ever earned." AP

crucial - serious, uncertain and possibly dangerous ช่วงวิกฤต
commencement - a ceremony at which students receive their academic degrees or diplomas พิธีรับปริญญา
transform - to change เปลี่ยน
recalling - to remember something นึกย้อนถึงเหตุการณ์ที่ผ่านมา
humiliation - the state of feeling ashamed or stupid and lose the respect of other people ความน่าอัปยศอดสู
bespectacled - wearing specatacle ที่สวมแว่นตา
tribute - an act, a statement or a gift that is intended to show your respect or admiration, especially for a dead person การสรรเสริญ
alumni - the former male and female students of a school, college or university ศิษย์เก่า
honorary doctor of (x) degree - given as an honour, without the person having to have the usual qualifications ปริญญาดุษฎีมหาบัณฑิตกิตติมศักดิ์
on behalf of - as the representative of sb or instead of them เป็นตัวแทน ในนามของ
envision - imagine จินตนาการ
emerge - to survive a difficult situation or experience ผ่านพ้นวิกฤตได้
setback - a difficulty or problem that delays or prevents something , or makes a situation worse ความเสื่อมถอย
secure - to obtain or achieve something, especially when this means using a lot of effort
adversity - a difficult or unpleasant situation เคราะห์กรรม

Exercise:
1. Why was JK Rowling at Harvard University?
2. What drove JK Rowling into starting to write her books Harry Potter?
3. What is the best qualification she thinks helped her achieve world fame from the book?
4. What is her suggestion to anyone who might be in a difficult time of their lives?
5. Has JK Rowling ever studied at Harvard University?

Posted by Terry Fredrickson at 11:58 AM | Permalink | TrackBacks (0)

	Weeklies
Words in the News General News Easy English News Easy Business News Economics and Business Business Words in the News Teaching with the Bangkok Post Feature Focus From the Weeklies Mainly for Fun Hey kids! Weekend Practice Lessons on H.M.the King Focus on Thailand Buddhism Business and Economics Library 60 years ago General Links About Site General suggestions for teachers Building your vocabulary Suggestions for learners Suggestions for parents Who is Acharn Terry? Who is Acharn Jon?	July 22, 2008 The young make a big move! see 'Start small, think big', Education page E2 Lesson by Boon Boonprayoon The recent UN report on global climate change indicates that Thailand's capital city is among the 26 capital cities that could be under water within decades. Since the studies have been released, authorities and experts in Thailand are giving suggestions on how we should deal with the coming natural threat created by ourselves. In such a frightening crisis on global warming, it is still pleasing to learn that the young have gradually become more aware of their roles and responsibilities for the world as a whole. Two students from Thammasat University and Chulalongkorn University won the 2008 Young Thai Science Ambassador Awards with their campaign to lessen global warming by reducing the use of plastic bags. With hope, the growing awareness would help mininise the global threat from climate change or at least help slow down the coming disaster. Read Education page 2 to find out what the two students have done and why is it so inspiring! indicate - to show that something is true or exists ระบุ aware - knowing or realizing something ตระหนัก รู้ lessen - to become or make sth become smaller, weaker, less important, etc. ทำให้เบาบางลง minimise - to reduce something, especially sth bad, to the lowest possible level บรรเทาเบาบาง threat - the possibility of trouble, danger or disaster ภัยคุกคาม disaster - an unexpected event, such as a very bad accident, a flood or a fire, that kills a lot of people or causes a lot of damage; catastrophe ความหายนะ inspiring - exciting and encouraging you to do or feel something ที่เป็นแรงบันดาลใจ ท่ามกลางความหวั่นวิตกเรื่องโลกร้อนและการพยากรณ์ (ด้วยหลักฐานทางวิทยาศาสตร์) ว่ากรุงเทพอาจจมอยู่ใต้น้ำภายใน 10 ปี ข้างหน้า นักวิชาการ ผู้เชี่ยวชาญและเจ้าหน้าที่ผู้เกี่ยวข้องต่างออกมารณรงค์ และกระตุ้นให้เราตระหนักถึงปัญหาที่กำลังจะเกิดขึ้นและออกมาช่วยกันประหยัดพลังงานคนละนิด และปรับเปลี่ยนวิถีการดำเนินชีวิตเพื่อช่วยลดภาวะโลกร้อน ดังนั้น บทความในวันนี้จึงเป็ํนบทความตัวอย่างที่จะช่วยสร้างจิตสำนึกของเยาวชนไทยในการช่วยกันเพื่อความอยู่รอดของเขาเองในอนาคตข้างหน้า วันนี้คุณทำอะไรเพื่อลดภาวะโลกร้อนบ้างหรือยังคะ ? Start small, think big WEENA NOPPAKUNTHONG CHONGPRASITH Two young science ambassadors tackle climate change University students Pakorn Traiprasertpong and Punyapat Saksupapchon campaign for the public to use cloth bags during the Young Thai Science Ambassador Awards camp. BRITISH COUNCIL Every time Pakorn Traiprasertpong buys books at a shop, he gestures the seller not to give him a plastic bag and then he happily walks away, knowing that he has made a small difference that day. Pakorn, a Thammasat University student, is one of the two winners of the 2008 Young Thai Science Ambassador Awards, which was organised by the British Council Thailand and other organisers including the National Science Museum and the Science Society of Thailand under the patronage of His Majesty the King. He and his partner, Punyapat Saksupapchon, a 19-year-old communication engineering student at Chulalongkorn University, campaign to help tackle global warming by reducing the use of plastic bags. ‘‘The objective of the award is to encourage young people to be able to communicate the ideas of science,’’ says David Elliott, director of arts and society at the British Council, ‘‘rather than the very intricate, technical details of science, to enable people to understand quickly and imaginatively.’’ An invaluable award Pakorn and Punyapat, as winners of the competition, will join the London International Youth Science Forum for two weeks in the United Kingdom from July 23 to August 6, where they will meet scientists and science communicators, as well as participate in lectures and visit science museums. ‘‘I expect to listen to the environmental problems of each country and find out the viewpoints of the participants regarding those issues,’’ says Pakorn. He also says he would like to learn how their countries solve similar issues and how we can apply their methods to Thailand. Step by step Each team has two members. They should develop a campaign concerning climate change. Their campaign proposal should include the objectives, the target audience and the communication method, but the finer details of their presentation can be developed during their regional camp at the National Science Museum. At the science camp, guest speakers share important skills for communications, such as how to draw the attention of a large audience. Throughout the competition, judges are looking for a team with a realistic solution to climate change in Thailand, as well as their creativity in communicating scientific issues. Candidates then begin to make their presentations on climate change issues. Their presentations should portray creativity, imagination, confidence and passion about the subject, says Elliott. make a [small] difference - to have an effect on something or somebody สร้างความแตกต่าง under the patronage of His Majesty the King - ในพระบรมราชูปถัมภ์ tackle - to make a determined effort to deal with a difficult problem or situation รับมือ จัดการกับปัญหา objective - something that you are trying to achieve; goal วัตถุประสงค์ intricate - having a lot of different parts and small details that fit together ที่ซับซ้อน participate - to take part in or become involved in an activity มีส่วนร่วม apply their methods - นำวิธีการมาใช้ concerning - about sth; involving something / somebody ที่เกี่ยวข้องกับ audience - the group of people who have gathered to watch or listen to sth (a play, concert, sb speaking, etc.) ผู้ฟัง regional - of or relating to a region ในภูมิภาค draw the attention - to attract or interest somebody ทำให้สนใจ candidates - a person who is trying to be elected or is applying for a job ผู้ได้รับการเสนอชื่อเข้าแข่งขัน portray - to describe or show somebody /something in a particular way, especially when this does not give a complete or accurate impression of what they are like SYN represent แสดง passion - a very strong feeling of love, hatred, anger, enthusiasm, etc. ความชอบ ความหลงใหล A planet free of plastic bags The teams in the final round have to imagine that they are setting up a booth in a national science exhibition. The winning team this year, who call themselves ‘‘Gasohol’’, designed their booth in a shape of a rocket with eight stations. Pakorn says the rocket was destined to leave for a new planet where no plastic bags are used. The different stations were meant to provide information about the negative consequences of using plastic bags, as well as propose alternative solutions. Their booth showed that the energy used to produce nine plastic bags can be converted into enough gasoline to power a small car over a distance of one kilometre. Pakorn and Punyapat stressed the point that the process of producing plastic bags involves the combustion of fossil fuels. The team emphasized the effects of fossil fuels on global warming and highlighted the February 2007 conclusion by the Intergovernmental Panel on Climate Change that 90 percent of the causes of global warming came from the burning of fossil fuels. Carbon dioxide, a greenhouse gas, is produced when a fossil fuel is burned. Excess carbon dioxide in the atmosphere prevents heat from Earth from being reflected into space, thereby creating severe climate change. The team also showed that a plastic bag remains in the same shape and form after being buried for 10 years. It takes 450 years to decompose a plastic bag. This compels people to resort to destroying plastic bags by burning them. The burning process, however, emits carbon dioxide, which only aggravates the already deteriorating situation. The team showed them how to adopt other ways to avoid using plastic bags, such as showing them how to use a piece of cloth to wrap around objects to transport them instead of putting them inside a plastic bag, or persuading them to use metal lunch boxes or wicker baskets as food containers. Role of a science ambassador The British Council hopes the winning candidates will be able to engage with other participants and create a network in the UK. As science ambassadors for the UK, they should help promote projects involving science and climate change. ‘‘Ultimately, I hope they will be able to communicate the issues of climate change effectively to their peers,’’ says Elliott, ‘‘and make sure that they incorporate sharing ideas in their careers in the future.’’ Who can apply Persons who are interested in entering the competition can be any Thai university student between the ages of 17 to 21 years who are studying a science subject. They need to have a good command of English to be able to communicate at the forum in the United Kingdom. destined - having a future which has been decided or planned at an earlier time, especially by fate ที่ถูกกำหนด consequence - a result of something that has happened ผลที่ตามมา propose alternative solution - เสนอทางเลือกในการการแก้ปัญหา convert - change or make something change from one form, purpose, system, etc. to another แปรรูป เปลี่ยน combustion - the process of burning การเผาไหม้ excess - an amount by which spmething is larger than something else ที่มีปริมาณมากเกินไป reflect - show the image of somebody or something on the surface of sth such as a mirror, water or glass สะท้อนให้เห็น severe - extremely bad or serious ที่รุนแรง decompose - to be destroyed gradually by natural chemical processes ย่อยสลาย compel - to force sb to do sth; to make sth necessary บังคับ resort to to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible solution SYN have recourse to ใช้มาตราการ emit - to send out sth such as light, heat, sound, gas, etc. ปล่อยควัน หรือ แก๊สออกมา aggravate - to make an illness or a bad or unpleasant situation worse; worsen ทำให้แย่ลง deteriorating - to become worse ทำให้เลวลง persuading - to make somebody do something by giving them good reasons for doing it ที่โน้มน้าวใจ wicker - thin sticks of wood twisted together to make baskets, furniture, etc เครื่องจักสาน engage with - to become involved with and try to understand somebody / something เป็นส่วนหนึ่ง ultimately - at the most basic and important level อย่างที่สุด effectively - in a way that produces the intended result or a successful result อย่างมีประสิทธิภาพ incorporate - to include something so that it forms a part of something รวมเข้าด้วยกัน a good command of English - ความสามารถในการใช้ภาษาอังกฤษระดับดี Exercise แบบฝึกหัดในวันนี้ขอพูดถึง infinitive และ gerund ในสัปดาห์ที่ผ่านมานักเรียนที่ดิฉันสอนได้ตั้งคำุถามว่าผู้เรียนจะรู้ได้อย่างไรว่าคำใดคือคำกริยา และคำใดไม่ใช่ ในเมื่อคำบางคำพวกเขาถูกสอนว่าคือคำกริยา ทั้งนี้ในการใช้ภาษาอังกฤษ ผู้อ่านต้องทำความเข้าใจก่อนว่า คำกริยาในประโยคจะต้องมีรูปปรากฏใน tense ต่างๆ ไม่ว่าจะเป็นอดีต ปัจจุบัน หรืออนาคต และคำกริยาจะทำหน้่าที่ 2 หน้าที่ในประโยค คือ บอกเวลาที่ประธานทำกริยานั้นๆ และบอกว่าประธานเป็นผู้กระทำกริยานั้นเองหรือไม่ (active - passive voice) ดังนั้น ทุกครั้งที่มีการใช้ภาษาผู้ใช้ภาษาต้องเลือกใช้หรือหากริยาในประโยคให้พบก่อน และกริยานั้นเิองจะเป็นตัวกำหนดโครงสร้างที่สำคัญของรูปประโยคว่าต้องการกรรม หรือส่วนขยายประธาน หรือส่วนขยายกริยา (adverb) หรือไม่อย่างไร เมื่อหากริยาในประโยคแล้ว คำอื่นๆ ที่มีรูปเหมือนกริยา (infinitive = คำรากศัพท์ของกริยา หรือ gerund = กริยาในรูป V + ing) นั้นจะทำหน้าที่อื่นๆ ในประโยค ไม่ว่าจะเป็น adverb adjective หรือ คำนามก็ได้ Underline main verbs, and infintives and/or gerunds of the following sentences. 1. He gestures the seller not to give him a plastic bag and then he happily walks away. 2. He and his partner, Punyapat Saksupapchon, a 19-year-old communication engineering student at Chulalongkorn University, campaign to help tackle global warming by reducing the use of plastic bags. 3. They should develop a campaign concerning climate change. 4. I expect to listen to the environmental problems of each country and find out the viewpoints of the participants regarding those issues. 5. The different stations were meant to provide information about the negative consequences of using plastic bags, as well as propose alternative solutions. 6. Excess carbon dioxide in the atmosphere prevents heat from Earth from being reflected into space, thereby creating severe climate change. 7. the energy used to produce nine plastic bags can be converted into enough gasoline to power a small car over a distance of one kilometre. 8. Pakorn and Punyapat stressed the point that the process of producing plastic bags involves the combustion of fossil fuels. 9. I hope they will be able to communicate the issues of climate change effectively to their peers. 10. They need to have a good command of English to be able to communicate at the forum in the United Kingdom. Posted by Terry Fredrickson at 01:02 PM \| Permalink \| TrackBacks (0) July 08, 2008 Improving your speaking Lesson by Boon Boonprayoon Among the four skills to be strengthened in learning English, writing and speaking are the biggest challenges for Thai students. Cultural differences, of course, are a big factor. Writing, which will be discussed in a few weeks to come, is hard work if you are not familiar with different styles of writing and you rarely spend time reading. Speaking proficiency, on the other hand, is much easier to improve. If you expose yourself to a multicultural environment, associate with friends where English is the medium of communication, listen to audio sources, etc, you will gradually be able to pick up the skill. In today's education section of the Bangkok Post, David Park tells us what is the assessment by an IELTS examiner is like; why some tests last longer or shorter than expected. He also points out what makes it difficult for Thai students to get good results from their speaking test. There are also some interesting tips for improving your skills. การพูดภาษาอังกฤษเป็นปัญหาใหญ่สำหรับเด็กไทยที่ไม่ได้อยู่ในสภาพแวดล้อมที่ใช้ภาษาอยู่เป็นประจำ วันนี้อาจารย์เดวิดบอกเล่าให้ฟังว่าอะไรคือปัญหาในการสอบพูด เล่าถึงมุมมองในการประเมิณการพูดของนักเรียนจากอาจารย์ผู้สอบให้ฟัง พร้อมทั้งได้แนะนำวิธีการเตรียมพร้อมในการเข้าสอบให้เราทราบด้วย รีบอ่านกันนะคะ เคล็ดลับในการทำคะแนนอยู่ข้างล่างนี้เองค่ะ Speaking test problems DAVID PARK It’s clear from the comments that candidates and students make that there are many wrong ideas about the speaking module in Ielts (International English Language Testing System). Here are three common misunderstandings. If the examiner stops you,your English is bad An Ielts candidate had this to say after her recent exam: ‘‘When the examiner asked me something and I was answering, sometimes he didn’t wait and let me finish what I wanted to say. Maybe he didn’t like what I was saying, or my English was no good.’’ The fact is that examiners may need to interrupt candidates in any part of the speaking module. In Parts 1 and 3, examiners must ask test takers a range of questions to allow the candidates’ speaking skills to be fully assessed. Each question tests candidates’ ability to use English in a different way. For example, one question might test how well candidates can satisfactorily compare items in English. The next question might test whether test takers can talk about possible events in the future. Consequently, if a candidate gives a longish answer to a question, the examiner may decide to interrupt. This gives the examiner the opportunity to ask other questions to assess different aspects of the candidate’s English. As well, there’s a maximum time limit for each part of the test, so an examiner may need to interrupt an answer to keep within time limits. Similarly, examiners will interrupt a candidate if the Part 2 talk starts to run over the maximum time of two minutes. In all parts of the test, however, there’s no scoring penalty for being interrupted. If a candidate is interrupted many times, it’s usually because the answers are longish. Nevertheless, willingness to talk at length is one of the factors affecting the fluency score. Provided there’s not too much hesitation, correction or repetition, talking at length gives a candidate a better chance of getting a higher mark for fluency. This is good! candidate - a person who is trying to be elected or is applying for a job ผู้สมัครเข้าแข่ง เข้าสอบ interrupt - to say or do something that makes somebody stop what they are saying or doing ขัดจังหวะ assess - to make a judgement about the nature or quality of somebody /something ประเมิณ satisfactory - good enough for a particular purpose; acceptable ยอมรับได้ longish - fairly long ค่อนข้างยาว aspect - a particular part or feature of a situation, an idea, a problem, etc.; a way in which it may be considered ประเด็น แง่มุม penalty - a punishment for breaking a law, rule or contract การลงโทษ fluency - the quality of being able to speak or write a language, especially a foreign language, easily and well ความคล่อง และเชี่ยวชาญในการใช้ภาษา hesitation - to be slow to speak or act because you feel uncertain or nervous ความมุ่งมั่น If the test is short, your English is bad Another test taker made this comment after his exam: ‘‘I felt like the examiner didn’t spend more than about 10 minutes with me for the speaking exam. When he said that the exam was over, I was surprised and wanted to say, ‘Please ask more questions, I still want to speak.’ So I don’t know what that meant. Maybe he felt like my speaking was very poor or that he didn’t understand my speaking at all, and so he stopped the exam.’’ The speaking module only lasts 11 to 14 minutes. In the case above, the examiner gave the candidate the minimum time allowed. Why would the examiner use the minimum time allowed? It would simply be because the examiner had already decided the candidate’s speaking level. It wasn’t necessary to continue for up to three more minutes. Provided a candidate is talking at a normal speed, an examiner is often able to assess a candidate’s speaking skills within the minimum period of 11 minutes. Most speaking tests therefore last around 11 to 12 minutes. Sometimes, however, examiners will let a test continue for any time up to the full 14 minutes allowed. This may happen, for instance, if a candidate hasn’t spoken enough to allow the examiner to satisfactorily assess the candidate’s range of speaking skills in 11 minutes. As an example, nervous candidates may need extra time to show their full language ability as: their answers may tend to be brief; they may be speaking slower than normal; or they may be pausing, correcting, hesitating and/or repeating themselves a lot. On the other hand, there are positive reasons why tests take longer. For instance, strong candidates tend to give long and detailed answers to Part 3 questions, which take up more time. Also, an examiner who is particularly enjoying the discussion might use the full time allowed. The main point is that examiners never finish tests before 11 minutes. In contrast, examiners use as much of the 14 minutes available to them as necessary to ensure the candidate’s score is accurate. In other words, the extra time between 11 and 14 minutes is available to make sure that: enough questions are asked in Parts 1 and 3; candidates have the opportunity to present ideas; test takers’ assessments are accurate. The fact that examiners speak with some candidates for the minimum time does not indicate that the candidates’ speaking is poor, or good, or even excellent. module - a unit that can form part of a course of study, especially at a college or university in Britain provided - used to say what must happen or be done to make it possible for sth else to happen; if ถ้า range - a variety of things of a particular type ขอบข่าย brief - lasting only a short time; short สั้น on the other hand - used to introduce different points of view, ideas, etc., especially when they are opposites ในทางกลับกัน accurate - correct and true in every detail อย่างถูกต้อง in other words - used to introduce an explanation of something บางอย่าง If the examiner doesn’t look interested,your English is bad One candidate told me her examiner often didn’t look directly at her while she was talking. She thought this meant that her answers were boring or that her English was poor. Another candidate wrote this on the Internet: ‘‘If an interviewer doesn’t respond excitedly to your answers and looks indifferent, you are not going to make a satisfactory score in speaking.’’ Both candidates wrongly interpreted the examiner’s body language. A lack of eye contact does not mean that what candidates are saying is boring or that their English is poor. While a candidate is talking, the examiner: is listening to everything being said in order to carefully analyse the candidate’s speaking skills; is perhaps glancing at papers on the scoring scheme; may be making some brief notes; or is reading the next question to be asked. As well, the speaking module is a standardised test. This means that assessment is not based on a loose, social conversation, but on a formal, structured interview. It also means that speaking test examiners around the world are required to behave professionally and in a consistent way. For example, they have to avoid giving encouraging comments (.e.,g, ‘‘That’s interesting’’) or showing excessive supporting gestures with their hands or face. An examiner will certainly never ‘‘respond excitedly’’ to an answer, contrary to what the person on the Internet may have suggested. Write to me at david.park@idp.com if you need any help preparing for Ielts. I’d be happy to answer your questions. body language - the process of communicating what you are feeling or thinking by the way you place and move your body rather than by words ภาษากาย glance - to look quickly at something / somebody ปราดตามอง encouraging - o give somebody support, courage or hope ให้กำลังใจ contrary to - showing or proving the opposite ตรงข้าม Posted by Terry Fredrickson at 12:01 PM \| Permalink \| TrackBacks (0) July 01, 2008 What makes English a boring subject? lesson by Boon Boonprayoon Have you ever asked yourselves why all of the sudden you just do not feel like studying English? Very likely, it is because it seems to take huge effort to remember endless lists of difficult words and complex sentence structures.In reading, once you got stuck with more than five words or you cannot get the meaning of the first few sentences, giving up is much easier. Often, English grammar seems to always be the cause of students’ lack of interest and poor performance in the subject. As Steve suggests in today’s article, it is probably the boring presentation of the teachers that kills the students' desire to learn. Let’s take a look of what Steve has to offer today to make English more fun and more darling to us all. huge effort - a lot of effort giving up - quit doing something ล้มเลิก poor performance - ผลการเรียนไม่ดี kill the desire - to destroy or make the someone lose interest in something ทำให้หมดความสนใจ หลายคนพูดเป็นเสียงเดียวกันว่าภาษาอังกฤษน่าเบื่อเำพราะการเรียนไวยากรณ์ยากและซ้ำซาก และนำไปใช้ไม่ได้จริง อาจารย์สตีฟทำแบบสอบถามจากนัีกเรียนของเขาและพบว่าเด็กเบื่อหน่ายที่ต้องเรียนในสิ่งที่เขาจินตนาการไม่ออกว่าจะนำไปใช้ในชีวิตจริงอย่างไร โดยรวมแล้วเด็กมีโอกาสใช้ภาษาอังกฤษน้อยมากเมื่อคิดเฉลี่ยเป็นจำนวนชั่วโมงในแต่ละสับดาห์ เด็กส่วนมากยังมีโอกาสอยู่ในสภาพแวดล้อมที่มีการใช้ภาษาอังกฤษสื่อสารจริงเพียงเล็กน้อย และหากมีเด็กก็เป็นเพียง passive users เท่านั้น คือ มีบทบาทเป็นผู้อ่านและผู้ฟัง แต่ไม่ได้เป็นผู้พูดหรือเขียนเอง ดังนั้นเราจึงควรเลือกสรรเนื้อหาและหาวิธีการนำเสนอการใช้ไวยากรณ์ที่เหมาะสมกับการใช้งานได้อย่างมีประสิทธิภาพเพื่อให้เด็กนำไปใช้ได้ทันทีในชีวิตจริง ฟังดูเหมือนง่าย แต่วิธีการคัดสรรและนำเสนอต้องใช้ความพยายามของผู้สอนมากเหลือเกินค่ะ :) Try to encourage yourselves, too. Why Thai students do not like learning English By Steve Graham Most of my students dislike English unless they are English majors At the start of every semester, I ask my students to fill out a questionnaire and take a placement test, so that I have some administrative data to work with. The questionnaire has evolved over the last 15 years since I first decided to use one, and I try to offer different questionnaires for different occasions. An enquiring mind Most recently, I decided that I wanted to find out how my students learned English while in primary and secondary school. So I asked them to describe in writing what they thought about the English they had learned. A pattern emerged. They all started to learn English in Prathom 5. Learning English in Grades 5 and 6 seems to have been an enjoyable process. Students attributed their joy of learning English in those early years to their teachers playing games and singing songs. The learning of ABCs proved exciting and words such as cat, sat and mat were taught and fully understood by the youngsters. Students began developing a dislike for English when they moved to secondary school. A cloud of depression seems to set in as students are confronted with a foe so great as to make them hate English for the rest of their lives (well, at least to Mathayom 6 anyway). The foe is — you guessed it — grammar. Grammar So, what’s the big deal about grammar? Apparently, grammar is not interesting and does not hold much of a sanook factor. It is difficult to understand and boring. These are comments written by my students and I happen to agree with them. Some educational commentators would argue that I was rather lucky with my teaching load as I have only ever had one grammar course to teach in five years at my school. Apparently, luck doesn’t come into it, as foreigners do not get allotted grammar courses unless they specifically ask for them. I asked for the solitary one I taught. I wanted to test myself to see if I was up to the task. I don’t seem to remember learning grammar at school. I’m sure I did at some time; however, it was intrinsically integrated into the English course to such an extent that I didn’t realise that it was there. I agree with my students. Grammar is boring and definitely not sanook. Imagine my frustration and apprehension at trying to prepare my lessons when I know that the majority of my students knew the basics of English grammar far better than me. It took me better than three hours to prepare for a three-hour lesson. Thank you, but no thanks. Practice makes perfect In my opinion, Thai students of English don’t use the language enough. Multiple choice tests do not prove that a student is good at English. Only by using it in the correct context will students learn. Of course, by doing this students will make mistakes. Making mistakes is all part of the learning process and should be encouraged because without making mistakes students will never learn a language — any language. In primary school, students were able to sing songs and recite their ABCs and basic words that rhymed. They were using the language for their own purposes to sing songs and make simple sentences. When grammar is taught with no context to the use of English by the students in their daily lives, it ceases to have any relevance to them and they find they are not able to use it effectively. I believe that this is why some Thai students do not like to learn English and it is up to teachers to use more innovative ways to get the message of grammar across without demotivating our students to the extent that they hate the idea of learning English. If grammar is taught intrinsically and students can use English in real-life situations, then they should hopefully be encouraged to continue their studies in the language. Rightly or wrongly, English is now taught from the first year in primary school through university, and if students enjoy the learning process, there is a greater chance that they will achieve success. Vocabulary questionnaire - a written list of questions that are answered by a number of people so that information can be collected from the answers แบบสำรวจ แบบสอบถาม evolve - to develop gradually, especially from a simple to a more complicated form; to develop something in this way คิดค้นและพัฒนาขึ้น an enquiring mind - showing an interest in learning new things มีความสนใจใฝ่รู้ emerge - to become known ปรากฏขึ้น attribute - to say or believe that somebody is responsible for doing something, especially for saying, writing or painting something เชื่อว่าสิ่งที่เกิดขึ้นเป็นผลสืบเนื่องมาจาก depression - the state of feeling very sad and without hope ความหม่นหมองใจ confront with - to make somebody face or deal with an unpleasant or difficult person or situation เผชิญหน้ากับ foe - an enemy ศัตรู commentator - a person who is an expert on a particular subject and talks or writes about it on television or radio, or in a newspaper นักวิจารณ์ come into it - to be important in a particular situation สำคัญ allotted - to give time, money, tasks, etc. to somebody /something as a share of what is available ให้เวลา ให้เงิน แบ่งปัน solitary - done alone; without other people to be up to the task - physically or mentally capable of something มีความสามารถพอ intrinsically - belonging to or part of the real nature of something integrated - to combine two or more things so that they work together; to combine with something else in this way ผสมผสาน to an extent - slight; noticeable, but difficult to describe frustration - something that causes you to feel frustrated ความหงุดหงิดใจ encourage - to give sb support, courage or hope ให้กำลังใจ recite - to say a list or series of things ท่องจำ relevance - the state of being closely connected with the subject you are discussing or the situation you are thinking about ความเกี่ยงเนื่องกัน innovative - introducing or using new ideas, ways of doing something ความคิดสร้างสรรค์ get the message across - to send an important moral, social or political idea that a book, speech, etc. is trying to communicate บอกถึงสิ่งที่สำคัญ demotivating - to make somebody feel that it is not worth making an effort ไม่ให้แรงจูงใจ ไม่สนับสนุน Exercise: Choose the best answer and try to answer the question in your own words when detailed answers are needed 1. Where does the columnist teach? a) at a primary school b) at a secondary school c) at a university 2. What does he usually do with new students? a) ask them about their summer program b) give them a test c) talk to them about their English proficiency 3. What is the foe of university students? a) their teachers b) their English teachers c) grammar 4. Do most students always develop their dislike of English from the start? 5. What does the columnist suggest for instilling a positive attitude towards English among Thai students? Posted by Terry Fredrickson at 11:25 AM \| Permalink \| TrackBacks (0) June 17, 2008 Magic within yourself See 'JK Rowling puts 'spell' on Harvard' from Education page E4 Lesson by Boon Boonprayoon Sweet success is within your reach and within yourselves. Take JK Rowling (photo) as an example. There is a time in almost everyone’s life that we face a setback. It is up to each of us to make a stunning comeback and stand on our own feet or let fate take its toll. JK Rowling is no loser. She took the most critical time of her life and made it a golden opportunity. As an unemployed mother, JK Rowling started writing one of the most famous books of all time, Harry Potter, which has brought her world fame. Below, she gives the most practical insights to all of us that if you want to make a successful career, you need to investigate yourself and see what your best qualities are and make the most of them. In her case, it is her imagination. Now read some interesting points about JK Rowling from the report on the commencement at Harvard University. setback - a difficulty or problem that delays or prevents something , or makes a situation worse ความเสื่อมถอย stunning - extremely surprising or shocking ที่น่าตกตะลึง on your own feet - completely well or in a normal state again after an illness or a time of trouble กลับมายืนหยัดได้อีกครั้ง take its toll - to have a bad effect on sb/sth; to cause a lot of damage, deaths, suffering, etc. ปล่อยตามยะถากรรม critical time - serious, uncertain and possibly dangerous ช่วงวิกฤต golden opportunity – the best time of something โอกาสทอง ช่วงเวลาที่ดีที่สุด fame - the state of being known and talked about by many people ความมีชื่อเสียง make the most of it – to gain as much advantage, enjoyment, etc. as you can from somebody /something ทำให้้เกิดประโยชน์ที่สุด ทำให้ดีที่สุด JK Rowling puts 'spell' on Harvard Rowling stressed the crucial importance of imagination during a speech recently at Harvard University's spring commencement, saying, "We do not need magic to transform our world." The "Harry Potter" author also spoke about the benefit of failure, recalling the humiliations of her time in poverty before her career took off with her string of novels about a bespectacled boy wizard. Before the speech, some members of Harvard's class of 1936 paid tribute to Rowling by carrying brooms during an alumni procession. President Drew Gilpin Faust also welcomed witches, wizards and Muggles _ non-magical people in Rowling's books _ to the commencement. Faust noted that there was a larger number of young children than normal for a Harvard graduation and that she knew she was just "the warm-up act." Rowling, who was given an honorary doctor of letters degree, urged the Harvard grads to use their influence and status to speak out on behalf of the powerless. "We do not need magic to transform our world," she said. "We carry all the power we need inside ourselves already; we have the power to imagine better." Imagination gives one the ability to empathise with others, she said. "Imagination is not only the uniquely human capacity to envision that which is not, and therefore the fount of all invention and innovation," Rowling said. "In its arguably most transformative and revelatory capacity; it is the power that enables us to empathise with humans whose experiences we have never shared." Rowling described a low point seven years after graduating from college, when she was a poor single mother. "The knowledge that you have emerged wiser and stronger from setbacks means that you are ever after secure in your ability to survive," Rowling said. "You will never truly know yourself, or the strength of your relationships, until both have been tested by adversity." She called such knowledge "a true gift, for all that it is painfully won, and it has been worth more to me than any qualification I ever earned." AP crucial - serious, uncertain and possibly dangerous ช่วงวิกฤต commencement - a ceremony at which students receive their academic degrees or diplomas พิธีรับปริญญา transform - to change เปลี่ยน recalling - to remember something นึกย้อนถึงเหตุการณ์ที่ผ่านมา humiliation - the state of feeling ashamed or stupid and lose the respect of other people ความน่าอัปยศอดสู bespectacled - wearing specatacle ที่สวมแว่นตา tribute - an act, a statement or a gift that is intended to show your respect or admiration, especially for a dead person การสรรเสริญ alumni - the former male and female students of a school, college or university ศิษย์เก่า honorary doctor of (x) degree - given as an honour, without the person having to have the usual qualifications ปริญญาดุษฎีมหาบัณฑิตกิตติมศักดิ์ on behalf of - as the representative of sb or instead of them เป็นตัวแทน ในนามของ envision - imagine จินตนาการ emerge - to survive a difficult situation or experience ผ่านพ้นวิกฤตได้ setback - a difficulty or problem that delays or prevents something , or makes a situation worse ความเสื่อมถอย secure - to obtain or achieve something, especially when this means using a lot of effort adversity - a difficult or unpleasant situation เคราะห์กรรม Exercise: 1. Why was JK Rowling at Harvard University? 2. What drove JK Rowling into starting to write her books Harry Potter? 3. What is the best qualification she thinks helped her achieve world fame from the book? 4. What is her suggestion to anyone who might be in a difficult time of their lives? 5. Has JK Rowling ever studied at Harvard University? Posted by Terry Fredrickson at 11:58 AM \| Permalink \| TrackBacks (0)
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