Learning Reflection

By studying this subject, I think I understand it over the past semester and it's easier. Sometimes it's difficult or easy to learn. I try to understand and concentrate on it. I think teachers are kind and patient with our talk. This course allows me to practice various skills that will help me understand English more.

I liked to learn Chapter 4 (Procedure), Chapter 6 (Cause and Effect), Chapter 7 (Definition and Classification), and Chapter 9 (Problem and Solution). They make me enjoy studying at times.

Lastly, I think that finishing this course is way smarter than ever. The teacher succeeded in teaching Buffalo to be human 555.

 

Week 14 : Problems and Solutions (Continued)

On Monday 1st May 2017

I learned “Problem and Solution” that continued from last week. So, on that day, we studied a little for this lesson because the teacher assigned the homework last week, so she gave us the corrective feedback.

After we finished the first exercise. she told us for breaking for 10 minutes and we were going to watch many videos of us that the teacher used to assign us to do it. After the time of breaking was up, we started to watch a lot of videos, so my video was presented before the last video.

In my opinion, I had no both the difficult thing and the easy thing for this lesson. Because I think that I was very confident everything on that day. it made me know more about the discourse marker of Problem and Solution such as the words that made me know it was the problem sentences are crisis, problem, generate, etc.

Week 13 : Problem and Solution

On Monday 24th April 2017

source : https://www.hipsters-hackers-hustlers.com/event/got-a-problem-get-a-solution-gapgas-june-2017/

Problem and Solution is a pattern of organization where information in a passage is expressed as a dilemma or concerning issue (a problem) and something that was, can be, or should be done to remedy this issue (solution or and attempted solution). The problem and solution text is frequently confused with the cause and effect pattern of organization, as cause and effect passages do not propose solutions but rather just explain why or how they happen.

we learned chapter 9: Problem and Solution. The teacher gave us the handout about the problem and solution. Then, she told us to read the Problem and Solution in the first page. After that, she explained us to know about the purpose of problem and solution.

The teacher explained us about problem and solution markers and she told us to find the meaning of the words that we didn’t know on our smartphones.

This lesson, I think it will be easy and fun. But no, it’s harder than cause and effect. I have to try my best to concentrate on my lesson.

Week 12: Exemplification

On Monday 10th April 2017 

we learned about “Chapter 8: Exemplification”. So, this text was about species of whales so divided into toothed and baleen. And she taught us that when you read the text, you must look at keywords and discourse markers. Then, she gave us the corrective feedback about these activities.

source: https://www.wired.com/2016/12/dive-serene-magical-world-humpback-whale/

Next, the teacher gave us a handout that was about exemplification. Then, she told us to read about exemplification. So, it made me know the purpose of exemplification that is adding more information to explain, persuade, define, or illustrate a general of the idea. While we were reading it, she searched the words for telling the meaning of them for us.

source: https://www.slideshare.net/gueste1a76f/exemplification-eng-1-a-2005

In my opinion, the article was not too long and the content was not boring. It was interesting because the vocabulary was not too difficult. With animal-related content this made me enjoy learning about it. 

week 11 : Definition and Classification

On Monday 3rd April 2017

           I studied “definition and classification”. So, it had a lot of activities for this lesson. The teacher explained about definition and classification on a projector. Then, she told us to read definition and classification on the projector. she taught us about the discourse markers of definition and classification. So, it will help us to find the meaning of the unknown word in the text. By finding the discourse markers of definition in the text such as is, i.e., comma, etc.

After that she assigned us to do SKILL PRACTICES. After we did it, she gave corrective feedback. I found that it was quite easy because I have already known definition markers and classification markers. We can guess the meaning by noticing the discourse markers without opening dictionary and I was not sure about which ones are unfamiliar technical words.

Week 10 : Cause and Effect

Monday 27^th March 2017

The teacher taught a new lesson that was Cause and Effect to students. She explained about words that signal this type of text structure, read discourse markers of cause and effect and taught how to distinct cause from effect by finding out discourse markers.

After that, we read the texts about student are not allowed to chew gum in class. We completed the diagram, highlighted discourse markers, and underlined the causes.Then, we see a list of Cause and Effect markers in page 44. So, she assigned us to find the meaning and how to use them in the sentence. 

Next, we did Skill Practice 2 as we read the following texts, highlight the discourse markers and look for the specific causes and effects. Then complete the cause and effect diagram.

In my opinion, The vocabularies in the text were easy. Causes and effects were hard. Some discourse marker, I confused what is cause or effect.  I translated it and guessed from the context. This lesson is important in reading. 

Week 9 : Comparison and Contrast continues

Monday 13^th March 2017

We learned “Comparison and Contrast” continued. First of all, the teacher told us to talk and check the homework with my friend. It was the text2 in the handout. Then, the teacher told us to read the text “Men and Women: Do they speak the Same Language?” then, I check my answers with my friend. So, it was very difficult. After that, the teacher gave us the corrective feedback.

And then, the teacher gave us the corrective feedback of the “A. Signal Expressions”After that, we set the chairs for preparing about the mid-term test. After we did it finished, we did the mid-term test.

In addition, I used finding the discourse marker for reading the text. So, it made me comprehend the text easily.

source: http://www.clipartbest.com/man-silhouette-vector

Homework:

    A: Do you agree with Tannen’s views on the subject? Be specific about your points of disagreement.

    = Yes, I agree with Tannen’s view.

    B: Are any of Tannen’s points about the different personalities of men and women true in your native culture? Explain. Do men and women in your native culture use the language the way Tannen claims American men and women do? Give specific examples.

    = Yes, men make fun of women for talking too much. Men are usually good at telling jokes.

Week 8 : Comparison and Contrast

Monday 6^th March 2017

I studied “Procedure” and “Comparison and Contrast”. First of all, the teacher told us to talk with friends about “what did I do on weekend?” in the English language. Then, she told us to bring the handout for studying. After that, she read the text 3 in the handout that was about how to use a toaster. After she read it finished, she told us to do the exercises 1, 2, 3, and 5

Next, she told us to open the first page of this handout. So, it was about the “purpose”, “types of procedural texts”, “text organization”, and “language features”.

- The purpose of the procedure is to tell the reader how to do or make something.  

- Types of procedural texts are

1.Texts explain how something works or how to use instruction/operation manuals.

2. Texts that instruct how to do a particular activity.

3.Texts that deal with human behavior.

The teacher showed us some pictures and asked us how they’re different. So, she brought this toward the new reason that was “Comparison and Contrast”. Then, she told   On the other hand, “contrast is to compare the two things or more over that are differences.” that “Comparison is to compare the two things or more over that are similarities.”

Next, the teacher read and explained the example 1. Then, she told us to compare between the high context culture student and the low context culture student so the example 1 was on the slide of the Microsoft PowerPoint. So, I wrote the diagram like this:High context culture student.

In my opinion, to describe or explain how two or more things are alike or different. We usually use it when we want to present opposing sides of an issue. It is very important. The text was not hard, I can compare them that they are similar or different. The markers to point out comparison and contrast were difficult because some words, I have never seen before. I highlighted it and listened to teacher carefully for to know the meaning and more knowledge.

Week 7 : Procedure

Monday 20^th February 2017

Procedure or instruction (How something is done)
Tell us how something is accomplished  through a sequence of actions or steps.
The purpose is to tell the reader how to do or make something. These texts are usually written in the present tense.


Types of procedural Texts
- How something work or how to use instruction/operation manuals.
- How to do a particular activity.
- Deal with human behavior, such as how to live happily.

Text organisation

   Goal (often indicated in the main heading and/ or diagram)

   Meterials (listed in order of use)

   Method (steps oriented towards achieving the goal)

  

The teacher told us to talk with my friends about “the foods that I had ever cooked”. she showed the power point that is about the healthy diet. After that, she told us about her life in Sydney, Australia that she cooked a lot. Then, she assigned the work for us to make the video about the food by we must do and explain how to do it. It made me very excited for this work. Next, she opened the video of “Jamie Oliver” that he was cooking “the perfect omelet”. So, the teacher assigned us to listen and watch this video carefully and write words or sentences that we hear. After we watched it finished, she asked us about words or sentences that we hear. So, we could tell many words and sentences.

source: http://leitesculinaria.com/98154/recipes-ham-and-cheese-omelet.html

Then we matched each sentence with the correct picture and put all sentences in the correct order about omelet recipe. Exercise 2 we read the Chicken soup recipe and answered the questions. Next we did exercise 3, the text tell the reader how to use a toaster and answer the questions that are true(T) or false (F) and complete the sentences.

source: http://www.foodnetwork.com/recipes/food-network-kitchen/simple-chicken-soup

In my opinion we find procedure very easy in real life, the most common example of procedure text is a recipe, the instruction is clear and easy to understand. It enable us to get thing done. Exercise 1 and 2 were easier than exercise 3 and vocabularies were not too hard, it was easy to understand clearly. Exercise 3 was hard because it's too long. When we answered the questions, we had to find what line the answer is. it made me confused. I solved the problem by read carefully and underlined the answer.

Week 6 : Descriptive continues

Monday 6th February 2017

We continued from last week about 'Descriptive'. The teacher told correct answers to us in exercise B which match each word with the correct meaning. Next, we read the Komodo Dragon text again to find adjectives that describe komodo dragon and highlighted it.

source:http://exefun.pf.unipo.sk/iacep-european-regional-conference-2014/social-activities/szechenyi-thermal-bath-and-spa

After that, we read and answered questions of text 2 which is Budapest, to describe about tourist attractions in Budapest. It's located on the Danube River in western Hungary. Before 1873, the site was home to two separate towns, Buda and Pest, located on either side of the river.

source: http://www.prague.eu/en/articles/the-top-10-reasons-to-visit-prague-10591

Next, we read the text 3. It is “Prague” that is the city in Europe. After I finished read, she told us to do the activity below this text. But she gave us the corrective feedback while I was doing this activity. Then, the teacher told us to read the text 4 and do the activities in this text. After we did it finished, she told us to make a group then each group chose someone to pick the little paper that had three topics. So, my group got “place”. So, we had to describe the place that we were interesting. Then, we discussed the place.

Finally, the teacher explained the purpose of this lesson. So, it’s “to describe and reveal a particular person’ place, or thing”. I used skimming, scanning, and finding references to comprehend the texts. And I think I found many difficult words that I didn’t know the meaning.

Week 5 : Narrative continues and Descriptive

Monday 30th January 2017

I learned “Narrative” continued from yesterday and I started to learn “Descriptive”. First, the teacher told Ger to tell the sum-up of the short story “secret” due to half of my friends of my class didn’t come to class yesterday. Furthermore, she told Mean to tell that “What did we do yesterday?” she made us know the purpose of Narrative is to entertain, gain, and held the reader’s interest in a story. So, there are many types of Narrative. For instance, fairy stories, mysteries, science fiction, or romances etc. Next, she explained purpose, types, text organization and language feature of Narrative. Then she assigned us to make a group for four people to discuss the story’s symbols and each group must send a representative to present the story’s symbols.

Discussing the story's symbol The eggs - Kylie's secret, hope and powerThe well - The special place of KylieThe photos - Her memories and misses her fatherKylie's cutting of the photo – everything   was destroyed   

https://pantip.com/topic/32394519

The teacher taught the new lesson that is descriptive to students. we did it, she assigned us to send a representative of each group to present the appearance, the size, the weight, the habitat and the diet of komodo. After, she assigned us to write down a mind map of komodo. It had five main topics that were appearance, size, sense, diet and habit. Later, she read text of Komodo dragon (Varanus Komodoensis) and asked us that what paragraph1 is about. I answered that habitat. It was correct answer. Then she asked that what paragraph2 is about. I answered that speed but it wasn’t correct answer. Sittichai said that Running speed. It was correct answer.

She asked that what paragraph3 is about. I answered that sense but it was correct answer. She said that sense but it had another one. After that she said that appearance, so i knew the paragraph3 is about sense and appearance. She assigned us to do remain exercise as homework.

In my opinion, I think the description of the animals was easy for me because vocabulary was easy and the text was fun.

Week 4 : Narrative

Sunday 29th January 2017

The teacher taught narrative continued from the last week. So, today was makeup class because of the Monday 13th was a holiday. When the teacher came to the class, she checked our names and told us to talk with my friend about the story that I read last week. She told us to complete the summary of the first part of the story by adding 3 fairly short sentences. I discussed my idea with friends in my group. Then, we summarized like this.

A summary of the first part of the story

Kylie feels left out from her mother and Philip’s activities. She becomes interested in the chickens in the yard. Somehow her secret helps her to feel less lonely. She finds the second egg and then finds out where others are being laid by an unhealthy-looking hen. Her secret becomes bigger every day. When her mother and Phillip leave her alone, she goes to share her secret with the hen. So, sometimes she looks her photo album and tries to find her father in photos but she can’t see him. Because of her father had been the photographer. At the same time, she looks at the lid of well because she wants to go down to the well.

source: https://board.postjung.com/971403.html

Next, the teacher read and explained the story in the second part. After she read it finished, she told us to do the activity “C” that was “Put the sentences in the right order to produce a summary of the second part of the story.

Finally, in my opinion I think this story tell me about problems with contemporary family life and what should we solve this problem? It is very important for behaving of children.

Week 3 : Recount

Monday 23th January 2017

First, teacher reviewed the lesson from last week about 'Recount'. It made us understood the text clearly that who was involved, where it happened, when it happened. We highlighted the action verbs/past tense, linking words to do with time and specific participants.she gave us the corrective feedback in the handout that she assigned it last week.                     

It was exercise 3 that was “An Excursion to the Botanic Gardens”. Next, exercise 4 that had two texts. Before she gave the corrective feedback, she read the texts for us understood the texts. After that, she gave the corrective feedback again in the factual recount. It was the news report about “The arresting of Vietnamese who was stealing”. Then, we read text that was the police report about “Investigation report”. So, she told us to make a group and summarize the text. After we summarized finished, the represent of each group told the story that they summarized in front of the class. Then, she told us to answer the questions.

Next, the teacher gave us the handout that was “Chapter 2:Narrative”.  Before she explained narrative, she told us that “I will teach you by using the activities to bring into the lesson. So, she told us to do the activity that was “put a cross on the line in the circle, at an appropriate point, to show how I felt as a child.” After that, she asked us that “What is this story?” so it made us predict the story. It had a lot of idea from my friend and I. For instance: the good story of the childhood, the behavior when he or she was young, and the bad story of the childhood, etc. Then, she told us to read the story in the first paragraph and she asked us “What is happened in the story”. And she chose someone to tell that. And then, we found the specific noun in the first paragraph. Before time up, she assigned to homework.

source:https://www.google.co.th/url

In my opinion this lesson is not too difficult for me and I didn't like to read the long text in English because the text wasn't interesting. Absolutely!! I had a problem with my vocabularies. Every week, I will studied  new vocabularies and I can't remember more.

Week 2 : Recount

Monday 16th January 2017

      Today, when I come to the classroom. I find the problem that the air conditioner don't work so we must study in the bad environment.

sourse:http://www.powerlineblog.com/archives/2016/11/recount-freakout.php

      Next, the teacher come to the classroom and checked who absence today. Then, she give us the hand out that about the "Recount." A recount is unfolding of a sequence of events over time.

Purpose: to tell what happened
Types:
1.Personal Recount-(e.g. diary entry)
2.Factual Recount-(e.g. report of a science experiment, police report, new report, historical account)
3.Imaginative Recount-(e.g. a day in the life of Roman slave how I invented...)

source:http://www.sparklebox.co.uk/previews/10501-10525/sb10501-recount-writing-banners.html#.WM6E-VWGPIU

      The recount generally begins with orientation giving the reader/listener the background information need to understand the text.(i.e.who was involved, where it happened, when it happened) Then, the Recount unfold with a series of event ordered in a chronological sequence. At various stages of there maybe some personal comment on the incident (e.g. we had a wonderful there)

Text organization
-Orientation = introducing the person, place and time.
-Events = describing series of the happened in the part.
-Reorientation = personal comment of the writer to the story.

Then, we study " My Grandpa's Funeral in Toraja'' it was about funeral  Toraja, Indonesia. I also know that the funeral was perfromed in two phases. First, they butchered the pigs and buffaloes and moved the corpse to face north. After that, the corpse was placed in a sandal wood coffin. Then, it was brought out of the house and placeed on an open platform beneath the granary. The next phase of the ceremony was held in this place. The coffin is borne from the house and placed in the lakian. During the day, there were also buffaloes matches. In the might, we care feasting, chanting and dancing.

What did you find easy?
-The recount wasn't hard for me but I had to try to understand it.
What did you find difficult?
-I think that language features and text organization were difficult to separate.
What did you solve the problem?
-There was many difficult words that I didn't know the meaning.
What are you attitudes towards the lesson?
-In my opinion, I think that this lesson easier than last course. 

Week 1 : Course introdcution

Monday 9th January 2017

Today was the first day of second semester in 2016. I couldn't be bothered going to classroom because it's raining good weather to sleep a lot. When teacher came to the class. She ask " How are you? " And then, She checked the member in the class but one of my friend absented because flooding in south of Thailand.

Then, she explained about this A Discourse Approach in Reading course. She told us to speak with my friend about " What did I do on the last vocation? " by we must not to write before speak.

After that, she gave me the course outline and the work cheese or handout. It had three direction. First, match the following words with the correct genres of text. Second, complete the sentences of each paragraph by sing the words in the box. And, rewrite the sentences using the connectors in parenthesis. Make the necessary changes. For these activities had a lot of difficult vocabulary by teacher searched  the words that we couldn't pronounce for Cambridge dictionary online.

Finally, the type of text is not difficult and not easy for me because I spent time to find discourse marker. In my opinion, the vocabulary is difficult because I never find it in daily life. I tried to read more text. I think that this course is harder than last course because the text made me confused.