Classroom Management in English Language Teaching

43 TABLE 12. Step Four: Students’ comprehension of rule-based sentence construction Make a sentence using the present perfect tense with time signals: already, recently, for, during the past years, since, just, twice, and many time 1. ____________________________________________________________ . 2. ____________________________________________________________ . 3. ____________________________________________________________ . 4. ____________________________________________________________ . 5. ____________________________________________________________ . 6. ____________________________________________________________ . St7e.p__5_:_E__x_p_a_n_d__in__g_s_t_u_d_e_n__ts_’__k_n_o_w__le_d__g_e_o__r_e_n_r_i_c_h_m__e_n_t____________ . 8. ____________________________________________________________ The last step is focused on expanding students’ comprehension of the grammatical item being taught. In this phase, the teacher employs other activities to reinforce some concepts and even to relate new ones. S/he gives the students opportunities to do independent work and can set certain activities or tasks from the lesson as homework or an assignment. In the example of materials designed for teaching present perfect tense, two tasks are proposed: pattern identification in a passage or a text (see Table 13) and inter-pattern comparison in meaning (see Table 14). Pattern identification in a passage or text provides students with an opportunity to do noticing or consciousness raising. In this respect, the students are expected to be expert in applying the rule on the basis of their cognitive capacity. Inter-pattern comparison encourages the students to differentiate between the concepts they already know and the newly introduced grammatical item. This task can train students to think analytically. TABLE 13. Step Five: Pattern identification in the passage or the text Identify the clauses or sentences using present perfect in the following passage, and underline the verbs. The whale is the largest animal that has ever lived. Some species grow to a length of over 30 meters and weigh up to 90 metric tons, or 90,000 kilos. Millions of years ago, whales lived on land and walked on four legs. Before recorded history, however, they went into the sea. It was really a return to the sea; the remote ancestors of all animals had originated in the sea. The remains of the whale’s hind legs still exist inside its body, and there is other evidence that it was once a land mammal. It is warm-blooded, for example, and has respiratory, digestive, and reproductive systems somewhat like those of other mammals. For hundreds of years, people have killed some whale species for their blubber or whalebone. In recent years, it has become evident that the great sperm whale is especially in danger of becoming…

44 TABLE 14. Step 5: Inter-pattern comparison in meaning Differentiate a couple of sentences based on aspect of meaning below. 1. A. She has had breakfast. B. She had breakfast. 2. A. We have visited Bali four times. B. We visited Bali four times a year. 3. A. They have lived in a remote area. B. They lived in a remote area. 4. A. He has broken the cup. B. He broke the cup. 5. A. I have studied Japanese for five years. B. I studied Japanese for five years. 6. A. She has had breakfast. B. She had breakfast. 7. A. George and Anna have waited for you for three hours. B. George and Anna waited for you for three hours. 8. A. Pusporini has washed her motorbike. B. Pusporini washed her motorbike. 9. A. Mary and Shirley have seen this movie. B. Mary and Shirley saw this movie. After describing and discussing the proposed five-step procedure for teaching grammar, it is wise to highlight some advantages and disadvantages over the existing approaches to teaching grammar. The advantages of the proposed procedure are: 3.2.4 Advantages and disadvantages of the five-step procedure for teaching grammar 1. The procedure tries to encourage the students’ involvement in communicative tasks (that is, Step 1: Question Input). 2. Learners are trained to be accustomed to rule discovery, which could enhance learning autonomy and self-reliance as shown in Step 1 (that is, sentence noticing). 3. Learners have a chance to apply their greater degree of cognitive depth. 4. The procedure respects the intelligence and maturity of many adult learners in particular and acknowledges the role of cognitive processes in language acquisition. 5. Learners are more active in the learning process, rather than being simply passive recipients of exercises. 6. The procedure involves learners’ pattern-recognition and problem-solving.

45 7. The procedure attempts to measure the learners’ progress in mastering the rule through an individual evaluation as part of the learning process; and 8. The procedure tries to reconnect what the learners already know with something new (that is, new rules of the grammar). Conclusion “The ultimate goal of teaching grammar is to provide the students with knowledge of the way language is constructed so that when they listen, speak, read and write, they have no trouble applying the language that they are learning. Language teachers are, therefore, challenged to use creative and innovative attempts to teach grammar so that such a goal can successfully be achieved. In other words, whatever exercises are given, the most crucial thing is that the teacher provide the students with an opportunity to be able to produce the grammatical item making use of syntactically and semantically correct examples of sentences comprised of appropriate and relevant vocabulary. It is believed that the five-step procedure for teaching grammar described in this article achieves this end (Toköz, 2008).” Chapters One–Three in this book are based on research and related articles. The objective of the first three chapters is to explain the facts about teaching English in Thai classrooms. While Chapters Four–Eight focus on the area of English classroom management. In Chapter Four, the English teaching reform policy of the Ministry of Education is presented. ****************

46 Chapter Four: The English Teaching Reform Policy of the Ministry of Education 4.1 Introduction According to the new manual of English teaching based on the standardized English language proficiency, the Ministry of Education has issued a policy to accelerate the system to improve the quality of Thai education and the potential of Thai learners. Especially, the enhancement of English language skills (English Language Institute Office of the Basic Education Commission Ministry of Education, 2015). To achieve this goal, the Ministry has set the policy to reform the English teaching in the basic education level. To ensure that all sectors are aware of the need to accelerate English language teaching and development. The students have the capacity and skills as prescribed. The Office of the Basic Education Commission has set guidelines for all concerned sectors both in the central office and the schools to implement the goal of English teaching in Thai classrooms. Lastly, as teaching and testing are interrelated and because of a shift from grammar to the communicative approach, new idea about language testing has been introduced. 4.2 The Common European Framework of Reference for Languages (CEFR) The CEFR for languages was developed by the Council of Europe over more than 20 years before being officially launched during the European Year of Languages in 2001. Since then the CEFR has grown in popularity both in Europe and across the world. The framework is used to benchmark communicative language ability in reading, writing, speaking and listening. The CEFR is divided into 3 levels; basic users (Level A), independent users (Level B) and proficient users (Level C) (Asia's leading independent news, 2015). Furthermore, the CEFR can be defined as “A guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was put together by the Council of Europe as the main part of the project \"Language Learning for European Citizenship\" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001, a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability.” https://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages

47 Additionally, the Common European Framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. The following table gives an indication of these levels. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency. Level Level group Level Level name Description group name  Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.  Can introduce themselves and others and can A1 Breakthrough or ask and answer questions about personal beginner details such as where he/she lives, people they know and things they have.  Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A Basic user Way stage or  Can understand sentences and frequently A2 elementary used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).  Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.  Can describe in simple terms aspects of their background, immediate environment and matters in areas of immediate need. B1 Threshold or  Can understand the main points of clear intermediate standard input on familiar matters regularly Independent encountered in work, school, leisure, etc. user  Can deal with most situations likely to arise while travelling in an area where the language is spoken.  Can produce simple connected text on topics that are familiar or of personal interest.  Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.  Can understand the main ideas of complex text on both concrete and abstract topics, B2 Vantage or upper including technical discussions in their field intermediate of specialization.  Can interact with a degree of fluency and spontaneity that makes regular interaction

48 with native speakers quite possible without strain for either party.  Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.  Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.  Can express ideas fluently and spontaneously Effective without much obvious searching for C1 operational expressions. proficiency or  Can use language flexibly and effectively for advanced social, academic and professional purposes.  Can produce clear, well-structured, detailed C Proficient text on complex subjects, showing controlled user use of organizational patterns, connectors and cohesive devices.  Can understand with ease virtually everything heard or read.  Can summarize information from different spoken and written sources, reconstructing C2 Mastery or arguments and accounts in a coherent proficiency presentation.  Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages. A more thorough description of each level, with criteria for listening, reading, speaking, and writing, is presented as the following.

A1 A2 A1 A2 I can understan of clear standa Under Listening I can understand I can understand phrases and the familiar matter Stand familiar words and very highest frequency vocabulary encountered in ing basic phrases related to areas of most leisure, etc. I c concerning myself, my immediate personal relevance main point of m family and immediate (e.g. very basic personal and programmes o concrete surroundings family information, shopping, topics of perso when people speak local area, employment). I can interest when t slowly and clearly catch the main point in short, relatively slow clear, simple messages and announcements Reading I can understand I can read very short, simple I can understan familiar names, words texts. I can find specific, mainly of high Spoken and very simple predictable information in simple day or job rela Interaction sentences, for example everyday material such as understand the on notices and posters advertisements, prospectuses, events, feeling or in catalogues. menus and timetables and I can personal letters understand short simple personal letters I can deal with likely to arise w Speaki I can interact in a I can communicate in simple and an area where ng simple way provided routine tasks requiring a simple spoken. I can e the other person is and direct exchange of into conversati Spoken prepared to repeat or information on familiar topics are familiar, of Production rephrase things at a and activities. I can handle very or pertinent to slower rate of speech short social exchanges, even family, hobbie and help me formulate though I can't usually understand current events) what I'm trying to say. I enough to keep the conversation can ask and answer going myself. I can connect p simple questions in way in order to areas of immediate I can use a series of phrases and experiences an need or on very sentences to describe in simple dreams, hopes familiar topics. terms my family and other can briefly giv people, living conditions, my explanations fo I can use simple educational background and my plans. I can na phrases and sentences present or most recent job. relate the plot to describe where I live and describe m and people I know. I can write sim Writing I can write a short, I can write short, simple notes on topics whic simple postcard, for and messages. I can write a very personal intere Writing example sending simple personal letter, for personal letters holiday greetings. I can example thanking someone for experiences an fill in forms with something. personal details, for example entering my name, nationality and address on a hotel registration form.

49 B1 B2 C1 C2 nd the main points I can understand extended speech I can understand extended speech I have no difficulty in ard speech on and lectures and follow even even when it is not clearly understanding any kind of spoken rs regularly complex lines of argument structured and when relationships language, whether live or n work, school, provided the topic is reasonably are only implied and not signalled broadcast, even when delivered at can understand the familiar. I can understand most explicitly. I can understand fast native speed, provided I have many radio or TV TV news and current affairs television programmes and films some time to get familiar with the on current affairs or programmes. I can understand the without too much effort accent. onal or professional majority of films in standard the delivery is dialect. w and clear nd texts that consist I can read articles and reports I can understand long and I can read with ease virtually all h frequency every concerned with contemporary complex factual and literary texts, forms of the written language, ated language. I can problems in which the writers appreciating distinctions of style. including abstract, structurally or e description of adopt particular attitudes or I can understand specialised linguistically complex texts such gs and wishes in viewpoints. I can understand articles and longer technical as manuals, specialised articles s. contemporary literary prose. instructions, even when they do and literary works. not relate to my field. h most situations I can interact with a degree of I can express myself fluently and I can take part effortlessly in any whilst travelling in fluency and spontaneity that spontaneously without much conversation or discussion and the language is makes regular interaction with obvious searching for have a good familiarity with enter unprepared native speakers quite possible. I expressions. I can use language idiomatic expressions and ion on topics that can take an active part in flexibly and effectively for social colloquialisms. I can express f personal interest discussion in familiar contexts, and professional purposes. I can myself fluently and convey finer o everyday life (e.g. accounting for and sustaining my formulate ideas and opinions with shades of meaning precisely. If I es, work, travel and views. precision and relate my do have a problem I can ). contribution skilfully to those of backtrack and restructure around I can present clear, detailed other speakers. the difficulty so smoothly that phrases in a simple descriptions on a wide range of other people are hardly aware of o describe subjects related to my field of it. nd events, my interest. I can explain a viewpoint s and ambitions. I on a topical issue giving the I can present clear, detailed I can present a clear, smoothly- ve reasons and advantages and disadvantages of descriptions of complex subjects flowing description or argument or opinions and various options. integrating sub-themes, in a style appropriate to the arrate a story or developing particular points and context and with an effective of a book or film I can write clear, detailed text on rounding off with an appropriate logical structure which helps the my reactions a wide range of subjects related conclusion. recipient to notice and remember to my interests. I can write an significant points. mple connected text essay or report, passing on ch are familiar or of information or giving reasons in I can express myself in clear, well I can write clear, smoothly- est. I can write support of or against a particular structured text, expressing points flowing text in an appropriate s describing point of view. I can write letters of view at some length. I can style. I can write complex letters, nd impressions highlighting the personal write about complex subjects in a reports or articles which present a significance of events and letter, an essay or a report, case with an effective logical experiences underlining what I consider to be structure which helps the the salient issues. I can select a recipient to notice and remember style appropriate to the reader in significant points. I can write mind. summaries and reviews of professional or literary works. 48

50 Moreover, Thai Ministry of Education has set the following English language proficiency targets for students in Thailand. By the end of Prathom 6 (Grade 6) students should have reached A1 proficiency. Students should have reached A2 proficiency by the end of Mathayom 3 (Grade 9) and by the end of Mathayom 6 (Grade 12) students should have reached B1 proficiency Levels of students Levels of language CEFR framework language Primary (Grade 6) abilities A1 Basic language user Compulsory (Grade 9) Basic language user A2 Basic Graduation Independent language B1 (Grade 12 / Vocational) user Actually, the CEFR is not the test paper but it is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. Therefore, in assessing the results of each student English language development, the results of standardized comparable tests can be used to compare with the CEFR framework. The following table demonstrates the comparison scores between CEFR and other English standardized tests. A2 B1 B2 C1 C2 Cambridge Cambridge Cambridge Cambridge Cambridge English Key English English First English English (KET) Preliminary (FCE) Advanced (CAE) Proficiency PTE (PET) BEC Vantage BEC Higher (CPE) General Level 1 BEC Prelim IELTS 5-6.5 IELTS 7-8 IELTS 8.5-9 PTE IELTS 4-4.5 TOEFL iBT 87- TOEFL Michigan ECPE Academic 30-42 TOEFL iBT 57- 109 iBT 110-120 PTE TOEIC Listening 86 TOEIC Listening TOEIC Listening General Level 5 & Reading 225 TOEIC Listening & Reading 785 & Reading 945 PTE TOEIC Speaking & Reading 550 TOEIC Speaking TOEIC Speaking Academic 85+ & Writing 160 TOEIC Speaking & Writing 310 & Writing 360 & Writing 240 Michigan ECCE PTE PTE PTE General Level 4 General Level 2 General Level 3 PTE PTE PTE Academic 76-84 Academic 43-58 Academic 59-75 Trinity ISE I Trinity ISE II

51 Interestingly, a number of English teachers have been getting some firsthand experience of the Common European Framework as part of an initiative to assess the ability of all English language teachers in Government schools. Large numbers of Thai teachers took the internationally recognized Oxford Placement Test in 2014 and it appears the government is keen to ensure all the remaining teachers are assessed over the coming months. It’s not clear whether these results will be made public or what will happen to those teachers that are unable to reach a sufficient level of English language ability. However, this testing of English language teachers could be a positive sign that the government is waking up to the problem of Thailand’s poor English language standards and attempting to rectify the situation. There are 33,811 teachers in government primary schools under 183 area offices and 12,871 teachers in secondary schools under 42 area offices (The Nation, 2015). Student competence in English is fundamental to national development and the achievement of sustainability in Thailand. Thai educational institutions are concerned with current literacy levels and have attempted to increase student literacy, especially in English.Thai learners should have an opportunity to use English language as a tool to communicate in various situations both in class and daily life. Therefore, the practical language approach to support students to use English language for communication in real life is the Communication Language Teaching (CLT) and the details is presented in the next section. 4.3 Focus on Communicative Language Teaching (CLT) Communicative Language Teaching (CLT), which is an approach to the teaching of second and foreign languages, emphasizes interaction as both the means and the ultimate goal of learning a language. The Ministry of Education has a policy to replace grammar approach to communicative language teaching (CLT) in the English National Syllabus (see Chapter one for more details). This can lead grammar structure being taught implicitly a long with the communicative conversations focusing on listening skill, speaking skill followed by reading skill and writing skill. In addition, content-based, task-based and problem-based learning have been adopted in Thai English language classrooms (Wiriyachitra 2004). In addition, all language books focus on communication drills with dialogue patterns in various situations (Rafajlovicova 2003). According to Abadi (n.d.), in this approach, students are given tasks to accomplish using language instead of studying the language. The syllabus is based primarily on functional

52 development which is replaced a structural syllabus. There is also less emphasis on error correction as fluency and communication become more important than accuracy. Authentic and meaningful language input becomes more important as well. The class becomes more student-cantered while the teacher plays more of observer role. The concept of Communicative Language Teaching (CLT) has been discussed in Chapter One. Next, the CLT learning principle will be presented to be a guideline for teachers to conduct English classrooms correctly based on CLT. According to the new manual of English teaching based on the standardized English language proficiency, English Language Institute Office of the Basic Education Commission Ministry of Education (2015), elements of an underlying learning principle can be discerned in some CLT practices, however, one such element might be described as the communication principle: Activities that involve real communication promote learning. A second element is the task principle: Activities in which language is used for carrying out meaningful tasks promote learning. A third element is the meaningfulness principle: Language that is meaningful to the learner supports the learning process. Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use (rather than merely mechanical practice of language patterns). These principles can be inferred from CLT practices. They address the conditions needed to promote second language learning, rather than the processes of language acquisition. The CLT learning theory is depicted in the Figure 4.1 Activities that Activities are used involve real for carrying out communication meaningful tasks promote learning. promote learning CLT learning principle : Language that is meaningful to the learner supports the learning process. Figure 4.1: The CLT learning theory

53 Activities that involve real communication promote learning include any activities that encourage and require a learner to speak with and listen to other learners, as well as with people in the program and community. Real purposes of communicative activities are to find information, break down barriers, talk about self, and learn about the culture. Even when a lesson is focused on developing reading or writing skills, communicative activities should be integrated into the lesson. Real life communication is the target and learners are trained not only to be linguistically competent but also communicatively and socio linguistically competent. Moreover, Real communication situations should be the focus instead of isolated structures with no real-life reference (Rhalmi, 2015) Furthermore, Rhalmi (2015) also mentioned that activities in which language is used for carrying out meaningful tasks promote learning. To clarify, communicative activities are carried out to fulfil specific purposes such as booking a plane, hotel ticket, inviting somebody to a party and answering an invitation letter. Besides, research on second language acquisition (SLA) suggests that more learning takes place when students are engaged in relevant tasks within a dynamic learning environment rather than in traditional teacher-led classes. Besides, research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills and promotes meaningful learning experiences. Instructors who adopt a student-cantered approach to instruction increase opportunities for student engagement, which then helps everyone more successfully achieve the course’s learning objectives (University of Washington, 2018).In order to conduct an English class effectively, an English teacher should have an idea of how to write Communicative Language Teaching lesson plan as the following processes. The process of teaching and learning focus on Communicative Language Teaching (CLT) can be illustrated in the figure 4.2. Presentation (Pre-Stage) Teacher explain and demonstrate the meaning and form of the new language presented

54 Practice (Whilst-Stage) Students practice the new language presented in a controlled and semi- controlled way using various types of activities technique Production (Post-Stage) Students transfer what they have learnt to use in the simulations or real situations in an uncontrolled way Figure 4.2 : The process of teaching and learning focus on Communicative Language Teaching (CLT) Below is an example of CLT lesson plan. Lesson Plan Topic: Expression of Agreement and Disagreement Students' Grade: Grade VIII of Junior High School Skills: Speaking, Writing, Reading, and Listening Time allotment 45 minutes ………………………………………………………………………………………………………………… Objectives/aims 1. Students are expected to be able to identify the expressions for agreement and 2. Students are expected to be able to express how to express agree and disagree. Method : Communicative Language Teaching Teaching resources : Handbooks Steps of activities : pre, whilst, post

55 Pre-activity: (15 minutes) - Students are given a piece of paper. (2 minutes) - Students are asked to write a free statement of anything they like. (3 minutes) - Students exchange the paper to other students. (2 minutes) - Some students are asked to read the paper and give responses to the statement whether she or he agrees or disagrees with the statement (when a student give response, other students listen carefully and identify whether the response is agreement and disagreement). (8minutes) Whilst: (25 minutes) - Students are given a dialog which contains expression of agreement and disagreement. (1 minutes) - Students are asked to make a group of three and present the dialog.(5 minutes) - Students are asked to identify expression of agreement and disagreement from the dialog orally.(3 minutes) - Each group is asked to make their own dialog which contains expression of agreement and disagreement and present it in front of the class. (10 minutes) - Each group is given some papers which have been written a word in each paper, containing expression of agreement and disagreement. ( 1 minutes) - Members of each group are asked to unscramble the word and make it into the correct statement of agreement or disagreement. (5 minutes) Post-activity: (5 minutes) - Students are checked their understanding by having a chit chat with the teacher. (3 minutes) - Students are asked to share their feeling about the material whether it’s hard or not. (2 minutes) Assessment/Evaluation: The evaluation is done orally by having a conversation with each student. Currently the communicative language teaching has been adopted in Thai national language syllabus. Nevertheless, grammar role is still considered as the essential of communication.

56 According to Rafajlovicova (2003), grammar helps to create efficient communication. When a sender and receiver want to communicate a message to each other, they want the message to be interpreted efficiently as possible. To be successful in a particular type of communication, the sent message compounds with proper signals that help the sender and receiver to interpret it without ambiguity. Rafajlovicova (2003) also highlights how grammar is an important component of language that is integral to everyday communication, reminding us that without grammar, language will become confused. Moreover, Batstone (1994) shows that grammar is a communicative device that is functionally motivated. Canale and Swain (1980) and Hymes (1972) claim that grammar is now a component of communicative competence and should no longer be considered an autonomous system in classroom teaching. As teaching and testing are interrelated (Rafajlovicova , 2003), the development of different approaches to language learning and teaching may affect language testing. Because of a shift from grammar to the communicative approach, new idea about communicative nature of the grammar test has been introduced in the next section. 4.4 Communicative Nature of the Grammar Testing Traditional grammar tests used to consist of a discrete-point, single-sentence format; however, after the introduction of the communicative approach to the English language curriculum, the standards for grammar testing have broadened over the past three decades (Rafajlovicova 2003). As a consequence of this shift, language tests are now developed as more practical, real-world tasks (Bachman 1990). Rea-Dickins (1991) claims that grammar tests can be developed communicatively in a contextualized form if test items are task-based and are created around a context. Ellis (1991) recommends that learners can solve grammar problems interactively using a task-based or ‘grammar-consciousness-raising’ exercise, which poses grammar problems as the task content. He also asserts that, even though learners may focus on grammatical structure or form in a task-based test, they are engaged in language meaning when they solve grammar problems in a task-based situation. The concept of integrated grammar testing is illustrated in figure 4.3

57 Grammar Integrated Communicative structures grammar context test Discrete- point test Contextualized form Figure 4.3: The Concept of Communicative Nature of the Grammar Test Additionally, Rea-Dickins (1991) recommends that for a test to measure grammar competence, the test must provide more context than merely a discrete-point single sentence. This is supported by McNamara (2000) and Rafajlovicova (2003), who mention that grammar testingin the form of discrete-point single sentences may not be practical for testing learners’ language performance because it focuses more on the formal linguistic system, rather than on the grammar used to achieve communicative competence. Moreover, Rea-Dickins (1991) further explains that a communicative purpose should be identified for a test activity. In addition, test takers should be provided with an opportunity to create their message and to produce an appropriate grammatical response to a given context. Last, instructions for the test taker should focus on meaning rather than form and should indicate an audience to whom the communication is to be addressed. Rea-Dickins’s (1991) five factors that contribute to the communicative nature of the grammar test are illustrated in Figure 4.4

A test should not 58 comprise a number of decontextualizedsingl The identification of e sentences a communicative purpose for the test activity is necessary Contextualisation A communicative of test item purpose Rea- Dickins’s Five Factors (1991) An audience Meaning Opportunity to Produce The identification Instructions to The opportunity for of an audience to the test taker the test taker to whom the that focus on create his/her own communication is meaning rather message and to addressed than form produce grammatical responses as appropriate in a given context Figure 4.4: Rea-Dickins’s (1991) Five Factors that Contribute to the Communicative Nature of the Grammar test The example of the test based on Rea-Dickins’s five factors that contribute to the communicative nature of the grammar is presented as the following.

59 Adjective Context: Next semester all the fifth year students will have their practicum. In the dialogue below, two classmates are discussing their placement in primary schools. Pre- service teachers are allowed to choose the schools they will teach in. Pimon and Somjai are discussing the schools where they like to have their training. Instruction: Please complete the following dialogue by writing the adjectives in brackets into the correct forms of comparative adjectives and superlative adjectives. You can write more than one word. Press the “submit” button to record your answer. Pimon: Have you thought about your practicum? Have you chosen the school where you would like to train? Saijai: I prefer having my job training at a school in a town rather than a school in a suburb because most schools in towns are (1) (large) than schoolsin suburbs. Also, schools in towns are (2) (famous) than the ones in suburbs too. Pimon: I prefer teaching in a suburb because it is (3) (peaceful) Saijai: than teaching in a town even though schools in suburbs are (4) (tiny) Pimon: than those in towns. than schools in Saijai: Don’t you think schools in suburbs are (5) (far) Pimon: Saijai: towns. experience at a No, I don’t think so. I think I can have (6) (good) suburban school rather than a town school. Which school in the town would you like to train in? I would like to get my training at Pitaya School because it is (7) (interesting) school in the town. How about you? I would like to have my practicum at Ban Don School because it is (8) (poor) school in the suburb. That means you will be (hardworking) (9) student in the class. Pimon: Yes, and I will be (10) (happy) student in the class too because I can fulfill my dream giving back my knowledge to my old school.

60 The Office of the Basic Education Commission has set guidelines for Thai schools to implement the goal of English teaching in Thai classrooms under the Common European Framework of Reference for Languages (CEFR). In this chapter, various details about CEFR have been presented such as the levels of learners and learners’ English skill competence including the process of teaching and learning focus on Communicative Language Teaching (CLT). However, it is important for Thai teachers to understand how to conduct the CEFR English teaching activity and all the details will be mentioned in the next Chapter. *****************

61 Chapter Five :CEFR English Teaching Activities 5.1 Introduction As mentioned in the previous chapter, an opportunity should be provided for Thai learners to practise English language learning activities under the CEFR competence framework, which focuses on teaching English to the nature of communication learning. This chapter presents CEFR English teaching activities based on four English skills: listening, speaking, reading and writing. Grammar is discussed in relation to all the skills (English Language Institute Office of the Basic Education Commission Ministry of Education 2015). 5.2 Teaching English Listening Skills Daily listening can occur in two modes: casual listening and focused listening. Casual listening includes involuntary hearing, while focused listening involves the ability to understand the ‘message’ of a communication. Teachers need the knowledge and techniques to help learners acquire expert and comprehensive listening skills. There are two considerations for teachers in designing activities to promote listening skills in students in language classrooms. First, teachers should select real-life situations of listening or simulate such situations in the classroom. These may include listening to instructions from the teacher, listening to the conversations of peers or listening to the radio, television or videos. Second, activities in listening instruction can be categorised according to three kinds of activities: before-listening (pre-listening), during-listening (while-listening) and after- listening (post-listening). Each activity may use the following techniques. Pre-listening activities are delivered in a timely manner. For example, teachers may provide some information about the listening message to help learners understand the context prior to listening, such as using a picture of the subject. The next technique involves discussing the picture so that students can find the answer related to that image. Further, teachers may use vocabulary words for students to hear and circle in a reading text while listening. Reading questions may allow learners to discover the answers to those questions. This can guide the listening of the learners. It is good prior preparation for learners to have information about what they will hear.

62 While-listening is a process enabling students to practise listening. This activity is not a listening test. It is a practical process for understanding. Post-listening occurs after the listening activity. For example, beginners may practise dictation of the sentence they have heard. The accuracy of vocabulary, idioms and grammatical structures can be checked at the same time. After the while-listening process, advanced learners may practise discussing the topic of the listening activity to determine the attitude of the speaker. Post-listening is an activity that allows learners to practise using the language after listening. For example, beginners may practise dictation of the sentences they have heard. The accuracy of their written English can be checked by the writing of vocabulary, idioms and grammatical structures. High school students can discuss the message that was heard or the attitudes of the speakers. 5.3 Teaching English Speaking Skills Speaking is the way to communicate the ideas, experience and needs of the speaker to the audience. Listeners can understand the message effectively though the voice, wording and gestures of speakers. They can properly conform to the ethics of etiquette and socialising. It is an important skill for individuals in the daily communication involved in doing business or teaching foreign languages. Speaking is face-to-face communication. To be successful speakers, learners need the following elements. Speakers communicate to listeners. Therefore, they probably express their feelings, facts and attitudes as best they can using audio language and modal verbs. They should know how to accumulate valuable ideas and compile those ideas to convey to listeners. A good speaker should prepare a sequence of speech and structure a story well and correctly. Speaking is a social communication in which the speaker is a giver and the audience is a receiver. Therefore, the speaker will be able to communicate efficiently if they know how to analyse the audience. The communication channel, such as the speaker’s voice, face, gestures and possibly other audio visual equipment, should be designed to support the speaker to communicate well. Activities in speaking instruction are divided into various steps, as follows. The first step is to describe the purpose and the content. Teachers should tell students what to learn by asking questions, telling stories or using various media. Teachers should keep their

63 students informed about the characteristics of language and the meaning of the spoken message, such as who is the speaker, what do they say and where and when is the speech taking place. Next, students should practise speaking immediately after the content and purpose of the speech are described. Learners may practise speaking simultaneously or work in pairs. Students may practise using a framework until they can use the language independently. 5.4 Teaching English Reading Skills Reading involves communication between an author and a reader. It occurs when readers understand letters, wording, sentences, symbols, images and signs, including the feelings of the author. Readers need to consider the meaning of what they have read and correspond with the author. Reading can be a process of interaction and interpretation at the same time. Reading English can be difficult for Thai learners because they need to understand grammatical structure, vocabulary and the connections between sentences in the text. Reading can be divided into two types. The first type is oral reading. Students can be trained to read accurately and fluently using the following activities. First, a teacher reads the whole text, and all students listen to that particular text. Next, the teacher reads one sentence at a time, and all students repeat what the teacher reads, sentence by sentence. Next, students each read one sentence until the class reaches the end of the text. Next, students practise by themselves. Lastly, the teacher randomly selects students to read for the whole class. In the next activity, students practise reading fluently using a chain reading activity. For this activity, individual students each read a sentence until the passage is read. The teacher randomly selects students from a ‘chain of numbers’. For example, students with numbers 2, 12, 22, 32, etc. each read one sentence of the given passage. If any student makes a mistake, the chain is broken and the student with that number must be replaced. Another activity for teaching students to read fluently is ‘read and look up’. In this activity, one student reads one sentence and they must remember what has been read. Then each student looks up. This activity is similar to the way presenters read the news. Another reading activity is ‘speed-reading’. In this activity, students are required to read the passage as quickly as possible, without being concerned about the accuracy of each letter.

64 Students are not allowed to skip a word. This activity is a natural way for students to practise reading and avoid spelling each word. ‘Reading for accuracy’ is also useful. In this activity, students focus on the accuracy of their reading, including stress, intonation, cluster and final sounds. The teacher can use a speed- reading activity to train students to read accurately. Then they will be able to read accurately and fluently. 5.4.1 Reading Techniques Silent reading involves reading ‘aloud’ in the mind to recognise and understand what is read. This kind of reading is similar to listening. The difference is that listening involves hearing, while reading involves literal recognition. Students can be trained to read proficiently with specific techniques. Skim reading is one of the techniques that help students read at high speed. Students do not need to read every word in the passage. They can skip some unimportant parts. The objectives of this reading technique are to capture the important subject matter of the text and to understand only the important details. Scanning is also one of the techniques that help students read at high speed. Students need to look quickly to find information or answers in the reading text. For example, someone may be looking for contact numbers in a telephone book. They just search for the number they need. There is one thing to remember: students do not need to understand or know every word in the text that is being read. This is because the purpose of this kind of reading is only to find some words. Reading activity processes can be divided into three steps. The first step is ‘pre-reading activity’. The teacher may introduce some information about the story so that students can roughly understand the context. This step involves two activities. The first activity is ‘personalisation’. This is the conversation between teacher and students or students and students. In this activity, students are able to review their previous knowledge and prepare themselves for new knowledge from the reading. The second activity is ‘predicting activity’. This allows students to make guesses regarding the story they are going to read. The teacher can use a chart image related to the topic of the reading material for students to discuss or answer using the reading text. During this stage, students may read, highlight, underline or

65 circle important vocabulary in the reading material. They may study the questions first to have an idea of the story they are going to read. In this activity, students can prepare themselves before reading the whole text. The second step of reading activity processes is ‘while-reading activity’. In this step, students try to understand the reading text. However, teachers should avoid assigning other activities, such as listening, for students to do at the same time as the reading activity. The following activities should be included in the while-reading activity. Activity How to Organise the Activity Questioning Ask students about details in the reading passage. Who are the people in Predicting the story? What do people in the story do? Where did people in the story Clarifying go? Ordering Completing Let students guess what will be in the next paragraph. Correcting Find the meaning of vocabulary words or phrases in the reading text. Deciding Arrange pictures, charts and sentences related to the reading text. Identifying Fill words, idioms and sentences in pictures, figures and tables based on the reading story. Correct wording, phrases, sentences and paragraphs according to the reading story. Select the right answers from a test, either in the form of multiple choice or true or false. Find the main ideas by summarising information or opinions from the story. The last step of reading activity processes is ‘post-reading activity’. The objective of this activity is to support students in practising language skills related to reading, listening, speaking and writing. After students complete the while-reading activities, they may compete with one another to review their knowledge of English, such as vocabulary, idioms and grammatical structure, from the reading passage. Senior high school students may discuss the main ideas and attitudes of the author of stories they have read in class. Meaningful communication should be emphasised in reading teaching methods. Teachers should organise meaningful activities for students, such as information gaps, problem-solving and information transferring, instead of answering questions at the end of a chapter. Importantly, the reading material should be authentic material that students will find in everyday life

66 5.5 Teaching English Writing Skills Writing is the process of conveying the feelings of the author to the readers. The author will systematically arrange their ideas by using letters, symbols and correct grammar structures. The objective of teaching English writing in Thai classrooms is not to train learners to be professional writers but rather to enable students to imitate native speakers’ writing. Thai learners systematically learn vocabulary and grammar structures for basic, effective communication. Some tips for teaching English writing should be considered, as follows. Teaching writing should consider the content element or text that the author wants to convey to readers. Next, the form of writing and grammar or sentence structure should also be considered. Further, the author should place importance on writing style, vocabulary, mechanics, punctuation, spelling and the use of lowercase and uppercase letters. Activities for teaching writing can be divided into four types. The first type is mechanical copying. In this activity, students copy words or sentences. This activity is useful for beginner students. It includes handwriting, dotted lines, a matching text and arranging sequential sentences. Mechanical copying is the written practice of copying a sentence. Students are able to learn about word spelling and word composing in this activity. However, there are some disadvantages to the copying activity because students may copy words or sentences without understanding the meaning. Moreover, this activity may not be challenging for students. This is because they may not be able to create their own sentences. Therefore, mechanical copying should not be frequently organised. The next activity for teaching writing is controlled writing. This activity focus on the accuracy of the writing format used by students. The teacher assigns content and language forms to students. Importantly, students are not able to make any change in their writing, either of format, vocabulary grammar or writing style. Any changes of writing are controlled by teachers. Therefore, students will be limited in creating their own sentences. The advantage of controlled writing is that it protects students from making mistakes. There are various interesting versions of this activity, such as: gap filling and re-ordering words, in which students practise writing by using various types of words, either meaning, type and word functions (part of speech); changing forms of certain words, in which students practise to correctly change types and functions of given words in sentences; and substitution tables, in which students practise writing by selecting words from a table to write in sentences following

67 the given structures. In this activity, students are able to practise using multiple words in the same sentence. Therefore, they must be able to understand the meaning of words and sentences. Another activity for teaching writing is less-controlled writing. In this activity, the teacher provides students with writing structures and formats and students complete the missing parts. This activity helps students improve their writing skills and gives them more freedom in their writing than controlled writing. This prepares students for the free writing activity. There are various activities involving less-controlled writing, such as: sentence combining, a written practice in which two sentences are combined with extended words or sentences in the correct position; questions and answers composition, used to practise writing a story after practising oral questions and answers on the given topic; parallel writing, used to practise writing a story in parallel with reading a story, in which students are able to write about the information and compare the structures, vocabulary and language formats of the stories they have read; and dictation, which measures students’ ability in many areas, such as spelling, understanding of structure, sentences, grammar and meaning of words. Lastly, free writing is an uncontrolled writing practice. Students are free to express their ideas in their writing. This is a great opportunity for students to demonstrate their writing competence and develop their thinking skills. However, this activity will not be effective if students do not have enough knowledge of vocabulary and grammar structure. Before they practise free writing, students should be prepared by following these steps. First, the writing content should be determined by the teacher and discussed by students in the class. Students may use mind-mapping to order the information they are going to write about. Teachers should not set a topic that is irrelevant to students’ experience. Importantly, students should not be assigned free writing as homework without help from the teacher to prepare. The topic of free writing should not be difficult for students in the class. In addition to the above writing types, there are various interesting writing types recommended for teachers, such as writing about yourself, family, friends, daily activities, lifestyles, people or past events. According to the English Language Institute, Office of the Basic Education Commission, Ministry of Education (2015), to successfully implement English teaching activities in the classroom, teacher should prepare a lesson plan. The next section will present lesson plans based on the CEFR framework for various English teaching activities: listening, speaking, reading and writing.

68 Chapter Six: Guidelines for Creating an English Teaching Context 6.1 Introduction As mentioned in Chapter One, English is used as a foreign language in Thailand. The Thai context does not support Thai learners’ English speaking skills. Thai learners lack opportunities to use English in their daily lives (Biyaem 1997; Dhanasobhon 2006; Wang & Rajprasit 2015).Teachers generally have English instruction for one hour per day and they teach English using the Thai language. Students speak Thai with friends inside and outside of the classroom. In the home context, they speak Thai with family members. Consequently, most Thai learners think English is too challenging for them and find it difficult to speak English. This chapter presents guidelines for creating an English teaching context to support the language skills of Thai learners. The contents and pictures in this chapter are based on the manual written by the English Institute, Office of the Basic Education Commission (2016).Various effective methods for learning English are demonstrated to allow students to speak English in similar contexts to those it is spoken in where English is the first language. 6.2 Classroom Set-Up The English classroom layout should provide zones for students to engage in English language activities, such as language media, phonics fixing words and “Plearn corner”.

69 6.2.1 Language Media The media zone is the area where computers, the Internet, televisions, CD/VDV players and sound systems are provided for students. This may be their favourite zone in which to practise the English language. This is because they can entertain themselves by watching movies or cartoons and also practise listening and speaking,including singing, according to what has been viewed. 6.2.2 Phonics Fixing Words

70 This is a corner for beginner readers. Teachers can prepare reading exercises, wording cards and photo cards for each voice. This can become a reading corner once students are ready to read other books. 6.2.3 Set of Tiers: Group Classification Based on Learners’ Abilities Each learner has a different level of competence. Therefore, the teaching process should respond to each learner’s ability. A teacher should know the appropriate steps to help any learners who are unable to understand what has been taught in the classroom. If a student is unable to study what the teacher teaches, the teacher should teach what the student can study. There are three tiers for responding to learners’ different competencies.

71 Tier 1: The usual instruction arranged for all learners to have the highest level of competenceusing a variety of learning methods. Tier 2: Processes to support students with low learning competencies by having them work in small groups and assessing their progression regularly. Tier 3: The teaching process for assisting learners with learning disabilities using specific techniques. In conclusion, teachers should differentiate and assess learners by adjusting assignments and using questioning strategies and curriculum approaches. In the differentiated classroom, teachers begin where the students are. 6.2.4 Bulletin Boards Organising the classroom inside and outside the classroom is a routine to which teachers should pay attention, because it promotes an atmosphere of learning. If teachers try to change the classroom atmosphere by organising a bulletin board, this can open new perspectives for students. Teachers can integrate content from other subjects, such as science, social science and English, and arrange the board outside the classroom to open new perspectives for students. Aside from arranging the board according to content, students’ work should be organised on the board to promote constant learning.

72 6.2.5 Classroom Desk Mats Classroom desk mats act as assistant teachers who do not answer questions. Train the students to think of simple answers to obtain the information they need. Classes of English subjects by themselves, such as the –7month A–Z letter, colour or number, are essential in the A4format and can be attached to any corner of student desks. This makes students visible. 6.2.6 Wall of Fames The wall of fame can always be at the centre of students’ eyes if it is arranged in the right place. Teachers can open new perspectives and make students participate in the design ri ht fo learning environment. Students’ English skills, such as writing papers, including their names and photos, can be presented on the wall of fame. This can motivate all students in the class to develop their learning performance and be proud of themselves.

73 6.2.7 Student of the Week/Month ‘Student of the week’ is a weekly activity that presents the profile of students with outstanding performance in English. They can write their personal data, their favourite thing inside and outside the classroom, including special abilities, which they can exchange with friends in the class. This can create good relationship between students and teachers. Students will feel proud because they are accepted by their class. Above of all, students’ self-empowerment can be created. 6.2.8 Classroom Rules

74 Rules of the room are useful for strengthening the self-discipline of students. Students in the classroom are able to live harmoniously with their teacher and peers. Importantly, the rules of the class should be democratic. Everyone in the classroom should agree about what can and cannot be done (dos and don’ts).These items are set as the classroom rules on the wall of the classroom. Classroom rules may be regulated, beginning with a few rules that may be adjusted later on with the agreement of students in the class. No food or drinks in the classroom Only English, please… Dos No talking when the teacher is talking Be on time Don’ts Be prepared Don’t use abusive language Be responsible Don’t damage school property 6.3 Learning English in a Thinking Skills Context In addition to creating an English teaching context in the classroom, another important task of the teacher is to create thinking skills for the students. According to Bloom (1965), thinking skills can be classified according to six levels, as shown in the figure below.

75 Figure 6.1: Bloom’s Taxonomy Here are the authors’ brief explanations of these main categories, as given in the appendix toTaxonomy of Educational Objectives: Handbook One (Bloom 1984,pp. 201–207):  Knowledge ‘involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting’.  Comprehension ‘refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications’.  Application refers to the ‘use of abstractions in particular and concrete situations’.  Analysis represents the ‘breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit’.  Synthesis involves the ‘putting together of elements and parts so as to form a whole’.  Evaluation engenders ‘judgments about the value of material and methods for given purposes’. According to the English Institute, Office of the Basic Education Commission (2016), one of the recommended activities for teaching thinking skills is ‘six thinking hats’. This activity is an effective way to help organise students’ thinking skills. Each differently coloured hat represents a different way of thinking. Importantly, this allows students to shift their one- sided perspectives to incorporate other views.

76 ‘Six thinking hats’ is used in English language learning activities. Teachers can organise this activity and let students in class perform a role play. For example, the teacher could provide a topic and ask students to express their opinion towards that topic according to the various colours of the hat. Students can develop their thinking skills and practise English speaking at the same time. The meaning of each hat colour is as follows: Figure 6.2: Dr de Bono’s six thinking hats Hat Colour: Table 6.1: Fried rice with basil Sample White Meaning Red  Data, fact, information  This is a popular Thai dish Green known and needed called ‘Pad Kraproa Kai’. It’s Blue made of rice, chicken, chili and Yellow  Feeling, instinct, intuition holy basil leaves.  Creative, new solution, new Black  It looks good. I feel hungry. idea  I can put an omelette on top to  Manage process, action plan  Value and benefit make it more delicious.  I can sell the dish for 20 baht.  Difficulty, potential problem  It looks nice and it’s nutritious with carbohydrate, protein, fat, elements and vitamins.  I think it’s too spicy because I can see a lot of children. I don’t think I’ll like it.

77 6.3.1 Recount This activity will encourage students and give them a chance to listen and identify important details of what they have heard. At first, it may be difficult for both the teacher and students to do this activity. However, this activity can be beneficial for students’ listening and speaking skills later on. The processes of doing this activity are presented, as follows. Students are divided into groups of 4–5 people. One student in each group is selected to speak first, using a beginning sentence provided by the teacher. For example, the student may be required to tell a story using the past tense, such as: ‘Yesterday after school I…’. The teacher can assist from time to time. At the end of the story, the teacher will ask the audience to say what the student did yesterday. Next, another student takes a turn, speaking about what they did yesterday, and the rest of the group is asked about what they heard from the second student. 6.4 Activities Outside the Classroom 6.4.1 School Broadcast Program Usually, the school broadcast program is on air for a short period in the morning before students start their classes or during lunch time. This activity provides an opportunity for students to confidently express themselves in public. They are able to search for knowledge and information based on the topic on air. Normally, the on-air topics are close to daily contexts or what has been taught by teachers, such as weather forecasts, food and interesting stories. Training students to practise broadcasting is not difficult. For example, recorded radio

78 programs can be provided for students to watch and draw conclusion about topics, content and speech styles used on air. Students can work in group and be assigned various jobs, such as selecting topics, searching for information and writing scripts for programs. Here is a sample script: “Hello and welcome to…School Radio, your AFTERNOON DELIGHT! (music) Now, let’s see what the weather is like today. In the north of the country it’s… Now coming up, we’ve got a fantastic track… Let’s listen to it! (music)” Students enjoy doing the school broadcast program. They are proud that they can use English in a real situation. Importantly, this activity can inspire them for their career in the future. 6.5 Activities in Classrooms 6.5.1 Students and Technology

79 When a computer is available in the classroom, a teacher should use it as a tool to attract students to learning the English language. Teachers should help students to be competent in English by using smart technology as a tool for acquiring new knowledge. Accessing the Internet through computers, Pads, mobile phones, laptops or other hardware allows students to practise their English skills. Students can listen to music, movies, news, documentaries or even advertisements in English. They will gradually acquire and memorise English sentences and then apply them in speech and writing. 6.5.2 Portfolios A portfolio is a valuable thing in which students collect their pieces of work, including evaluations and presentations. It shows the development of students throughout each academic year. Students can use their portfolios when they apply for jobs. A teacher who realises the value of portfolios and continually plans this activity for students with clear objectives always succeeds in their teaching. 80

80 6.5.3 My Vocabulary Booklets For young children, recording vocabulary in booklets is necessary and should be supervised by teachers. This can help them become familiar with good habits of learning. The teacher should tell students the objective of recording vocabulary in a booklet. All recorded vocabulary words should be selected and regularly checked by teachers. Activities to review vocabulary, such as spelling bees, word searches, running dictation, listen and draw, say the opposite and odd man out, should be occasionally organised and include a reward. This can motivate students to improve their English skills of listening, speaking, reading and writing. 6.5.4 English Contests English talent contests, such as handwriting, dictation, spelling bees and speech contests, may start at the class level and move to the school level. By attending these activities, students

81 become confident in using their English skills. It is also good motivation for student to gain experience from attending the competition. 6.5.5 Small Talk The objective of small talk is to socialise by holding short conversations between two people or in a group. The topics of small talk are usually general or an interesting issue, such as the weather forecast, hobbies, sport or the daily news. Teachers should consistently organise small talk activities for students at every level, primary and secondary, so that students become accustomed to speaking inside and outside the classroom. There are various interesting kinds of small talk activities. Details are presented in the following section. 6.5.6 Five Sentences Talk To be successful at ‘five sentences talk’, students should have sufficient information about the subject matter they will talk about. They may draw conclusions regarding that particular information, and they can add some information. Students work in pairs. The first student talks for five sentences and the next student repeats the five sentences or modifies some of the sentences, as appropriate. Teachers should consistently organise this activity. The number of sentences can be increased. Students will gradually develop their thinking and speaking skills.

82 6.5.7 Half-Minute Talk This activity involves talking about something for half a minute using a daily context as a stimulus. Here are some examples of talking about daily routine. I get up at five thirty every day. I make my bed, brush my teeth, take a bath and get dressed. I help my mother set the breakfast table and have breakfast with my father. I brush my teeth again. Then I take my school bag and get in a van at six-thirty to go to school.

83 I get up at six, take a bath and get dressed. I help my sister get dressed, have breakfast and watch the news on TV. At seven-thirty, we walk to school. At seven forty-five, we arrive at school. For those who are not ready to stand up and speak to each other, the ‘two marching circles’ activity can be used. For this activity, students stand facing each other in two circles. When a signal is given by the teacher, each facing pair talks about their daily routine for 20 seconds. The teacher gives another signal, and the students in each circle move one step to their left and talk with a new friend using the same story until they complete the circle. This activity should be organised twice a week. This can help students develop their speaking skills outside the classroom. 6.6 Using English in Real Situations In their free time, students can use English in real situations by talking with foreign or Thai teachers in English. They may talk with their foreign teachers about various topics, such as the news, hobbies, school activities, special occasions, birthdays and parties. Student: Good morning teacher. How are you? Teacher: Good morning. I am fine, thank you and you? Tell me about your weekend? Where did you go? What did you do?

84 Student: I went to NASA Shopping Mall to buy many things. Um…I went with my father and my brother. And…I bought this pencil for two baht. Um…It was cheap. And…we…had some ice-cream. We were very happy. Teacher: How nice! Thank you for talking to me. I have to go teach. See you later! Student: Thank you. See you later. It is better to begin this activity with young children. Their nature is ready to learn all the time. Some students may feel embarrassed and afraid to talk with foreigners because they are afraid they will make mistakes. Therefore, in young children, the faster the better. 6.6.1 Recitation Recitation used to be a popular activity. The whole school usually practised it at the same time before they went home. The benefits of this activity are obvious. For example, it is an easy way for students to remember poetry because all poetry involves rhythm. They also practised meditation and enjoyed themselves. Students repeatedly recited poetry and later could remember that poetry. Students could learn sentences, idioms and verse, as in the example of poetry. For example, they could learn the words ‘sail on the sea’, using ‘the’ with ‘sea’ and ‘ocean’, or the phrase ‘to be grown up’ using the passive voice. In the old days, it was not difficult to organise the recitation activity. Each day, students were trained to pronounce poetry with the correct rhythm. This activity can be organised on a school stage on any special occasion or even demonstrated in the community. Importantly, this activity encourages people from the community to support the school.

85 The Life for Me Class: When you’re grown up, what will you do? What sort of job’s the job for you? Child: You ask me what I’d like to be? A postman’s life’s the life for me! 6.6.2 English Speaking Day Teachers can encourage children to practise English by organising an‘English Speaking Day’. For this activity, all teachers and students in a school are invited to speak English all day long for one day. All classes are conducted as normal. The conversation between teachers and teachers or between teachers and students should be in English. Figure 6. 3: Preparing materials for ‘English Speaking Day’. Figure 6.4: Senior students encourage junior student to speak English.

86 6.7Integrating English with Other Subjects Thai students may always speak Thai at school. If students are able to communicate in English, all school activities, such as assembly and reducing study time/increasing knowing time, should be integrated with English. Teachers should motivate students to express their feelings in English, including using English to explain the steps of some activities, as illustrated in the following pictures. Figure 6.5 :We’re making an omelette. We break two eggs, put the egg on a dish and stir it. We add…and…We think it’s delicious and healthy! Figure 6.6: We made some wreathes from used future boards and used New Year decorations.

87 Figure 6.7: We think it’s beautiful. We put it at the door. We’re very proud of it! 6.8 English Zone The more you talk, the more you learn. The English zone can be a part of the language classroom or of the whole building. It is an area where only English can be spoken. There are considerations for teachers when organising an English zone. First, the basic knowledge of English users should be considered. Academic staff or students who are good at English should be assigned to be in charge of this area. Moreover, English spoken in this zone should be linked to the content of class lessons or a daily life topic. This is similar to the small talk activity mentioned earlier. The zone can be decorated to motivate everyone to communicate in English by using pictures, posters, books, DVDs and English newspapers.

88 ‘An English zone has been created to provide students with a place to develop their speaking skills in a more informal capacity.’ ‘The relaxed and intimate setting means students have opportunities to practise and communicate in English without having to worry about grades or speaking in front of many people they don’t know.’ ‘Drinks and snacks may be provided, and all students are welcome to stop by and talk or get advice about numerous topics and interests.’ Figure 6.8: English Zone: English is everywhere–we can use, listen, speak, read and write English. Various English teaching contexts have been mentioned in this chapter. However, to manage classrooms efficiently, a teacher should know how to configure the seating arrangements. This is because a positive classroom environment can be created if all students’ seats are set out properly. All the details are illustrated in the next chapter.

89 Chapter Seven: The Classroom Setting 7.1 Introduction It is important that the classroom be set up as an appropriate environment because this can affect student learning. A positive environment supports students by giving them a sense of belonging and trust in others and encouraging them to tackle challenges. The classroom environment includes the social climate and the emotional and physical aspects of the room. (Bucholz & Sheffler 2009). This chapter illustrates various classroom configurations and discusses classroom layout. 7.2 Classroom Layout The layout of a classroom can have a serious effect on teaching and learning. This chapter examines some of the basic points to consider regarding the arrangement of classrooms. 7.3 The Importance of Classroom Layout When a teacher plans a lesson, they should think about the layout of the classroom. Sometimes it may be impossible and impractical to move the furniture. For example, in some schools, the tables are bolted to the floor. However, even if the furniture is immobile, remember that students are not. The teacher can consider how to group students and how to use the space to the best advantage. This may involve using spaces at the front or sides of the classroom or letting students stand up or sit on tables for certain activities.

90 It is worth thinking about the classroom layout and using it appropriately for each lesson. Here are some questions to consider:  Can the teacher and students in the class see the faces of one another?  Can every student see the board (if you are planning to use it)?  Can the students see one another?  Can the teacher move around the room so that they can monitor the class effectively? 7.4 The Classroom Seating Arrangement In addition to the teacher’s teaching style, the students, the space and the furniture, the classroom seating arrangement is a factor that can create a good atmosphere for language lessons. Various factors contribute to determining the most effective classroom seating arrangement. It is essential to have a configuration that can facilitate classroom variety. 7.4.1 The Important Factors of Classroom Configurations It is important to ensure that the preferred seating arrangement is feasible, given the space and the school furniture. Please be mindful of obstructions, such as support beams, poles, walls and other items that cannot be moved. In particular, students should be able to clearly see the whiteboard or chalkboard. If possible, a rolling whiteboard that can be easily moved around the classroom should be considered for more mobility and flexibility. Try to avoid factors that can distract students, such as windows overlooking the playground or busy hallways. These things can easily catch students’ attention during class. Student age and classroom size should be considered. Please be aware of how many students are in the class and the appropriate age and maturity level of students in the class. In conclusion, classroom seating arrangements support the atmosphere of English classrooms. There are various styles of classroom seating arrangement. It depends on an individual teacher’s teaching style and objectives, including who is the focus of the class, how students in the class are focused and what the learning objectives are. All details will be demonstrated in the following section. 7.4.1.1 Who should be the focus of the class? If the class is teacher-centred, a configuration in which all students can see the teachers should be considered. If the class is learner-centred, group work and student discussion should be

91 paramount. It is essential to arrange seating so that student interaction is encouraged. Some educators believe that a balance of teacher-centred presentation and student-based discussion and work is practical and functional. 7.4.1.2 How will students in the class be focused? Occasionally, classroom seating should be arranged appropriately to suit student activities. If interaction between the teacher and students is minimal, individual work will dominate the class. Students can work in pairs if they interact in small groups. However, students can work in large groups when they engage in group discussions with the entire class. 7.4.1.3 What are the learning objectives? If students would like to learn and understand the content of the subject, configurations that support independent activity should be applied and focused on content. Particularly, for independent skills, such as troubleshooting, analysis and listening, configurations that minimise distraction are necessary. If students need to develop a certain set of skills, such as cooperation, communication, teamwork and reflection, configurations that support group work and discussion should be arranged. Each classroom configuration has pros and cons. The details are demonstrated in the following figures. 7.4.2 Traditional Rows or Columns Row configuration (also known as columns configuration) is the most common classroom arrangement. This type of set-up complements class structures that are focused on teacher- based instruction and presentations. Students are more focused on coursework and independent assignments. They are also less likely and less able to cheat using this layout. Though this seating arrangement can be used with any class size, large classes may often see uneven levels of interaction because students in the front row will participate while those at the back may lose focus. Although many schools still use traditional rows because this fits many students into a small space, there are very few advantages for a language teacher. If students are sitting in twos, you have immediate pairs for pair-work, but because you will probably want to change the pairs at some point this is only a limited advantage. If you cannot move behind students to