คำศัพท์ภาษาอังกฤษ

English Vocabulary

The focus of this course is to introduce new vocabulary in a variety of ways. There is an emphasis on pronunciation and use of the vocabulary in the context of both spoken and written language.
Students learn new vocabulary through the use of PowerPoint slides, websites, and whiteboard presentations. Listening activities include hearing essays read which use the target vocabulary and dictation exercises in which the students write sentences exactly as heard. Students writing activities include spelling the words properly, using the words in original sentences composed by the student, and writing the definitions of words from memory. Homonyms, synonyms, and antonyms are introduced. Quizzes and exams reinforce the use of vocabulary and their meanings. Through the use of visual media, students learn to associate vocabulary words with picture presentations. The variety of uses for the verbs have, go, do, make, and come is taught in their past, present, and future tenses. Conjunctions, frequency adverbs, and prepositions used when discussing time are taught such as at 3pm, on Tuesday, in January.
The focus of this course is to introduce new vocabulary in a variety of ways. There is an emphasis on pronunciation and use of the vocabulary in the context of both spoken and written language. Homonyms, synonyms, and antonyms are introduced.
The teacher provides 1 hour per week of counseling time individually or in groups as needed.
Students will learn to use English in culturally appropriate ways for a variety of settings and situations.
The teacher will use a variety of teaching methods including lecture presentation, student practice, worksheets, quizzes, homework, and a variety of audio and visual tools that enhance learning.
Students are evaluated on a point system which includes points for attendance, participation, and exam scores. Participation is regarded as any activity that is done in class, such as participating in speaking activities, listening to the teacher and following instructions, taking notes, and any other activity that the teacher requires the students to do.
Students learn new vocabulary through the use of PowerPoint slides, websites, and whiteboard presentations. Listening activities include listening to essays read which used the target vocabulary and dictation exercises in which the students write sentences exactly as heard. Students writing activities include spelling the words properly, using the words in original sentences composed by the student, and writing the definitions of words from memory. Homonyms, synonyms, and antonyms are introduced. Quizzes and exams reinforce the use of vocabulary and their meanings. Through the use of visual media, students learned to associate vocabulary words with picture presentations. The variety of uses for the verbs have, go, do, make, and come is taught in their past, present, and future tenses. Conjunctions, frequency adverbs, and prepositions used when discussing time are taught such as at 3pm, on Tuesday, in January.
A variety of teaching methods are used including lecture presentations, reading from the textbook, listening to audio recordings, watching video presentations, engaging in role-play with the teacher, whiteboard presentations, PowerPoint slides, quizzes, worksheets, and pronunciation drills.
Students are evaluated on a point system which includes points for attendance, participation, and exam scores. Participation is regarded as any activity that is done in class, such as participating in speaking activities, listening to the teacher and following instructions, taking notes, and any other activity that the teacher requires the students to do.
Students will develop their abilities to use and remember new skills and vocabulary. Students will apply critical thinking skills to different issues of discussion and evaluate the appropriateness of various forms of English expressions.
A variety of teaching methods are used including lecture presentations, reading from the textbook, listening to audio recordings, watching video presentations, engaging in role-play with the teacher, whiteboard presentations, PowerPoint slides, quizzes, worksheets, and pronunciation drills.
Students are evaluated on a point system which includes points for attendance, participation, and exam scores. Participation is regarded as any activity that is done in class, such as participating in speaking activities, listening to the teacher and following instructions, taking notes, and any other activity that the teacher requires the students to do.
Through role-play and other speaking activities, students will learn to engage in meaningful conversations with each other in the context of social and professional situations. Students will learn the difference between formal and informal speech and when and to whom the different types of speech are to be used.
A variety of teaching methods are used including lecture presentations, reading from the textbook, listening to audio recordings, watching video presentations, engaging in role-plays with the teacher and each other, whiteboard presentations, PowerPoint slides, quizzes, worksheets, and pronunciation drills.
Students will be evaluated on their level of demonstration of the associated skills.
Students will acquire the necessary skills in the associated areas to be able to accomplish the tasks required by the teacher.
A variety of teaching methods are used including lecture presentations, reading from the textbook, listening to audio recordings, watching video presentations, engaging in role-plays with the teacher and each other, whiteboard presentations, PowerPoint slides, quizzes, worksheets, and pronunciation drills.
Students will be evaluated on their level of demonstration of the associated skills.
Students will be able to demonstrate competency and proficiency in the skills taught during the duration of the course.
A variety of teaching methods are used including lecture presentations, reading from the textbook, listening to audio recordings, watching video presentations, engaging in role-plays with the teacher and each other, whiteboard presentations, PowerPoint slides, quizzes, worksheets, and pronunciation drills.
Students will be evaluated on their level of demonstration of the associated skills.
กิจกรรมที่ ผลการเรียนรู้ * วิธีการประเมินผลนักศึกษา สัปดาห์ที่ประเมิน สัดส่วนของการประเมินผล
1 Students will meet a satisfactory level of proficiency in the target areas of listening, speaking, reading, and writing. Homework, quizzes, exams, participation in class, and attendance. Students are evaluated on their performance every week. Attendance = 10% Participation = 40% Exams = 50%
Evaluating the effectiveness of the course by students proceeds as follows: 1. Students recommend the course content and teaching and learning activities for improvement. 2. Evaluation of teaching by using the assessment form of the Academic Department, Education Division. 3. Evaluating teaching using the online system.
Teaching evaluation strategies are as follows:
2.1 Observe the behavior of students in doing various activities in the classroom. 2.2 Ask students' opinions at the end of each course. 2.3 Evaluate the scores of each lesson and content understanding. 2.4 Evaluate the results of the midterm and final examinations of students.
Teaching improvements in the courses are as follows: 3.1 Update the content to be modern and have the appropriate language level for the learners. 3.2 Explore the learning styles of students before teaching and adjust the activities appropriately. 3.3 Summarize the activities in each class for future updates and improvements.
During the course, exercises are checked and reported by checking each student's score for progress or not. Explanations for the correct responses are explained to the whole class or individually. There is continual reporting of the scores from the exercises and exams.
The plan to improve teaching and content in order to increase quality is as follows: 5.1 Review lesson content and choosing the level of language appropriate to the level of the learner. 5.2 Content is updated every year according to new circumstances and interests. 5.3 Improving the activity model to be diverse and responding to the various learning styles of learners as researched in the classroom. 5.4 Improve courses according to the suggestions of students and experts who examine courses in the evaluation of the quality of education in the year.