การนำเสนองานและอภิปรายภาษาอังกฤษ

English Presentation and Discussion

The students would be able to:

introduce basic principles, theories and practices of oral communication in making and giving successful academic presentations using different avenues; develop, improve and practice oral skills in presenting a given topic; deepen and instil ones’ appreciation of human communication; create an enjoyable and stimulating place for learning.
Students will study and apply principles of developing and delivering effective presentations in a variety of situations to improve their English presentation skills.
          English Presentation and Discussion introduces basic theories and techniques of oral communication. The students would know the basic principles of developing and delivering effective oral presentations, developing clear and audible structures, engaging and gauging audience, using effective techniques, choosing and designing visual aids, and using technical assistance.
None
Students should actively participate in the course discussion, and contribute original work of their own construction. It is expected that students will do their own learning and work. Students must acknowledge the work of others used by citing their sources for academic honesty.
Role Play Discussion Concept Formation

                      - Receiving which refers to the learner's sensitivity to the existence of stimuli - awareness,  
                         willingness to receive, or selected attention.
                      - Responding refers to the learners' active attention to stimuli and his/her motivation to learn –
                        acquiescence, willing responses, or feelings of satisfaction.
                      - Valuing refers to the learner's beliefs and attitudes of worth - acceptance, preference, or
                         commitment. An acceptance, preference, or commitment to a value.
                      - Organization refers to the learner's internalization of values and beliefs involving (1) the
                         conceptualization of values; and (2) the organization of a value system. As values or beliefs
                         become internalized, the leaner organizes them according to priority.
                      - Characterization refers to the learner's highest of internalization and relates to behavior that  
                         reflects (1) a generalized set of values; and (2) a characterization or a philosophy about life. At
                         this level the learner is capable of practicing and acting on their values or beliefs.
Group projects to check honesty, creativity and team work
Use previously acquired information in a setting other than the one in which it was learned. Remember or recall information such as facts, terminology, problem-solving strategies, rule.

 
Explaining, or lecturing, give spoken explanations of the subject that is to be learned. Demonstrating through examples or experiments. Collaboration allows students to actively participate in the learning process by talking with each other and listening to other points of view.
Brainstorming Seat work Oral and written work/projects
Integrate data from several sources (e.g., various readings and observations) Differentiate among facts, opinions, assumptions, hypotheses, conclusions. One is expected to draw relations among ideas and to compare and contrast.
Presentation by a panel of students/ guest instructors Student reports by individuals Small groups such as task oriented, discussion
Question and Answer Sessions Panel discussion Simple Debate
One is expected to reproduce an action with control and to reduce errors to a minimum. One is expected to obey, participate, or respond willingly when asked or directed to do something. Confidence is also important to harness interpersonal skills.
Problem Solving - Problems common to a discipline are integrated in scenarios to allow students to strengthen creative and critical thinking. Construction of exhibits and displays by students Collaborative Learning - Students working in small groups to complete a specific task or to work together over time to complete various assignments. The most productive collaborations involve a fair division of labor and relevant and complex projects that cannot be completed by an individual alone. Interdependence is required.
Evaluation at this level involves the extent to which one has developed a consistent philosophy of life (e.g., exhibits respect for the worth and dignity of human beings in all situations).
When you use the Internet, you are learning important education skills. You are learning to work well on your own and improving your own research skills. The Internet allows you to access a wider range of information and also helps you to work with others over the Internet.
Web-based lessons   Chat Room – A Chat room will be created for this course for students to freely discuss topics which will be checked weekly. Multi Media presentation 
Students are required to use Prezi or PPT or other avenues for their presentation.
Students would demonstrate how to present an academic piece in front of an audience.
The lecturer has to have some backgrounds in public communication. The lecturer must use diverse materials in order to meet the basic standards of the learners.
Students would be able to present a presentation with confidence. The presentation would be assesed by its content, clarity, delivery, and command of language.
แผนที่แสดงการกระจายความรับผิดชอบมาตรฐานผลการเรียนรู้จากหลักสู่รายวิชา (Curriculum Mapping)
กลุ่มวิชา 1. Virtue and Morale 2. Knowledge 3. Intellectual Skills 4. Interpersonal Skills and Responsibilities 5. Skills in Numerical Analysis, Communication and Information Technology 6. Professional Skills in Working in a Professional Field
ลำดับ รหัสวิชา ชื่อวิชา 1.1 1.2 1.3 1.4 1.5 1.6 2.4 2.5 2.6 2.7 2.8 2.9 2.1 2.2 2.3 3.4 3.5 3.1 3.2 3.3 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5.1 5.2 5.3 5.4 5.5 5.6 6.1 6.2 6.3 6.4 6.5
1 BOAEC120 การนำเสนองานและอภิปรายภาษาอังกฤษ
กิจกรรมที่ ผลการเรียนรู้ * วิธีการประเมินผลนักศึกษา สัปดาห์ที่ประเมิน สัดส่วนของการประเมินผล
1 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15 1-7 8-17 Written and Oral Quizzes Midterm Test Final Test 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15 8 17 20% 15% 20%
2 1-7, 9-15 Seatwork Group Work Individual work other Homework ENGLISH CAMP/PRESENTATION 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 and 13 10%
3 14-17 Presentation/Compilation 14-17 25%
4 16 Project Presentation 16 10%
Grussendorf, Marion. English for Presentations. Oxford University Press. 2007
www.twominutesben.blogspot.com – class website
http://speakspeak.com/resources/general-english-vocabulary/presentation-language-phrases
http://www.englishclub.com/speaking/presentations.htm
Evaluation results from students are being done at the end of the semester, particularly right after the university-wide Final Test. It is being facilitated by the Academics Department.  แก้ไข
Motivating the students to speak more either intrinsically or extrinsically has been the most effective in its all forms. Teaching techniques that have been enacted in this course differ from one section to another.
The teacher should give time for students to formulate their own speeches. Lastly, the teacher must allocate time outside of classroom for more exposures publicly.More activities to students should be given to them to lessen their fear in speaking in front of a public. 
In the entire course, the students must be able to present in class and outside of the classroom. This requirement has the most weight for them to learn and pass the course. In between the units, the students must collaborate with each other in formulating different kind of speeches. Students also should cooperate with the teacher to achieve a more productive and established course.
Section 7's Number 3 should be well enacted this semester.