วันพุธที่ 25 พฤษภาคม พ.ศ. 2554
วันพุธที่ 9 มีนาคม พ.ศ. 2554
พูดเพื่อนำเสนอผลงานอาจารย์ทิพวรรณวันที่8ที่ผ่านมา
PERCEIVED READING STRATEGIES USED BY THAI PRE-ENGINEERING STUDENTS
Well, Good morning ladies and gentlemen. My mane is Thianthip Srangphoe I study at Nakhon Si Thammarat Rajabhat University Faculty of Education English Major. today I’m going to present a research on PERCEIVED READING STRATEGIES USED BY THAI PRE-ENGINEERING STUDENTS by Dr. Pornpun Oranpattannachai. I have divided my presentation into 4 parts. In the first part, I will talk about the introduction. Next, I will talk about Methodology, Results and conclusion will be the last part of my presentation. Now, let us turn to part one.
introduction
In Thailand where English is used as a foreign language, reading skill is an important skill to master. It Plays a vital role for Thai students in their academic context. For example, Thai engineering students are required to read the engineering textbooks in English although the medium of instruction is in Thai is because most of the engineering knowledge comes from sources such as articles published in the international journals, magazines, and the Internet. In addition, it is the skill that the students have high potentials to use even after they have graduated. Most of the new academic knowledge they need to acquire for improving their professional lives is mostly accessible in English. However, several reading researches conducted with Thai students at both the university and high school levels reveal that Thai students have difficulties in reading in English
Purposes of the research
To help students to handle their difficulties of reading in English, at present reading researchers and educators pay their attention to their reading process rather than reading product. Knowing the students’ reading process or what reading strategy they use and how they use it when they encounter their reading difficulties can help teachers to know how to assist students to improve their abilities in reading.
Research questions
The research question for the present study is: Do the high and the low proficiency reader differ in their perceived reading strategy use?
The second part, I will talk about the research methodology.
The participants were 90 third-year per-engineering students from a college of Industrial Technology in Thailand. They were divided into two groups: high reading proficiency group and low reading proficiency group according to their English grader in their second year and reading proficiency scores. Forty-five students who received the grades ranging from As to C+s and their reading proficiency scores ranging from 25-38 out of 50 are classified as high reading proficiency group. The other forty-five students who received the grades ranging from Cs to Ds and their reading proficiency scores ranging from 0-24 are classified as low reading proficiency group.
Research instruments
questionnaire. The first part of the questionnair dealt with the paraticipants’ background information.
The second part dealt with information about the participants’ perceived use of reading strategies while reading.
The third part the questionnaire consisted of twenty-nine items.
The participants answered the questionnaire by rating the degree of frequency they think they usually employ while reading in English on a 5-point Liker type scale from ‘very often’ to ‘never’.
All reading strategies contained in the questionnaire are drawn from the study of Oranpattanachai (2004) was conducted to investigate reading process of Thai engineering students at the tertiary level using think-aloud protocols as a major method.
All There reading strategies are divided into 2 categories: bottom-up and top-down strategies. Bottom-up strategies refer to strategies where reader decode the linguistic features to comprehend the text, while top-down strategies refer to strategies where readers make use of their previous knowledge and their operational knowledge about how to approach texts to construct the meaning from the texts.
This metacognitive reading strategies questionnaire consisted of eight bottom-up strategies and twenty-one top-down strategies. Table I below shows top-down and bottom-up strategies.
The reading proficiency test was a multiple-choice test, consisted of 40 items, all of which were taken from the TOEIC test on the part of reading. The total reading proficiency scores is 40 marks, one mark for each item.
The bottom-up and Top-down Strategies Contained in the Questionnaire
Bottom-up Strategies Top-down Strategies
1. Skip word or parts I don’t understand 1. Try to get the main idea
2. Work out meanings of words from understand the parts of the words 2. Recognize when I don’t understand something.
3. Make use of grammatical structure to get at meaning 3. Go back the a prior part that I understand to help me work out the bit I can’t understand.
4. Look up the unknown words in a dictionary 4. Predict what will come next.
5. Pronounce the words aloud. 5. Slow down when I have difficulty in reading
6. Use a finger to point while reading 6. Use my general knowledge to work out the meaning
7. Write down the meaning of unknown words that appear in the dictionary in the text read 7. Ask myself questions about what words or phrases mean.
Bottom-up Strategies Top-down Strategies
8. Need to understand meaning of every vocabulary in the text. 8. re-read what I don’t understand.
9. Guess the meaning of the unknown words from the context.
10. Work out a fact that is not mentioned cirectly in the to understand what the text implies.
11. Have feelings and reactions emotionally to the text.
12. Go back and correct what I understood earlier.
13. Continue reading even though I don’t understand.
14. Link the present information to the other pieces of the text.
Bottom-up Strategies Top-down Strategies
15. From a mental picture of what is read.
16. Question the information in the text.
17. Correct misunderstanding made in reading the text.
18. Assess the degree of understanding made in reading the text.
19. Confirm the understanding or the text.
20. Make a survey of the text before reading it such as looking at the pictures and the length of the text, skimming it, etc.
21. Link what is read to my word knowledge
Next, I will talk about Results
Answer the research questions
The results sowed that the high and the low proficiency readers shared both differences and similarities in their reading processes. The differences in their reading processes were divided into 2 aspects: the frequency of perceived strategy use and the frequency of perceived top-down strategy use. The similarities in their reading processes were divided into two aspects: the rank ordering of perceived strategy use and the style of text processing.
the last part of my presentation. In Conclusion
Take into consideration all the findings and recommendations of the present study earlier discussed, it can be concluded that English reading syllabus at the pre-engineering level at the college where the present study conducted should include strategy training together with an extensive reading program.
Researchers and teachers recognize that strategy training is an effective way of improving reading and that good readers are strategic readers. As the present study revealed that the perceived use of low proficiency was less than the high proficiency readers, teachers should therefore play a role by training them to use various reading strategies. Also, teachers should train them when, where, why, and how to use strategies appropriately so that the strategies they use are productive in their reading, which in turn, will help them to be more proficient reader.
In addition, regarding the acquisition of vocabulary and syntactic structures in English, teacher should assign students to do extensive reading outside the class because reading provides abundant samples of L2 input, which is need to improve reading. Extensive reading can also develop automaticity in word and syntactic structures recognition, rapid and accurate reading, which are fundamental requirement for fluent reading
Finally, sine the present study looks at the differences and similarities in reading processes of high and low proficiency readers at pre-engineering level in Thailand, a replication of this study with different participants at high-school or university levels in Thailand or other countries learning English as a foreign language may be interesting.
Well, Good morning ladies and gentlemen. My mane is Thianthip Srangphoe I study at Nakhon Si Thammarat Rajabhat University Faculty of Education English Major. today I’m going to present a research on PERCEIVED READING STRATEGIES USED BY THAI PRE-ENGINEERING STUDENTS by Dr. Pornpun Oranpattannachai. I have divided my presentation into 4 parts. In the first part, I will talk about the introduction. Next, I will talk about Methodology, Results and conclusion will be the last part of my presentation. Now, let us turn to part one.
introduction
In Thailand where English is used as a foreign language, reading skill is an important skill to master. It Plays a vital role for Thai students in their academic context. For example, Thai engineering students are required to read the engineering textbooks in English although the medium of instruction is in Thai is because most of the engineering knowledge comes from sources such as articles published in the international journals, magazines, and the Internet. In addition, it is the skill that the students have high potentials to use even after they have graduated. Most of the new academic knowledge they need to acquire for improving their professional lives is mostly accessible in English. However, several reading researches conducted with Thai students at both the university and high school levels reveal that Thai students have difficulties in reading in English
Purposes of the research
To help students to handle their difficulties of reading in English, at present reading researchers and educators pay their attention to their reading process rather than reading product. Knowing the students’ reading process or what reading strategy they use and how they use it when they encounter their reading difficulties can help teachers to know how to assist students to improve their abilities in reading.
Research questions
The research question for the present study is: Do the high and the low proficiency reader differ in their perceived reading strategy use?
The second part, I will talk about the research methodology.
The participants were 90 third-year per-engineering students from a college of Industrial Technology in Thailand. They were divided into two groups: high reading proficiency group and low reading proficiency group according to their English grader in their second year and reading proficiency scores. Forty-five students who received the grades ranging from As to C+s and their reading proficiency scores ranging from 25-38 out of 50 are classified as high reading proficiency group. The other forty-five students who received the grades ranging from Cs to Ds and their reading proficiency scores ranging from 0-24 are classified as low reading proficiency group.
Research instruments
questionnaire. The first part of the questionnair dealt with the paraticipants’ background information.
The second part dealt with information about the participants’ perceived use of reading strategies while reading.
The third part the questionnaire consisted of twenty-nine items.
The participants answered the questionnaire by rating the degree of frequency they think they usually employ while reading in English on a 5-point Liker type scale from ‘very often’ to ‘never’.
All reading strategies contained in the questionnaire are drawn from the study of Oranpattanachai (2004) was conducted to investigate reading process of Thai engineering students at the tertiary level using think-aloud protocols as a major method.
All There reading strategies are divided into 2 categories: bottom-up and top-down strategies. Bottom-up strategies refer to strategies where reader decode the linguistic features to comprehend the text, while top-down strategies refer to strategies where readers make use of their previous knowledge and their operational knowledge about how to approach texts to construct the meaning from the texts.
This metacognitive reading strategies questionnaire consisted of eight bottom-up strategies and twenty-one top-down strategies. Table I below shows top-down and bottom-up strategies.
The reading proficiency test was a multiple-choice test, consisted of 40 items, all of which were taken from the TOEIC test on the part of reading. The total reading proficiency scores is 40 marks, one mark for each item.
The bottom-up and Top-down Strategies Contained in the Questionnaire
Bottom-up Strategies Top-down Strategies
1. Skip word or parts I don’t understand 1. Try to get the main idea
2. Work out meanings of words from understand the parts of the words 2. Recognize when I don’t understand something.
3. Make use of grammatical structure to get at meaning 3. Go back the a prior part that I understand to help me work out the bit I can’t understand.
4. Look up the unknown words in a dictionary 4. Predict what will come next.
5. Pronounce the words aloud. 5. Slow down when I have difficulty in reading
6. Use a finger to point while reading 6. Use my general knowledge to work out the meaning
7. Write down the meaning of unknown words that appear in the dictionary in the text read 7. Ask myself questions about what words or phrases mean.
Bottom-up Strategies Top-down Strategies
8. Need to understand meaning of every vocabulary in the text. 8. re-read what I don’t understand.
9. Guess the meaning of the unknown words from the context.
10. Work out a fact that is not mentioned cirectly in the to understand what the text implies.
11. Have feelings and reactions emotionally to the text.
12. Go back and correct what I understood earlier.
13. Continue reading even though I don’t understand.
14. Link the present information to the other pieces of the text.
Bottom-up Strategies Top-down Strategies
15. From a mental picture of what is read.
16. Question the information in the text.
17. Correct misunderstanding made in reading the text.
18. Assess the degree of understanding made in reading the text.
19. Confirm the understanding or the text.
20. Make a survey of the text before reading it such as looking at the pictures and the length of the text, skimming it, etc.
21. Link what is read to my word knowledge
Next, I will talk about Results
Answer the research questions
The results sowed that the high and the low proficiency readers shared both differences and similarities in their reading processes. The differences in their reading processes were divided into 2 aspects: the frequency of perceived strategy use and the frequency of perceived top-down strategy use. The similarities in their reading processes were divided into two aspects: the rank ordering of perceived strategy use and the style of text processing.
the last part of my presentation. In Conclusion
Take into consideration all the findings and recommendations of the present study earlier discussed, it can be concluded that English reading syllabus at the pre-engineering level at the college where the present study conducted should include strategy training together with an extensive reading program.
Researchers and teachers recognize that strategy training is an effective way of improving reading and that good readers are strategic readers. As the present study revealed that the perceived use of low proficiency was less than the high proficiency readers, teachers should therefore play a role by training them to use various reading strategies. Also, teachers should train them when, where, why, and how to use strategies appropriately so that the strategies they use are productive in their reading, which in turn, will help them to be more proficient reader.
In addition, regarding the acquisition of vocabulary and syntactic structures in English, teacher should assign students to do extensive reading outside the class because reading provides abundant samples of L2 input, which is need to improve reading. Extensive reading can also develop automaticity in word and syntactic structures recognition, rapid and accurate reading, which are fundamental requirement for fluent reading
Finally, sine the present study looks at the differences and similarities in reading processes of high and low proficiency readers at pre-engineering level in Thailand, a replication of this study with different participants at high-school or university levels in Thailand or other countries learning English as a foreign language may be interesting.
วันอาทิตย์ที่ 27 กุมภาพันธ์ พ.ศ. 2554
HOUSE REGISTRATION
HOUSE REGISTRATION
PROVINCIAL ADMINISTRATION DEPARTMENT, MINISTRY OF INTERIOR
HOUSE PARTICULARS
House Code No. Local Registration Office: CHANGKLANG DISTRICT
Address: 53/1 Mooti 8 CHANGKLANG SUB-DISTRICT,CHANGKLANG DISTRICT,NAKHON SI THAMMARAT PROVINCE
Village Name: House Name:
Type of House: HOUSE Description of house:
Date of stipulating the house number:
............................................................................................
Signature: (Miss Pongjan prajuksunton) Registrer
Date of printing the house registraning: 27 September July 2547
____________________________________________________________________
Book No: 1 List of persons of the house code no. 8022-001388-8 Serial No. 2
Name: Miss Teantip Srangpo Nationality:THAI Sex: FEMALE
ID No: 1-8004-00139-35-0 Status: DWELLER Date of Birth: 12 May 2532
Name of natural mother: CHUENJIT 3-8004-01082-79-0 Nationality: THAI
Name of natural father: SOMSAK 3-8004-01126-62 -2 Nationality: THAI
Transferred from: CIVIL HOUSE REGISTRATION DATABASE
Signature: (Miss Pongjan prajuksunton) Registrar
..............................................................................................
By Khvan
Lesson Plans
Topic:stress Class:Elementary
Teach:Fabuary4,2011 Time:1hour
Objective
1.Students are learning about stress.
2.Student can stress noun and verb correctly.
Activity to teach
Warm up
Give the student sing a song
Lead-in
1. Teacher ask student that
-What kind of word which we normally stress?
Presentation
1. Teachers divided students into 3 groups by capturing the chocolate. After the teacher distributed the following sentence.
-We had a delicious meal on Saturday.
-We normally go on holiday by car, but this time we are going by bicycle.
-I did ten grammar exercise yesterday.
Give to student each group
2. Teachers, students read the teacher underlined by the stress that students understand
3. Teacher explains the phonetic stress. The noun and verb to be right.
Practice
1.Teacher give tutorials for all students and students to do exercises.
2.Teachers and students make exercises together.
Production
1. Students were divided into four groups. By lottery. After each group of students to the class and next word part of speech and the cartoons. The view that the words carry great stress words do not carry a small stress. Then West to help the group members read aloud together.
2. Teachers and students mutually Summary stress the noun and verb.
3. Teacher device student 2 groups. Students to do mini project by allowing students to find a way to stress the noun and verb, then the board organized knowledge in the classroom.
Topic:stress Class:Elementary
Teach:Fabuary4,2011 Time:1hour
Objective
1.Students are learning about stress.
2.Student can stress noun and verb correctly.
Activity to teach
Warm up
Give the student sing a song
Lead-in
1. Teacher ask student that
-What kind of word which we normally stress?
Presentation
1. Teachers divided students into 3 groups by capturing the chocolate. After the teacher distributed the following sentence.
-We had a delicious meal on Saturday.
-We normally go on holiday by car, but this time we are going by bicycle.
-I did ten grammar exercise yesterday.
Give to student each group
2. Teachers, students read the teacher underlined by the stress that students understand
3. Teacher explains the phonetic stress. The noun and verb to be right.
Practice
1.Teacher give tutorials for all students and students to do exercises.
2.Teachers and students make exercises together.
Production
1. Students were divided into four groups. By lottery. After each group of students to the class and next word part of speech and the cartoons. The view that the words carry great stress words do not carry a small stress. Then West to help the group members read aloud together.
2. Teachers and students mutually Summary stress the noun and verb.
3. Teacher device student 2 groups. Students to do mini project by allowing students to find a way to stress the noun and verb, then the board organized knowledge in the classroom.
how to put on a successful english camp
“How to put on a successful English Camp”
Ice breaker activity
leaders are all equally important. Because children are learning that the child must be ready and motivated to learn the full first, This is the duty of everyone to be mentors to the children enjoy. And the activity must be fun activities. Excitement and stimulation to children born more motivation. Then when the kids are having fun and with children will enjoy activities more. And base the next child will cope with what the mentor is prepared quickly and the fun does not get bored. In this database, which will include mentoring children and children into groups by children mixed together so the child will be born unity and widely known Each group must prepare children to have equal number of children should not be too large or small groups because it is difficult to control children. When the child was born full of fun and then disperse into the base for each child, and three circular base until all parties. In the knowledge base, which has provided mentoring, games and singing songs for children to have fun dancing together. These things can be both fun. Pleasure And knowledge as well. Everything that has provided mentors are all very useful things that can cause children to use in everyday life.
In the knowledge base, which has provided mentoring, games and singing songs for children to have fun dancing together. These things can be both fun. Pleasure And knowledge as well. Everything that has provided mentors are all very useful things that can cause children to use in everyday life.
Game
Game is plentiful and diverse. We must choose to match the content of their age and abilities of children, because these elements are very important to organize camps for children because the primary purpose of this camp. To the child learning enjoyable and fun. We must seize the child, then came the main elements to fit properly and look good, just this camp, we went out to look good. Do not forget that the games can be fun, relax and make you feel eager to learn more. And games will be singing along with when the game would have to vote along with the music it will always complete and full composition of learning fun
Song
Music used in the camp should be a song with simple short and easy to remember the content, children can sing and dance all the people. Music should not be content with a long and too hard to activities. Including dance hard and complicated, it should not be attributed to a camp for children. Because if children can not follow the child will get bored and do not want the event to another. Then gradually the atmosphere would not be attractive And do not succeed as I expect it. Most importantly, when children do not want to participate will negatively impact the mentors all parties fully intend for every child and may desist until the camp was not successful as well. " Camp worthy rap mean that Sam is not only just the camp itself. Children who participated in one that is a key element to success is to camp as well. Because if it was just the camp organizer, but with no participants will never be successful for sure.
Activity
All members will need to continue operations and procedures. Camp All camps will have to start by opening the first president. Then it started recreational programs to encourage the children eager to participate. Organize children into groups to prepare. Then release the child to base various Each base will have to wait I already Liang regular base. Forward and provide heat and fun for children already.
This camp is for children Prathom 1 and Prathom 2,Nakhon si thammara Rachaphat University Demonstration. Start by speaking to introduce themselves. Speaking a short conversation. Then the game fun for children to play. A game against the Sepo out. Matching pictures with words. Fill the missing Then the children read. The play ends with hulahoop. Mentor will have to submit to the database. That is, base 2 3 4 First base is a new group of my own. Every child has to cooperate to do a good roast children happy and fun to participate in activities. Deng everyone is active and smart children who have three cars. Are ready to learn. Very easy to teach children of this group and every group of children with three different cars, each of them every three cars has a different ability and superior tactics. The introduction of a child can tell the track was really good at it that the children came from family Then come to learn in school. Both these sources, it can develop a good child and a camp to develop other language skills. Learning this was to make children become good actually, and can be used in future as a network good base is completed by the children to play hulahoop fun and exciting then the children stay eat snacks from it and then participated in the lunch together and then ahead to the database until all 4 including children and awarded again to close the bugs, and Optical and the children can demonstrate their ability. And let the kids enjoy each other fully. But it seems that children do not give up, and every child happy people.
Time
Therefore, when the camp is very important as well. Should allocate time to fit in should not be too long or too short. If time is too short for camp will make children want to enjoy it and feel why it's up to speed. If it takes too long to make the children get bored do not want to participate as well. Thus, during the camp that they should provide appropriate Ideal situation, materials and ages of the children must see with That everything must be related. This camp is a camp of young children should not take the time to camp for very long, because the child can not concentrate. Will not be able to focus on what was a long time. Therefore, the time allocated for each base about half evil raise enough to introduce the games and sing Phlong enough. Children are not tired of the fun. And want to join the base to continue to learn new things that are unknown so on.
The camp was such a successful provider must consider many factors and elements brought together to fuse together. And cooperation must be both organizer and participants are all full, so the camp will be done well. And whether it is a work camp or whatever. If lack of cooperation in every party, whether a lack of someone to. Or that someone is irresponsible to some workers, it certainly never achieved.
Itinerary
8.00 -9.00 am register Name tags on children
9.00-10.00 am
60 minutes Gatther/Ice breaker
Activity -Introduce your came to the children.
-Introduce all your fellow teachers to the children.
-Children to stand up/introduce themselves to everyone.
-Ply Ice bleaker activity or song.
-Divide children into their 4 groups.
-Put a colored identifying colored ribbon on each student.
10.00-10.30 am Break…for mink/snack
10.30-11.00 am
30 minutes Theme Station 1
Speaking English -Children move to theme station 1.
-Theme leader introduces his group of teachers to the children.
-Theme leader introduces his ‘Theme’ to the children.
-Theme leader gets children to stand up/introduce themselves.
-Play… Theme Game.
-Sing…Theme song.
-Do… Theme activity.
-Hand out prizes/gifts.
11.30-12.30 pm EAT LUNCH -Everyone enjoys lunch.
-Teacher sit /eat lunch with the student.
12.30am-1.00 Vocabulary -Children move to theme station3
-Theme leader introduces his group of teacher to the children
-Theme leader introduces his theme to the chikdren
-Theme leader gets children to stand up&introduce themselves.
-Play…Theme Game
-Sing…Theme song
-Do…Theme activity
-Hand out prizes&gift.
01.00pm-1.30 Environment -Children move to theme station4
-Theme leader introduces his group of teacher to the children
-Theme leader introduces his theme to the chikdren
-Theme leader gets children to stand up&introduce themselves.
-Play…Theme Game
-Sing…Theme song
-Do…Theme activity
-Hand out prizes&gift.
1.30pm-2.30 Ice Breaker Central -Children all gather bact at original central meeting point.
-Children play games as a group of 30 student.
-Children sing song as a group of 30student.
-This is giving the registration&Chaperone girls time to prepare&print award certificate to hand out to the children.
2.30pm-3.00 Break …for milk & snack
2.30pm-4.00 Award ceremony -Call student up, one at a time…take picture…give award…Smile!
-Give student back to parent!
-Give yourself a hyg…because you just did a very good job!
-Congratuations…you just got an A in camp class!
Ice breaker activity
leaders are all equally important. Because children are learning that the child must be ready and motivated to learn the full first, This is the duty of everyone to be mentors to the children enjoy. And the activity must be fun activities. Excitement and stimulation to children born more motivation. Then when the kids are having fun and with children will enjoy activities more. And base the next child will cope with what the mentor is prepared quickly and the fun does not get bored. In this database, which will include mentoring children and children into groups by children mixed together so the child will be born unity and widely known Each group must prepare children to have equal number of children should not be too large or small groups because it is difficult to control children. When the child was born full of fun and then disperse into the base for each child, and three circular base until all parties. In the knowledge base, which has provided mentoring, games and singing songs for children to have fun dancing together. These things can be both fun. Pleasure And knowledge as well. Everything that has provided mentors are all very useful things that can cause children to use in everyday life.
In the knowledge base, which has provided mentoring, games and singing songs for children to have fun dancing together. These things can be both fun. Pleasure And knowledge as well. Everything that has provided mentors are all very useful things that can cause children to use in everyday life.
Game
Game is plentiful and diverse. We must choose to match the content of their age and abilities of children, because these elements are very important to organize camps for children because the primary purpose of this camp. To the child learning enjoyable and fun. We must seize the child, then came the main elements to fit properly and look good, just this camp, we went out to look good. Do not forget that the games can be fun, relax and make you feel eager to learn more. And games will be singing along with when the game would have to vote along with the music it will always complete and full composition of learning fun
Song
Music used in the camp should be a song with simple short and easy to remember the content, children can sing and dance all the people. Music should not be content with a long and too hard to activities. Including dance hard and complicated, it should not be attributed to a camp for children. Because if children can not follow the child will get bored and do not want the event to another. Then gradually the atmosphere would not be attractive And do not succeed as I expect it. Most importantly, when children do not want to participate will negatively impact the mentors all parties fully intend for every child and may desist until the camp was not successful as well. " Camp worthy rap mean that Sam is not only just the camp itself. Children who participated in one that is a key element to success is to camp as well. Because if it was just the camp organizer, but with no participants will never be successful for sure.
Activity
All members will need to continue operations and procedures. Camp All camps will have to start by opening the first president. Then it started recreational programs to encourage the children eager to participate. Organize children into groups to prepare. Then release the child to base various Each base will have to wait I already Liang regular base. Forward and provide heat and fun for children already.
This camp is for children Prathom 1 and Prathom 2,Nakhon si thammara Rachaphat University Demonstration. Start by speaking to introduce themselves. Speaking a short conversation. Then the game fun for children to play. A game against the Sepo out. Matching pictures with words. Fill the missing Then the children read. The play ends with hulahoop. Mentor will have to submit to the database. That is, base 2 3 4 First base is a new group of my own. Every child has to cooperate to do a good roast children happy and fun to participate in activities. Deng everyone is active and smart children who have three cars. Are ready to learn. Very easy to teach children of this group and every group of children with three different cars, each of them every three cars has a different ability and superior tactics. The introduction of a child can tell the track was really good at it that the children came from family Then come to learn in school. Both these sources, it can develop a good child and a camp to develop other language skills. Learning this was to make children become good actually, and can be used in future as a network good base is completed by the children to play hulahoop fun and exciting then the children stay eat snacks from it and then participated in the lunch together and then ahead to the database until all 4 including children and awarded again to close the bugs, and Optical and the children can demonstrate their ability. And let the kids enjoy each other fully. But it seems that children do not give up, and every child happy people.
Time
Therefore, when the camp is very important as well. Should allocate time to fit in should not be too long or too short. If time is too short for camp will make children want to enjoy it and feel why it's up to speed. If it takes too long to make the children get bored do not want to participate as well. Thus, during the camp that they should provide appropriate Ideal situation, materials and ages of the children must see with That everything must be related. This camp is a camp of young children should not take the time to camp for very long, because the child can not concentrate. Will not be able to focus on what was a long time. Therefore, the time allocated for each base about half evil raise enough to introduce the games and sing Phlong enough. Children are not tired of the fun. And want to join the base to continue to learn new things that are unknown so on.
The camp was such a successful provider must consider many factors and elements brought together to fuse together. And cooperation must be both organizer and participants are all full, so the camp will be done well. And whether it is a work camp or whatever. If lack of cooperation in every party, whether a lack of someone to. Or that someone is irresponsible to some workers, it certainly never achieved.
Itinerary
8.00 -9.00 am register Name tags on children
9.00-10.00 am
60 minutes Gatther/Ice breaker
Activity -Introduce your came to the children.
-Introduce all your fellow teachers to the children.
-Children to stand up/introduce themselves to everyone.
-Ply Ice bleaker activity or song.
-Divide children into their 4 groups.
-Put a colored identifying colored ribbon on each student.
10.00-10.30 am Break…for mink/snack
10.30-11.00 am
30 minutes Theme Station 1
Speaking English -Children move to theme station 1.
-Theme leader introduces his group of teachers to the children.
-Theme leader introduces his ‘Theme’ to the children.
-Theme leader gets children to stand up/introduce themselves.
-Play… Theme Game.
-Sing…Theme song.
-Do… Theme activity.
-Hand out prizes/gifts.
11.30-12.30 pm EAT LUNCH -Everyone enjoys lunch.
-Teacher sit /eat lunch with the student.
12.30am-1.00 Vocabulary -Children move to theme station3
-Theme leader introduces his group of teacher to the children
-Theme leader introduces his theme to the chikdren
-Theme leader gets children to stand up&introduce themselves.
-Play…Theme Game
-Sing…Theme song
-Do…Theme activity
-Hand out prizes&gift.
01.00pm-1.30 Environment -Children move to theme station4
-Theme leader introduces his group of teacher to the children
-Theme leader introduces his theme to the chikdren
-Theme leader gets children to stand up&introduce themselves.
-Play…Theme Game
-Sing…Theme song
-Do…Theme activity
-Hand out prizes&gift.
1.30pm-2.30 Ice Breaker Central -Children all gather bact at original central meeting point.
-Children play games as a group of 30 student.
-Children sing song as a group of 30student.
-This is giving the registration&Chaperone girls time to prepare&print award certificate to hand out to the children.
2.30pm-3.00 Break …for milk & snack
2.30pm-4.00 Award ceremony -Call student up, one at a time…take picture…give award…Smile!
-Give student back to parent!
-Give yourself a hyg…because you just did a very good job!
-Congratuations…you just got an A in camp class!
วิธีการเขียนงานวิจัย
ทุกคำต้องขึ้นต้นด้วยตัวใหญ่ ยกเว้น Articles – a, an the และ preposition – by , on of ,at ,under, between, among
• Write the following thesis topics. Reading Strategies Employed by Students at Nakhon Si Thammarat Rajabhat university
• Using Mindmaps to Stimulate Reading Comprehension
• The Comparative Study of Using Mindmaps and Video to Enhance Reading Comprehension.
Research
Introduction
• General overview of research
• Purposes of the research
• Research questions
• Hypothesis มีก้อได้ไม่มีก้อได้
Methodology
• Subject ประชากรที่ใช้ในงานวิจัย
• Research instruments
o Questionnaire
o Observation form
o Semi structured interview form
• Methodology
Results
• Answer the research questions
Conclusion
• Write the following thesis topics. Reading Strategies Employed by Students at Nakhon Si Thammarat Rajabhat university
• Using Mindmaps to Stimulate Reading Comprehension
• The Comparative Study of Using Mindmaps and Video to Enhance Reading Comprehension.
Research
Introduction
• General overview of research
• Purposes of the research
• Research questions
• Hypothesis มีก้อได้ไม่มีก้อได้
Methodology
• Subject ประชากรที่ใช้ในงานวิจัย
• Research instruments
o Questionnaire
o Observation form
o Semi structured interview form
• Methodology
Results
• Answer the research questions
Conclusion
padthai
Pad Thai – ผัดไทย
This most popular Thai dish is excellent served hot or cold. Makes enough for six people.
Ingredients:
8 large garlic cloves - peeled and minced
3 large eggs - lightly beaten
1 large limes - cut into 6 wedges
1/3 c. roasted peanuts - chopped
1 bunch scallions - thinly sliced crosswise
1/3 c. golden brown sugars
1/3 c. peanut oil
1 lb. large shrimp - peeled and deveined
1/4 c. white vinegar
1/2 bunch freshly chopped cilantro leaves
3/4 lb. porks tenderloin - cut into 1-inch-long thin strips
2 c. bean sprouts
1 tsp. red pepper flakes
1/4 c. fish sauce
1 1/2 lbs. flat rice noodles
Steps:
1. Bring a large pot of water to a boil and then remove from the heat. Add the noodles to the pot and let soak for 12 to 15 minutes until the noodles are soft. 2. Thoroughly mix together the vinegar, sugar, fish sauce and ketchup. Drain the noodles. 3. Place a large wok over medium-high heat. When the wok is hot, add the oil and heat for 15 seconds. 4. Add the garlic and stir constantly for a few seconds. Add the shrimp and pork and stir-fry for one minute. 5. Stir in the sauce and bring to a boil. Place the noodles in the wok and toss to coat well. 6. Cook until most of the sauce has been absorbed by the noodles. Make a hole in the center of the wok, add the eggs and let cook, without stirring, for 15 seconds. 7. After 15 seconds, stir-fry until the eggs are cooked and well distributed throughout the noodles. Add the red pepper flakes and scallions and stir-fry for another 2 minutes. 8. Remove the wok from the heat and stir in the peanuts and bean sprouts. Serve garnished with cilantro and lime wedges. Tips:
Flat rice noodles are commonly found in Chinese or Asian markets, or in the Asian sections of some supermarkets.
If you want a vegetarian pad thai, leave out the meat and add some cubes of tofu instead. You can fry the tofu until golden beforehand if you like. You might also add a few broccoli florets. (The fish sauce is still non-vegetarian; some vegetarians don\'t mind this, others do. You can substitute soy sauce, but it won\'t have the exact same flavor.)
ผัดไทย -- ผัดไทย นี้อาหารไทยเป็นที่นิยมที่สุดคือการให้บริการที่ดีร้อนหรือเย็น ทำให้พอสำหรับหกคน
ส่วนผสม :
8 กลีบกระเทียมขนาดใหญ่ -- ปอกเปลือกและสับ
3 ไข่ใหญ่ -- ตีเบา ๆ
1 มะนาวขนาดใหญ่ -- ตัดออกเป็น 6 เวดจ์
1 / 3 c. ถั่วลิสงคั่วบด -- สับ
1 scallions พวง -- หั่นบาง ๆ ตามขวาง
1 / 3 c. น้ำตาลน้ำตาลทอง
1 / 3 c. น้ำมันถั่วลิสง
1 £ กุ้งใหญ่ -- ปอกเปลือกและ deveined
/ 4 1 c. น้ำส้มสายชูสีขาว
1 / 2 พวงสับใบผักชีสด
3 / 4 lb. สัน porks -- ตัดเป็นแผ่นบางขนาด 1 นิ้วยาว
2 c. ถั่วงอก
1 ช้อนชา สะเก็ดพริกแดง
/ 4 1 c. น้ำปลา
1 1 / 2 £ ก๋วยเตี๋ยวเส้นแบน
ขั้นตอน :
1 นำหม้อใหญ่ของน้ำให้เดือดแล้วเอาออกจากความร้อน เพิ่มไปยังหม้อก๋วยเตี๋ยวและให้แช่นาน 12 ถึง 15 นาทีจนก๋วยเตี๋ยวจะอ่อน
2 เข้าไว้ด้วยกันอย่างละเอียดน้ำส้มสายชู, น้ำตาล, น้ำปลาและซอสมะเขือเทศ ท่อระบายน้ำก๋วยเตี๋ยว
3 เพลสกระทะขนาดใหญ่ขึ้นตั้งไฟกลางสูง เมื่อกระทะร้อนใส่น้ำมันและความร้อนเป็นเวลา 15 วินาที
4 เพิ่มกระเทียมและคนตลอดเวลาสองสามวินาที เพิ่มกุ้งและเนื้อหมูและผัดเป็นเวลาหนึ่งนาที
5 ผัดกับซอสและนำไปต้ม สถานที่ก๋วยเตี๋ยวในกระทะและโยนให้เสื้อดี
6 Cook จนถึงที่สุดของซอสได้รับการดูดซึมโดยก๋วยเตี๋ยว ทำหลุมตรงกลางกระทะให้เพิ่มไข่และปล่อยให้ปรุงอาหารได้โดยไม่ต้องกวน, 15 วินาที 7 15 วินาทีหลังจากที่ผัดจนไข่สุกและกระจายกันตลอดทั้งเส้นก๋วยเตี๋ยว เพิ่ม flakes พริกแดงและ scallions และผัดต่ออีก 2 นาที
8 ลบกระทะจากความร้อนและคนในถั่วลิสงและถั่วงอก รับประทานกับผักชีมีแสงจ้าและเวดจ์มะนาว
คำแนะนำ :
ตามลำดับก๋วยเตี๋ยวที่พบบ่อยในตลาดจีนหรือเอเชียหรือในส่วนของซูเปอร์มาร์เก็ตเอเชียบาง
ถ้าคุณต้องการผัดไทยมังสวิรัติให้ปล่อยออกเนื้อสัตว์และเพิ่มบางก้อนเต้าหู้แทน คุณสามารถเต้าหู้ทอดจนเหลืองทองก่อนหากคุณต้องการ นอกจากนี้คุณยังอาจเพิ่ม florets ผักชนิดหนึ่งสองสาม (น้ำปลายังไม่มังสวิรัติ; มังสวิรัติบาง Don \'ใจ T นี้บุคคลอื่นให้คุณสามารถใช้แทนซีอิ้ว, แต่มันได้รับรางวัล \.'t มีรสชาติเดียวกันแน่นอน.)
This most popular Thai dish is excellent served hot or cold. Makes enough for six people.
Ingredients:
8 large garlic cloves - peeled and minced
3 large eggs - lightly beaten
1 large limes - cut into 6 wedges
1/3 c. roasted peanuts - chopped
1 bunch scallions - thinly sliced crosswise
1/3 c. golden brown sugars
1/3 c. peanut oil
1 lb. large shrimp - peeled and deveined
1/4 c. white vinegar
1/2 bunch freshly chopped cilantro leaves
3/4 lb. porks tenderloin - cut into 1-inch-long thin strips
2 c. bean sprouts
1 tsp. red pepper flakes
1/4 c. fish sauce
1 1/2 lbs. flat rice noodles
Steps:
1. Bring a large pot of water to a boil and then remove from the heat. Add the noodles to the pot and let soak for 12 to 15 minutes until the noodles are soft. 2. Thoroughly mix together the vinegar, sugar, fish sauce and ketchup. Drain the noodles. 3. Place a large wok over medium-high heat. When the wok is hot, add the oil and heat for 15 seconds. 4. Add the garlic and stir constantly for a few seconds. Add the shrimp and pork and stir-fry for one minute. 5. Stir in the sauce and bring to a boil. Place the noodles in the wok and toss to coat well. 6. Cook until most of the sauce has been absorbed by the noodles. Make a hole in the center of the wok, add the eggs and let cook, without stirring, for 15 seconds. 7. After 15 seconds, stir-fry until the eggs are cooked and well distributed throughout the noodles. Add the red pepper flakes and scallions and stir-fry for another 2 minutes. 8. Remove the wok from the heat and stir in the peanuts and bean sprouts. Serve garnished with cilantro and lime wedges. Tips:
Flat rice noodles are commonly found in Chinese or Asian markets, or in the Asian sections of some supermarkets.
If you want a vegetarian pad thai, leave out the meat and add some cubes of tofu instead. You can fry the tofu until golden beforehand if you like. You might also add a few broccoli florets. (The fish sauce is still non-vegetarian; some vegetarians don\'t mind this, others do. You can substitute soy sauce, but it won\'t have the exact same flavor.)
ผัดไทย -- ผัดไทย นี้อาหารไทยเป็นที่นิยมที่สุดคือการให้บริการที่ดีร้อนหรือเย็น ทำให้พอสำหรับหกคน
ส่วนผสม :
8 กลีบกระเทียมขนาดใหญ่ -- ปอกเปลือกและสับ
3 ไข่ใหญ่ -- ตีเบา ๆ
1 มะนาวขนาดใหญ่ -- ตัดออกเป็น 6 เวดจ์
1 / 3 c. ถั่วลิสงคั่วบด -- สับ
1 scallions พวง -- หั่นบาง ๆ ตามขวาง
1 / 3 c. น้ำตาลน้ำตาลทอง
1 / 3 c. น้ำมันถั่วลิสง
1 £ กุ้งใหญ่ -- ปอกเปลือกและ deveined
/ 4 1 c. น้ำส้มสายชูสีขาว
1 / 2 พวงสับใบผักชีสด
3 / 4 lb. สัน porks -- ตัดเป็นแผ่นบางขนาด 1 นิ้วยาว
2 c. ถั่วงอก
1 ช้อนชา สะเก็ดพริกแดง
/ 4 1 c. น้ำปลา
1 1 / 2 £ ก๋วยเตี๋ยวเส้นแบน
ขั้นตอน :
1 นำหม้อใหญ่ของน้ำให้เดือดแล้วเอาออกจากความร้อน เพิ่มไปยังหม้อก๋วยเตี๋ยวและให้แช่นาน 12 ถึง 15 นาทีจนก๋วยเตี๋ยวจะอ่อน
2 เข้าไว้ด้วยกันอย่างละเอียดน้ำส้มสายชู, น้ำตาล, น้ำปลาและซอสมะเขือเทศ ท่อระบายน้ำก๋วยเตี๋ยว
3 เพลสกระทะขนาดใหญ่ขึ้นตั้งไฟกลางสูง เมื่อกระทะร้อนใส่น้ำมันและความร้อนเป็นเวลา 15 วินาที
4 เพิ่มกระเทียมและคนตลอดเวลาสองสามวินาที เพิ่มกุ้งและเนื้อหมูและผัดเป็นเวลาหนึ่งนาที
5 ผัดกับซอสและนำไปต้ม สถานที่ก๋วยเตี๋ยวในกระทะและโยนให้เสื้อดี
6 Cook จนถึงที่สุดของซอสได้รับการดูดซึมโดยก๋วยเตี๋ยว ทำหลุมตรงกลางกระทะให้เพิ่มไข่และปล่อยให้ปรุงอาหารได้โดยไม่ต้องกวน, 15 วินาที 7 15 วินาทีหลังจากที่ผัดจนไข่สุกและกระจายกันตลอดทั้งเส้นก๋วยเตี๋ยว เพิ่ม flakes พริกแดงและ scallions และผัดต่ออีก 2 นาที
8 ลบกระทะจากความร้อนและคนในถั่วลิสงและถั่วงอก รับประทานกับผักชีมีแสงจ้าและเวดจ์มะนาว
คำแนะนำ :
ตามลำดับก๋วยเตี๋ยวที่พบบ่อยในตลาดจีนหรือเอเชียหรือในส่วนของซูเปอร์มาร์เก็ตเอเชียบาง
ถ้าคุณต้องการผัดไทยมังสวิรัติให้ปล่อยออกเนื้อสัตว์และเพิ่มบางก้อนเต้าหู้แทน คุณสามารถเต้าหู้ทอดจนเหลืองทองก่อนหากคุณต้องการ นอกจากนี้คุณยังอาจเพิ่ม florets ผักชนิดหนึ่งสองสาม (น้ำปลายังไม่มังสวิรัติ; มังสวิรัติบาง Don \'ใจ T นี้บุคคลอื่นให้คุณสามารถใช้แทนซีอิ้ว, แต่มันได้รับรางวัล \.'t มีรสชาติเดียวกันแน่นอน.)
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