ພັດທະນາການຂຽນພາສາອັງກິດ ຊອ ສົມສະໄຫວ ປະເສີດໄຊ

97 _________. “ໂຄງງານ: ຈາກທດິ ສະດີສື່ ູການປະຕບິ ດັ ’’ ການພດັ ທະນາຫ ກັ ສູດ ແລະ ການສອນໂດຍ ເນັນ້ ຜູຮ້ ຽນເປັນສູນກາງ. ເອກະສານປະກອບການປະຊຸມເຊີງປະຕບິ ດັ ການ ພາກວຊິ າຫ ກັ ສູດ ແລະ ວທິ ີ ສອນ ຄະນະສກຶ ສາສາດ ມະຫາວທິ ະຍາໄລສນິລະປາກອນ ລະຫວື່າງວນັທີ4-5 ຕຸລາ, 2542. ອດັປານີນນົທະສຸດ. . “ການພດັທະນາແບບຝຶກເສມີ ທກັ ສະການອື່ານພາສາອງັກດິມເີນຶື ້ອໃນກື່ ຽວກບັທອງ້ຖິ ື່ ນຈງັຫວດັ ການຈະນະບູລີເພື ື່ອພດັທະນາການອື່ານເພື ື່ອຄວາມເຂົ ້າໃຈ ສໍາລບັນກັ ຮຽນຊັນ້ມດັທະຍມົ ສກຶ ສາປີທີ4 ໂຮງຮຽນ ຄຣິະວດັ ວທິ ະຍາຄມົ ອໍາເພຄີຣິະວດັ ຈງັຫວດັການຈະນະບູລ’’ີ ວທິ ະຍານພິນົປາລນິຍາ ມະຫາບນັດດິ ການສອນພາສາອງັກດິໃນຖານະພາສາຕື່າງປະເທດ ບນັດດິວທິ ະຍາໄລ ມະຫາວທິ ະຍາໄລ ສນິລະປາກອນ,2555. Project work, Project Method, Project Approach, Project Portfolio ແລະ Project Based Learning (ຊູໄຊ ສລິມິ ະຫານະຄອນ. 2547 : 16) ສະໂຕເລີ(Stoller. 1998) ກື່າວເຖງິຈດຸ ມຸງ້ໝາຍຂອງການສອນແບບໂຄງງານເປັນຫວົຂໍ ້ເຊິ ື່ ງສອດຄອື່ງກບັກມົ ວຊິ າ ການ (2544:154) ກມົ ວຊິ າການ (2545:128) ແລະ ພອນລະນີບວົ ໂຕ (ສຸທາທບິ ສຸດໜອງບວົ 2545: 31; ອາ້ງອງີຈາກ ພອນລະນີບວົ ໂຕ. 2542); ຟິລບິ ເບຣີູດ; ແລະ ຄນັຟອດ (2544: 11); ແລະ ລະອຽດ ຈທຸ ານນັ (2543: 3) ປະເພດຂອງໂຄງງານທົ ື່ວໄປ ລດັດາ ກື່ ູກຽດ (2544: 123 , 144 ) ຈຣິາກອນ ສຣິທິ ະວີ(2542: 34) ແລະ ວມິ ນົຣດັ ສຸນທອນໂຣດ (2544 : 13) ຂັນ້ຕອນສໍາຄນັ ( Fried-Booth. 2020: 6-7, 2544: 252,) ແລະ ສໍານກັ ງານຄະນະກໍາມະການປະຖມົ ສກຶ ສາແຫື່ງ ຊາດ (ສຸກສລິ ິໂສມາເກຕຸ. 2544: 36-40, ອາ້ງອງີຈາກສໍານກັ ງານປະຖມົ ສກຶ ສາແຫື່ງຊາດ. 2542) ປະໂຫຍດຂອງໂຄງງານ ສຸທາທບິ ສຸດໜອງບວົ (2545: 34-35); ແລະ ສຸລຍິ າ ຈນັນຽມ (2541: 19-20) ການປະເມນີຜນົ ໂຄງງານ ສມົ ສກັ ກື່ ູວພິ າດາວອນ. (2544: 85 – 86) ເທກັ ນກິ ໃນການວດັຜນົ ໂຄງງານ ສະຫງື່ຽມ ໂຕຣດັ ແລະ ບໍາລຸງ ໂຕຣດັ . (2544: 12 – 14)

98 ຮູບແບບການປະເມນີ (ສລີພິອນ ມາວໍຣະຍາ. 2546: 23)ອາ້ງອງີຈາກກມົ ວຊິ າການ. 2542. 2) ເກນການປະເມນີ ຫ ືແນວທາງການໃຫຄ້ ະແນນຫ ຣືູບກິ ເກນການໃຫຄ້ ະແນນສອງແບບ ( ສລີພິອນ ມາວໍລະຢາ. 2546: 32-34; ອາ້ງອງີຈາກ ກມົ ວຊິ າການ. 2542: 54) ເອະກະສານທີ ື່ກື່ ຽວກບັການຂຽນພາສາອງັກດິ ຄວາມໝາຍຂອງການຂຽນ ສະຕວີກິ ແລະ ນໍສະເບກີ (Stewig;& Norberg. 1995G 203-205) ການປະເມນີ ESL Composition Profile ຂອງເຈຄອບ ແລະ ຄະນະ (Jacobs; et.at. 1989: 69-105)

99 ພາກພະໜວກ ກ ລາຍລະອຽດເນື ້ອໃນແຜນການຈດັການຮຽນຮູ້ ຕວົຢື່ າງແຜນການຈດັການຮຽນຮູ້ ເອກະສານປະກອບການສອນ ຕາຕະລາງກໍານດົການສອນໂດຍໂຄງແຜນວຽກ Learning plan1 (ແຜນຈດັການຮຽນຮູ ້ທ ີ1) Teacher tell students to do activities that teacher prepare project Stage of teaching and activity Language Focus Grammatical Focus vocabulary time Alphabets a-z Planning and getting started (Pre-project -stage) 1. Getting the class interested -presentation the project (Teacher present the character of English alphabets in power point) 2. Selecting the topic of the project (Ss brainstorm about the topic and choose the most preferable one 3. Creating the general outline (T manages the processes to ensure that Ss understand how the classroom activities work together by showing Ss the 50 Mns

100 table of project processes and the evaluating system) (T informs Ss the member in each group *each group has different members of each group 4. Defining of the Project objectives (class discussion about the project objectives) Learning plan1 (ແຜນຈດັການຮຽນຮູ ້ທ ີ1) Teacher tell students to do activities that teacher prepare project Stage of teaching and activity Language Focus Grammatical Focus vocabulary time Writing English Alphabets a-z Project in processes (During Project Stage) Presentation 1. First Teacher give students a piece of paper and tell them to write the English A-z by their own idea 2. Second tell students look at the correct model of English alphabets from the chart (letters with arrow) Practice 1. T let’s Ss to practice Writing (Teacher tell Ss to write the alphabets from the chart 2. Tell students draw English alphabets in big size on the chart for use like a material when they go to teach their student 3. Collecting Data * tell student to bring alphabets chart for teacher give a point from criteria Pre-test hand writing Look at the chart Writing the English alphabets Teacher gives Assessment Criteria to student Letters a-z A a B b C c D d E e F f G g H h I i J j K k L l M m N n O o P p Q q R r S s T t U u V v W w X x Y y Z z 50 Mns

101 Learning plan 2 (ແຜນຈດັການຮຽນຮູ ້ທ ີ2) Teacher tell students to do activities that teacher prepare project Stage of teaching and activity Language Focus Grammatical Focus vocabulary time Short story Planning and getting started (Pre-project -stage) 1. Getting the class interested -presentation the project (Teacher present the short story that teacher give for example in topic story for preschool) 2. Selecting the topic of the project (Ss brainstorm about the topic and choose the most preferable one) 3. Creating the general outline (T manages the processes to ensure that Ss understand how the classroom activities work together by showing Ss the table of project processes and the evaluating system) (T informs Ss the member in each group *each group has different members of each group 4. Defining of the Project objectives (class discussion about the project objectives) 50 Mns

102 Teacher tell students to do activities that teacher prepare project Stage of teaching and activity Language Focus Grammatical Focus vocabulary time Writing English Alphabets a-z Project in processes (During Project Stage) Presentation 3. First Teacher give the example (English story) to students and tell them to look at the short story and translate the meaning in to Lao 4. Second tell students write the story in Lao version by their own idea Practice 1. T let’s Ss to practice Writing (Teacher tell Ss to write the short story from Lao to English version 4. Tell students draw or find the picture about story to make the small for use like a material when they go to teach their student in the future 5. Collecting Data * tell student to bring a English story book for teacher give a point from criteria Pre-test hand writing Look at the example of short story Writing the English short story Past tense Verb + ed Write sentence in Present simple Teacher gives Assessment Criteria to student New words: kinds of English story book Eg: short story for kids, use easy words 50 Mns

103 Learning plan 3 (ແຜນຈດັການຮຽນຮູ ້ທ ີ3) Teacher tell students to do activities that teacher prepare project Stage of teaching and activity Language Focus Grammatical Focus vocabulary time Write English lesson plan Planning and getting started (Pre-project -stage) 1. Getting the class interested -presentation the project (Teacher present the step of lesson plan and discuss with the Ss to know about project work Selecting the topic of the project (Ss brainstorm about the topic and choose the most preferable one) 2. Creating the general outline (T manages the processes to ensure that Ss understand how the classroom activities work together by showing Ss the table of project processes and the evaluating system) (T informs Ss the member in each group *Each group has different members of each group 3. Defining of the Project objectives (Class discussion about the project objectives) 50 Mns

104 Teacher tell students to do activities that teacher prepare project Stage of teaching and activity Language Focus Grammatical Focus vocabulary time Writing English lesson plan Project in processes (During Project Stage) Presentation 1. First Teacher give the example (4 steps of lesson plan) to students and tell them to make understanding about how to write English lesson plan 2. Second tell students write the lesson plan by their own idea Practice 2. T let’s Ss to practice Writing (Teacher tell Ss to write the English lesson plan that T give the topic for them, one topic per one people 3. Tell students write the lesson plan by following from 4 steps 4. Collecting Data * tell student to bring a English lesson plan for teacher give a point from criteria Pre-test hand writing Look at the example of 4 steps of lesson plan 1. Warm up 2. Activity 3. Practice and production 4. Conclusion and feedback Writing the English lesson plan Write sentence in Present simple Teacher gives Assessment Criteria to student 4 steps of writing lesson plan 1. Warm up 2. Activity 3. Practice and production 4. Conclusion and feedback 50 Mns

105 ຕວົຢື່ າງແຜນການຈດັການຮຽນຮູ້ Lesson plan: 2 (Project in Process) Time: 6 periods = 300 minutes Project 1: writing short story Project in Proce (Lesson Plan 2) (During-Project Stage) Activity 2: writing a short story (using easy words for pre-school) Goal: students are able to write a short story (using easy words for pre-school) Learning Objectives: students will be able to - use the structure that they have learned to write a content of the story - define meaning of vocabulary Affective domain: Student will be able to - Thoughtfully do the work sheet - Participate in class enjoyably - Do the activity enthusiastically AIM OF STAGE PROCEDURSES LEARNING OUTCOME TIME 1. To review vocabulary and grammar (past simple)about writing short story 2. To prepare Ss by giving them word choice Pre- writing 1. T reviews vocabulary foldable, personal dictionary How to make group words? (look, cover, write), corners vocabulary (Enables student to contextualize …word by), word web (is use to organize details about a Ss review vocabulary and grammar before and writing activity 15 Mns

106 To give Ss opportunity to check their writing with their friends and choose some of the most popular writing to show on board word, list categories, vocabulary log (what is it?) and grammar by giving work sheet 1 (Match and writing sentences in Lao version) 2. T let’s Ss do the exercise in group of five 3. T randomly calls some Ss to read out the exercises and correct the exercises in the class 4. T give Ss word choice to prepare them for the project 5. T draw mind map about short story by asking information from Ss While- writing 1. T tell the objective of the activity 2. T give Ss worksheet 2 to write a story from questions. The question is following: - What does the text say? - What are the characters? - How many words and full stop in the story? - How can we make the English short story? T tell information about writing short story T writ the description for questions Ss check their writing f with their friends 15 Mns

107 Give Ss the technique “How to make the flip book” Post writing 1. T ask to check their writing with their friends and choose some of the most popular writing to show on board 2. Ss makes a flip book for short story by themselves Student Assessment Procedure/Tactics Student will be evaluated based on: - Participation in the activity - Participation in doing the group work activity - Worksheet 1 and 2 Resource Need/Material 1. New Opportunities Elementary Student’s book 2. Worksheet 1 and 2 Teaching note: End of Semester Booklet Project Based Assessment Group PROGRESS Chart Year 2 Kindergarten Booklet Progress Date Tick if completed Date if late Booklet Title Week Group1 Group2 Group3 Group4 Group5 Group6 Week 4 27 Feb Group signup and

108 begin writing booklet Week 5 6 Mar Week 6 13 Mar Groups discuss design and begin writing Week 7 20 Mar Groups continue writing booklet Week 8 27 Mar Group submit draft booklet Week 9 3 April Group prepare final booklet Week10 20 April Group continue writing final booklet Week11 24 April Final booklet due group prepare for presentation of booklet

109 Booklet Assessment General English Year 1 A Somsavay/A Debbie Student name __________________________ Date: ________________ Title of booklet ______________________________________ Booklet Story Production and Presentation Student book Assessment Criteria: Points 1 Book format: nicely presented and has: Has a title page with title, picture and author’s name 2 Pictures: are neatly Colored, neatly on page and chosen to match story 3 Printing: for each page….. Is large, straight, neat, clear and easy to read pages has enough space for printing 4 Words: are spelled correctly, nicely spaced and used with correct meaning, a variety of simple words used 5 Sentences: have correct grammar 6 Correct punctuation: Capitals, full stops 7 Finished on Time (May 8st) -draft checked by teacher (May 1st) Presentation of booklet Date: ________________ 8 Spoken English clear – Can read story clearly with meaning uses expression 9 Use of Book – can point to pictures ask question, ask class for vocabulary 10 Comment Total Points: FAIR 1-2 GOOD 3-4 EXCELLENT 5

110 ເອກະສານປະກອບການສອນ Short story Match picture with the sentences of short story bellow: The Dog and the shadow (Reflection) 1. The dog stopped and look down into the river. What does he see? He saw a big piece of meat in the river What did he think? He is meat is small!! That meat is big! 2. The dog is said. The big piece of meat was only a shadow (reflection) in the water. Now he has no meat to eat!! 3. One day a dog went to a market. He was hungry. He took a piece of meat and ran away. The shopkeeper ran after (chased) him with a tick. 4. What did he do? He opened his mouth to each a big piece of meet in the water. The small meat dropped into the river. Oh no!

111 5. The dog walked to the river. He crossed the river bridge. Moral of Aesop Fable: “Beware lest you lose the substance by grasping at the shadow” Sort story (Pre-While) Reading Read and translate the meaning of short story in Lao version The Dog and the shadow (Reflection) One day a dog went to a market. He was hungry. He took a piece of meat and ran away. The shopkeeper ran after (chased) him with a tick. The dog walked to the river. He crossed the river bridge. The dog stopped and look down into the river. What does he see? He saw a big piece of meat in the river What did he think? He is meat is small!! That meat is big! What did he do? He opened his mouth to each a big piece of meat in the water. The small meat dropped into the river. Oh no! The dog is said. The big piece of meat was only a shadow (reflection) in the water. Now he has no meat to eat!! ໝາ ແລະ ເງາົສະທອນ້ ------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------

112 Worksheet 1 (Post reading) True or false __________ 1. The dog is said. The big piece of meat was only a shadow ___________ 2. the dog was hungry ___________ 3. in the story has 1 character? ___________ 4. the dog opens his mouth to eat the big piece of meat __________ 5. the dog went to the market

113 Name ___________________ Date ____________________ Book Report Fun! Title Author Setting ____________________________ ____________________________ ____________________________ ____________________________ _________________ Problem/Conflict _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ Character ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Conclusion ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Main Events ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

114 ຕາຕະລາງກາໍ ນດົການການສອນຂຽນພາສາອງັກດິໂດຍໂຄງແຜນວຽກ ໂຄງແຜນວຽກ ຄາບຮຽນ ກດິຈະກໍາ ເຄື ື່ອງມື ກອື່ນການທດົ ລອງ 1. ປະຖມົ ນເິທດຜູຮ້ ຽນ 2. ທດົສອບທກັ ສະກື່ນຂຽນພາສາ ອງັກດິກອື່ນການທດົລອງ -ແບບທດົສອບທກັ ສະການຂຽນ ພາສາອງັກະດກອື່ນການທດົລອງ 1 Short story 1 2 Planning and getting started Project in Progress Listening to the sound of short story 3 Read the short story 4 Practicing grammar ໂຄງແຜນວຽກ ຄາບຮຽນ ກດິຈະກໍາ ເຄື ື່ອງມື 5-6 Collecting data Group preparation ເຮດັ ໂຄງແຜນວຽກນອກຫອງ້ຮຽນ 1 ອາທດິ 7 Project presentation 8 Reflection and conclusion - 2 Short story 9 Planning and getting start - 10 Project Process Reading short story -

115 11 Writing Practice Complete the sentence - 12-13 Collecting data cooperation ເຮດັ ໂຄງແຜນວຽກນອກຫອງ້ຮຽນ 1 ອາທດິ -ບນັທກຶ ການຮຽນຮູ້ 14 Project presentation - 15 Reflection and conclusion -

116 ພາກພະໜວກ ຂ ຕື່າງຫາຄື່າຄວາມສອດຄອື່ງກບັແບບທດົສອບວດັຄວາມສາມາດໃນການຮຽນພາສາອງັກດິ ແບບທດົສອບວດັທກັ ສະການຂຽນພາສາອງັກດິກອື່ນ ແລະ ຫ ງັການທດົລອງ ແບບທດົລອງປະເມນີທກັ ສະການຂຽນພາສາອງັກດິ ແບບສອບຖາມຄວາມເພິ ື່ ງພໍໃຈຂອງນກັ ຮຽນທີ ື່ມຕີໍ ື່ ໂຄງແຜນວຽກພາສາອງັກະດ ແບບບນັທກຶ ການຮຽນຮູ້7(Learning Loge) ຕາຕະລາງຫາຄື່າຄວາມສອດຄອື່ງຂອງແບບທດົສອບວດັຄວາມສາມາດໃນການຂຽນພາສາອງັກດິ ລາຍການປະເມນີ ລະດບັຄວາມເໝາະສມົ 1 2 -1 ຂໍສ້ ະເໜເີເນະ 1. ຈດຸ ປະສງົຂອງແບບທດົສອບກງົກບົຈດຸ ປະສງົຂອງການສອນ ຂຽນພາສາອງັກດິດວ້ ຍໂຄງແຜນວຽກ 2. ເນື ້ອໃນແບບທດົສອບສອດຄອື່ງກບັ ເນື ້ອໃນການສອນຂຽນ ພາສາອງັກດິດວ້ ຍໂຄງແຜນວຽກ 3. ຮູບແບບການທດົສອບການຂຽນສອດຄື່ອງກບັ ເນື ້ອໃນການ ສອນຂຽນພາສາອງັກດິດວ້ ຍໂຄງແຜນວຽກ 4. ຄວາມຍາກງື່າຍຂອງແບບທດົສອຍບສອດຄອື່ງກບັ ເນື ້ອໃນ ການສອນຂຽນ ພາສາອງັກດິດວ້ ຍໂຄງແຜນວຽກ 5. ຄວາມເໝາະສມົ ຂອງຈາໍ ນວນຂໍສ້ ອບ 6. ຈາໍ ນວນຂໍ ້ໃນແບບທດົສອບເໝາະສມົ ກບັ ເວລາໃນການເຮດັ ແບບທດົສອບ 7. ຄວາມຊດັ ເຈນຂອງຄໍາສັ ື່ງໃນແບບທດົສອບ 8. ແບບທດົສອບຊື່ວຍພດັທະນາທກັ ສະການຂຽນພາສາອງັກດິ ຂອງນກັ ຮຽນກງົຕາມຈດຸ ປະສງົໃນການວໄິຈ

117 ແບບທດົສອບພາສາອງັກດິກອື່ນ ແລະ ຫ ງັການທດົລອງ 1 English short story Find English short story from your own idea and search information from web site, on the internet, library etc. a) Name of the story is ……………………. b) What does content of the story? c) How many characters of the story? d) How about tense (grammatical) 2 Read the short story and order the picture and sentence together

118 ( ) ( ) ( ) ( ) The Dog and the shadow (Reflection) One day a dog went to a market. He was hungry. He took a piece of meat and ran away. The shopkeeper ran after (chased) him with a tick. The dog walked to the river. He crossed the river bridge. The dog stopped and look down into the river. What does he see? He saw a big piece of meat in the river What did he think? He is meat is small!! That meat is big! What did he do? He opened his mouth to each a big piece of meat in the water. The small meat dropped into the river. Oh no! The dog is said. The big piece of meat was only a shadow (reflection) in the water. Now he has no meat to eat!!

119 ແບບທດົສອບຄວາມສາມາດດາ້ນການຂຽນພາສາອງັກດິ ການປະເມນີຄັ ້ງທ.ີ............................... ວນັທີ................. ເດອືນ ................. ປີ............... ເລື ື່ອງ ................................................................................................................... ປະເມນີຄວາມສາມາດດາ້ນການຂຽນພາສາອງັກດິຂອງຜູຮ້ ຽນຫ ງັການຮຽນການສອນ ຊື ື່ແລະ ນາມສະກຸນ ເນື ້ອໃນການປະເມນີ ລວມ ເນື ້ອໃນ 4 ການຮຽບ ຮຽງ 2 ຄໍາສບັ 2 ການໃຊ້ ພາສາ 1 ກນົ ໄກທາງ ພາສາ 1 10 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

120 22 23 24 25 26 27 28 29 30 31 32 33

121 ແບບສອບຖາມຄວມເພິ ື່ ງພໍໃຈຂອງນກັ ສກຶ ສາ ໃຫນ້ກັ ສກຶ ສາຕອບແບບສອບຖາມຄວາມເພິ ື່ ງພໍໃຈໂດຍນໍາໃຊເ້ຄື ື່ອງໝາຍ ()ລງົໃນຊອື່ງຫວື່າງທີ ື່ກງົກບັຄວາມຄດິ ເຫນັທີ ື່ ເປັນຈງິຫ າຍທີ ື່ສຸດ ຂໍຄ້ ດິ ເຫນັ ລະດບັຄວາມຄດິ ເຫນັ ຫ າຍທີ ື່ ສຸດ ຫ າຍ ປານ ກາງ ໜ ອຍ້ ໜ ອຍ້ ທີ ື່ ສຸດ ຂັນ້ກອື່ນການເຮດັ ໂຄງງານ 1. ນກັ ຮຽນມຄີວາມຮູຄ້ ວາມເຂົ ້າໃຈກື່ ຽວກບັການເຮດັ ໂຄງແຜນວຽກພາສາອງັກດິ 2. ນກັ ຮຽນມທີ ກັ ສະໃນການຂຽນພາສາອງັກດິ 3. ນກັ ຮຽນມຄີວາມຮູສ້ກຶມື່ວນຊື ື່ນໃນຊົ ື່ວໂມງການ ຂຽນພາສາອງັກດິ ຂັນ້ລະຫວື່າງການເຮດັ ໂຄງແຜນວຽກພາສາອງັກດິ 2. ນກັ ຮຽນມຄີວາມຮູຄ້ ວາມເຂົ ້າໃຈກື່ ຽວກບັການເຮດັ ໂຄງແຜນວຽກພາສາອງັກດິ 3. ນກັ ຮຽນມປີະສບົການໃນການຝຶກທກັ ສະການຂຽນ ພາສາອງັກດິດວ້ ຍຕນົ ເອງ 4. ນກັ ຮຽນຄົນ້ ຄົວ້ຫາຂໍມ້ ູນຈາກແຫື່ ງການຮຽນຮູຕ້ື່າງໆ 5. ນກັ ຮຽນໄດຮ້ ຽນຮູວ້ທິ ກີ ານຂຽນຕວົອກັ ສອນທີ ື່ ຖກື ຕອ້ງຕາມຫ ກັ ໄວຍະກອນຈາມໝື່ເູພື ື່ອນຄນົອື ື່ນ 6. ນກັ ຮຽນໄດຮ້ ຽນຮູ້ການເຮດັວຽກຮື່ວມກບັຜູອ້ ຶ ື່ນ ຈາກການເຮດັ ໂຄງແຜນວຽກພາສາອງັກດິ 7. ນກັ ຮຽນສາມາດນໍາຄວມຮູຂ້ ອງວຊິ າການອຶ ື່ນໆມາໃຊ້ ໃນໂຄງແຜນວຽກພາສາອງັກດິໄດ້ 8. ນກັ ຮຽນມທີ ກັ ສະໃນການໃຊພ້າສາອງັກດິຈາກ ການນໍາສະເໜໂີຄງແຜນວຽກ 9. ນກັ ຮຽນມຄີວມກາ້ສະແດງອອກຈາກການນໍາສະເໜີ ໂຄງແຜນວຽກ 10. ນກັ ຮຽນຝຶກການຂຽນພາສາອງັກດິຈາກການຂຽນ ດວ້ ຍໂຄງແຜນວຽກ

122 11. ນກັ ຮຽນມທີ ກັ ສະໃນການຂຽນພາສາອງັກດິຈາການ ຂຽນດວ້ ຍໂຄງແຜນວຽກ ຫ ງັການເຮດັ ໂຄງງານ 1. ນກັ ຮຽນມຄີວາມສນົ ໃຈ ແລະ ຕັ ້ງໃຈຮຽນໃນ ຊົ ື່ວໂມງການຂຽນພາສາອງັກດິ ຈາກການຮຽນດວ້ ຍ ໂຄງແຜນວຽກພາສາອງັກດິ 2. ນກັ ຮຽນມຄີວາມສນົ ໃຈພາສາອງັກດິຮອບດາ້ນຫ າຍ ຂື ້ນ 3. ນກັ ຮຽນຮູສ້ກຶມື່ວນຊື ື່ນກບັກດິຈະກໍາໃນຊົ ື່ວໂມງ ການຂຽນພາສາອງັກດິ 4. ນກັ ຮຽນມຄີວາມໝັນ້ ໃຈຈາກທກັ ສະການຂຽນ ພາສາອງັກດິ 5. ນກັ ຮຽນມທີ ກັ ສະໃນການຂຽນພາສາອງັກດິ ຂໍສ້ ະເໜແີນະ ແລະ ອື ື່ນໆ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................ ແບບບນັທກຶ ການຮຽນຮູ້(Learning Log) ໂຄງແຜນວຽກ Write short story ຊື ື່ ................................. ນາມສະກຸນ .......................... 1. ແຫື່ ງໃນການຄົນ້ ຄົວ້ຫາຂໍມ້ ູນ (ບອກລະອຽດ ໂດຍບອກຊື ື່ປືມ້ ເລື ື່ອງ, ເວບັ ໄຊ..........) ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ....................................................................................

123 2. ສິ ື່ ງທີ ື່ນກັ ຮຽນເຮດັ ໃນການນໍາສະເໜໂີຄງແຜນວຽກ(ບອກລະອຽດ ໂດບບອກຂັນ້ຕອນແຕື່ລະຂັນ້ທງັໝດົ ເຊັ ື່ນ ຕື່າງຝື່ າຍຕື່າງວາງແຜນແລວ້ມາປຶກສາກນັ ແລວ້ ແກໄ້ຂໃໝື່ ລະດມົ ສະໝອງເລອືກຫວົຂໍ ້ແລະ ເນື ້ອໃນ ທີ ື່ ເໝາະສມົ ກບັ ເດກັ ອຸບານ ແລະ ປະຊຸມແບື່ງໜາ້ທີ ື່ກນັ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ .................................................................................... 3. ລິ ື່ ງທີ ື່ນກັ ຮຽນໄດຈ້າກການຮຽນຮູດ້ ວ້ ຍໂຕງແຜນວຽກ (ບອກໂດຍລະອຽດ) ຄວາມຮູຈ້າກຫວົຂໍ ້ໂຄງແຜນງຽກ( ເຊັ ື່ນ ຄວາມຮູກ້ື່ ຽວກບັການແຕື່ງປະໂຫຍກ, ການຊອກຫາຄໍາສບັ ແລະ ປະກອບຮູບ ພາບກບັ ເນື ້ອໃນທີ ື່ ເໝາະສມົ ແລະ ສາມາດເຂົ ້າໃຈເນື ້ອໃນຂອງເລື ື່ອງໄດງ້ື່າຍ) ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ................................................................................... 4. ບນັຫາອຸປະສກັ ທີ ື່ພບົ ໃນການເຮດັ ໂຄງແຜນວຽກ ດາ້ນການໃຊພ້າສາອງັກດິ (ຄດິຫາຄໍາສບັບໍ ື່ອອກ ຕອງ້ກບັ ໄປຄົນ້ ຄົນ້ເພີມ້ ຕື ື່ມຢື່ ູເຮອືນ, ແຕື່ງປະໂຫຍກພາສາອງັກດິຍງັມີ ຄວາມຜດິພາດ) ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ................................................................................... 5. ວທິ ກີ ານແກໄ້ຂບນັຫາ ດາ້ນການໃຊພ້າສາອງັກດິ (ໂຄງສາ້ງປະໂຫຍກ Present and Past Tense ຜດິ ຕອ້ງໄດຄ້ ົນ້ ຄົວ້ ຈາກປືມ້ ຕໍາລາ ຫ າຍເຫ ັມ້ ແລະ ປຶກສາກບັຄູຜູສ້ ອນ) ............................................................................................................................................ ............................................................................................................................................ ..................................................................................................................................... 6. ນກັ ຮຽນຄດິ ໄດວ້ື່າ ໄດພ້ ດັທະນາຕນົ ເອງໄດມ້ ຄີວາມຮູເ້ພີມ້ ຂື ້ນກື່ວາເກົ ື່າຫ ບືໍ ື່ ອະທບິ າຍ ແລະ ຍກົ ຕວົຢື່ າງໃຫ້ ລະອຽດ ............................................................................................................................................ ............................................................................................................................................

124 ............................................................................................................................................ ................................................................................... 7. ສິ ື່ ງທີ ື່ມກັ ເກດີຂື ້ນໃນຂະນະເຮດັ ໂຄງແຜນວຽກນີ ້ (ໄດຮູ້ຈ້ກັ ເພື ື່ອນທີ ື່ບໍ ື່ສະໜດິສະໜມົ ຫ າຍຂື ້ນ) ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ................................................................................... 8. ຢາກຮຽນພາສາອງັກະດໂດຍໃຊໂ້ຄງແຜນວຽກ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ................................................................................... 9. ຂໍສ້ ະເໜແີນະອຶ ື່ນໆ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ..................................................................

125 ພາກພະໜວກ ຄ ເກນການວດ ັ ທກ ັ ສະການຂຽນພາສາອງ ັ ກດ ິ ເກນການປະເມນີຄວາມສາມາດດາ້ນການຂຽນພາສາອງັກດິ ກໍານດົ ເກນການປະເມນີຄວາມສາມາດດາ້ນການຂຽນພາສາອງັກດິໄວ້5 ດາ້ນຄ:ື 1. ເນື ້ອໃນ 4 ຄະແນນ 2. ການຮຽບຮຽງ 2 ຄະແນນ 3. ຄໍາສບັ 2 ຄະແນນ 4. ການໃຊພ້າສາ 1 ຄະແນນ 5. ກນົ ໄກທາງພາສາ 1 ຄະແນນ ລວມ 10 ຄະແນນ ລະດບັຄວາມສາມາດໃນແຕື່ລະດາ້ນ ແບື່ງເປັນ 4 ລະດບັ ໄດແ້ກື່ ຄະແນນ ໝາຍເຖງິ ລະດບັທີ4 6-10 ດຫີ າຍ (very good) ລະດບັທີ3 3-5 ດີ(good) ລະດບັທີ2 1-2 ພໍໃຊ ້(fair) ລະດບັທີ1 0-1 ອື່ອນ (poor) ດດັແປງຈາກເກນຂອງ ເຈຄອບ ແລະ ຄະນະ (Jacobs, et al. 1981: 69-105)

126 ເກນປະເມນີທກັ ສະການຂຽນພາສາອງັກດິ ອງົປະກອບ ຄະແນນ ລະດບັຄວາມ ສາມາດ ເກນ 6-5 ດຫີ າຍ ມຄີວາມຮູໃ້ນເລື ື່ອງຂຽນເປັນຢື່ າງດີເນື ້ອໃນມຄີວາມ ສອດຄອື່ງກບັຫວົຂໍທ້ ີ ື່ກໍານດົ ແລະ ຂະຫຍາຍຄວາມໄດ້ 4-3 ດີ ມຄີວາມຮູໃ້ນເລື ື່ອງທີ ື່ຂຽນພໍປະມານ ຂໍມ້ ູນໃນວງົຈາໍກດັ ເນື ້ອໃນສື່ວນໃຫື່ຍສໍາພນັກບັຫວົຂໍ ້ເລື ື່ອງ ແຕື່ຂາດລາຍ ລະອຽດ 2-1 ພໍໃຊ້ ການສະແດງຄວາມຄດິ ເຫນັບໍ ື່ຊດັ ເຈນ ການຮຽບຮຽງເນື ້ອ ໃນບໍຫື່ ຽນໄຫ ບໍ ື່ຕໍ ື່ ເນື ້ອງໄດ້ 0 ອື່ອນ ບໍ ື່ມກີ ານຮຽບຮຽງເນື ້ອໃນ ຫ ືບໍ ື່ພຽງພໍຕໍ ື່ການປະເມນີ 4 ດຫີ າຍ ສະແດງຄວາມຄດິ ເຫນັບໍ ື່ຊດັ ເຈນ ມຂີໍມ້ ູນສະໜບັສະໜຸນ ບໍ ື່ຢືດຍາວນໍ ້າຖວ້ ມທົ ື່ງ ຮຽບຮຽງເນື ້ອໃນໄດຢ້ື່ າງດີິມກີ ານ ຈດັລໍາດບັ ເຫດຜນົ ແລະ ຄວາມສອດຄອື່ງໄດດ້ ີ 3 ດີ ການສະແດງຄວາມຄດິ ເຫນັ ບໍ ື່ ຄອື່ຍຊດັ ເຈນ ມຂີໍຄ້ ວາມ ມາສະໜບັສະໜຸນໜອຍ້ ຍງັຂາດຫ າຍເຕບີ ການລຽງຄໍາ ສບັຂັນ້ຕອນບໍ ື່ທນັສມົ ບູນ ມຄີວາມຕໍ ື່ ເນື ື່ອງ ແລະ ສອດຄອື່ງກນັພໍປະມານ 2 ພໍໃຊ້ ການສະແດງຄວາມຄດິ ເຫນັບໍ ື່ຊດັ ເຈນ ການຮຽບຮຽງເນື ້ອ ໃນບໍ ື່ຫື່ ຽນໄຫ ບໍ ື່ຕໍ ື່ ເນື ື່ອງກນັ 1-0 ອື່ອນ ບໍ ື່ມກີ ານຮຽບຮຽງເນື ້ອໃນ ຫ ືບໍ ື່ພຽງພໍຕໍ ື່ການປະເມນີ 4 ດຫີ າຍ ສາມາດໃຊຄ້ໍາສບັ ສໍານວນໄດຢ້ື່ າງມປີະສດິທພິ າບ ມີ ຄວາມຮອບຮູໃ້ນຮູບແບບຂອງຄໍາ 3 ດີ ໃຊສ້ ບັສໍານວນຜດິ ເປັນບາງຄັ ້ງແຕື່ສຶ ື່ຄວາມໝາຍໄດ້ 2 ພໍໃຊ້ ໃຊສ້ ບັ ໃນວງົຈາໍກດັ ໃຊສ້ ບັ ແລະ ສໍານວນຜດິ ເລື ້ອຍໆ ຄວາມໝາຍຄຸມເຄອື 1-0 ອື່ອນ ມຄີວາມຮູເ້ລື ້ອງຄໍາສບັໜອຍ້ຫ າຍສໍານວນໜອຍ້ຫ າຍ ຫ ື ບໍ ື່ພຽງພໍຕໍ ື່ການປະເມນີ

127 ອງົປະກອບ ຄະແນນ ລະດບັຄວາມ ສາມາດ ເກນ 4 ດຫີ າຍ ໃຊໂ້ຄງສາ້ງສບັຊອນ້ ຢື່ າງມປີະສດິທພິ າບ ພບົຂໍຜ້ ດິພາດ ໜ ອຍ້ທີ ື່ສຸດໃນເລື ື່ອງຄວາມສອດຄອື່ງລະຫື່ວາງປະທານ ແລະ ກລິຍິ າ ກາລະ ຈາໍ ນວນ ການຮຽບຮຽງຄໍາຕາມໜາ້ທີ ື່ ຄໍານໍາໜາ້ ຄໍານໍາໜາ້ນາມ ຄໍາສບັພະນາມ ຄໍາບຸພະບດົ 3 ດີ ໃຊໂ້ຄງາ້ສາ້ງງື່າຍໆ ໄດຢ້ື່ າງມປີະສດິທພິ າບ ມບີນັຫາເລກັ ນອຍ້ ໃນການໃຊໂ້ຄງສາ້ງທີ ື່ສບັຊອນ້ ແລະ ຄວາມ ໝາຍສື່ວນ ໃຫຍື່ຍງັຊດັ ເຈນ 2 ພໍໃຊ້ ມບີນັຫາຫ າຍໃນເລື ື່ອງໂຄງສາ້ງປະໂຫຍກໝດົ ໂຄງສາ້ງ ສບັຊອນ້ ແລະ ທໍາມະດາມຂີໍຜ້ ດິພາດຫ າຍໆຄັ ້ງ ຄວາມໝາຍ ສບັສນົ 1-0 ອື່ອນ ບໍ ື່ສາມາດສາ້ງປະໂຫຍກໄດ້ມຂີໍຜ້ ດິພາດຫ າຍໃນການ ສະກດົຄໍາ 2 ດຫີ າຍ ມຄີວາມຮູໃ້ນເລື ື່ອງຮູບແບບການນໍາໃຊພ້າສາ ພບົອນັຜດິພາດ ໜອຍ້ທີ ື່ສຸດໃນເລື ື່ອງການສະກດົຄໍາ ການໃຊເ້ຄື ື່ອງໝາຍຕື່າງໆ ການໃຊ້ 1,5 ດີ ພບົອນັຜດິພາດແນື່ ໃນເລື ້ອງການສະກດົຄໍາ ການໃຊເ້ຄື ື່ອງ ໝາຍຕື່າງໆ ການໃຊຕ້ ວົອກັ ສອນຕວົ ໃຫຍື່ ແລະ ການຫຍໍໜ້ າ້ ແຕື່ຍງັສຶ ື່ຄວາມໝາຍໄດ້ 1 ພໍໃຊ້ ບໍ ື່ມຄີວາມຮູໃ້ນເລື ື່ອງຮູບແບບການໃຊພ້າສາ ຕວົໜງັສຈືນົ ອື່ານບໍ ື່ອອກ ຫ ືບໍ ື່ພຽງພໍຕໍ ື່ການປະເມນີ

128 ພາກພະໜວກ ງ ລາຍລະອຽດຜນົການວເິຄາະຂໍມ້ ູນ ລໍາດບັທີ ສອບກອື່ນຮຽນຄະແນນເຕມັ 10 ສອບຫ ງັຮຽນຄະແນນເຕມັ 10 1 ນ. ອໍາຄາ 5 9 2 ນ. ຄູນໃຊ 3 6 3 ນ. ພອນສີ 4 8 4 ນ. ໄຊຍະສອນ 6 7 5 ນ. ເປີ 5 8 6 ນ. ແພງເຊ 4 9 7 ນ. ທອງສີ 5 9 8 ນ. ອີວໄິລເຍອືຍ 4 8 9 ນ. ວນິດັ 4 9 10 ນ. ນາລີ 6 9 11 ນ. ນາລນິ 7 10 12 ນ. ແສງອຸດອນ 7 8 13 ນ. ສາລຽບ 6 7 14 ນ. ສຸກສະດາ 4 7 5 ນ. ມໄີຊ 6 8 16 ນ. ໂສມມະລີ 5 10 17 ນ. ຄບັ 4 7 18 ນ. ສະກຸນາ 4 6 19 ນ. ສຸກຂວນັ ໃຈ 4 7 20 ນ. ມະນສີອນ 4 6 21 ນ. ສດີາ 4 7 22 ນ. ສຸລຈິນັ 5 8 23 ນ. ອືຸ່ນໃຈ 4 10 24 ນ. ແກວ້ສງິຫາ 4 9 25 ນ. ດອມສີ 5 9 26 ນ. ພຸດສະຫວນັ 3 8 27 ນ. ປອງ 5 8 28 ນ. ອືຸ່ນມະໄລ 5 8 29 ນ. ປູນີມ້ 6 7 30 ນ. ກງົຈກັ 7 9

129 31 ນ. ທອງສະໝຸດ 6 6 32 ນ. ຫວານໃຈ 6 9 33 ນ. ນກົ ກີ ້ 5 9 ລວມ 162 265 ສະເລື່ຍ 4.91 8.03 SD 1.08 1.19

130 ພາກພະໜວກ ຈ ຕວົຢື່ າງແບບທດົສອບທກັ ສະການຂຽນພາສາອງັກດິກື່ອນ ແລະ ຫ ງັການທດົລອງ

131

132

133 ແບບສອບຖາມຄວາມເພິ ື່ ງພໍໃຈຂອງນກັ ສກຶ ສາ

134

135

136