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Lesson plan 7-12

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Lesson plan 7-12

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Lesson plan 7-12

9. INSTRUCTIONAL REPORT What happened during my lesson? ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… How will I improve my lesson next time? ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… Signature………………………………. (Miss Luckrawee Poonnaboot) Student Teacher ……../…………………./………….. 10. TRAINER’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature…………………………………….. (Miss Boonyanuch Anutree) Trainer Teacher ……../…………………./…………..

11. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Sureerat Kumdee) Head of foreign department ……../…………………./………….. 12. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Maneerat Srijan) Deputy Director ……../…………………./…………..

PowerPoint Slide

Lesson Plan 11 English Subject (อ21102) Satrirachinuthit School Module 8: Nice house! Time: 9 Topic: Good home Time: 1 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 17 November 2023 1/8 17 November 2023 1/11 16 November 2023 1. STANDARD Standard F1.2: Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinion Standard F1.3: Ability to present data, information, concepts and views about various matters through speaking and writing Standard F2.1: Appreciation of the relationship between language and culture of native speakers and capacity for use of language appropriate to occasions and places 2. GRADE-LEVEL INDICATOR Indicator 1.2 Grade 7/1: Converse to exchange data about themselves, various activities and situations in daily life. Indicator 1.2 Grade 7/4: Speak and write appropriately to ask for and give data and express opinions about what has been heard or read. Indicator 1.3 Grade 7/1: Speak and write to describe themselves, their daily routines, experiences and the environment around them. Indicator 2.1 Grade 7/1: Use language, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of native speakers.

3. CONCEPT In this lesson, students are going to identify the meaning, grammatical rule and collocation of prepositions of place through PowerPoint. Lastly, they’re going to utilize their understanding of the content to participate in the indicate-the-object activity. 4. OBJECTIVE 1. Students will be able to identify meaning of prepositions of place correctly. (K) 2. Students will be able to indicate things’ location using prepositions of places grammatically and semantically. (P) 3. Students will participate in the lesson actively. (A) 5. CONTENT 5.1 Vocabulary: Furniture and appliances: classroom, piano, coffee table, rug, lamp, armchair, pencil bag Preposition of place: in, on, under, behind, next to, near, in front of, between 5.2 Structure: Preposition of place sentence structure: - S + be + preposition + place/ noun. - There + is/ are + preposition + place/ noun. 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then the teacher asks students “what kind of word that one use to tell things’ location?” and relate it to Thai’s prepositions of places. 2. During this stage, students can answer Thai preposition, but it’s preferred for students to recall their knowledge of preposition of place and answer in English. The teacher also suggests ideas if students aren’t able to come up with any answer.

3. The teacher leads students into the lesson by clarifying the content and the objective of the lesson and giving them an overview. Presentation 1. The teacher tells students to turn to workbook and look at the first section of the page. The teacher introduces students to the prepositions of place by showing the topic on PowerPoint slide 3.5. 2. In this stage, the teacher leads students through translating definition of each preposition of place, analyzing sentence structure with the preposition and discussing about example of sentences via the slide on TV. During the discussion, the teacher can also give additional examples of sentence by writing them on whiteboard. 3. After the class have done with the introduction of the preposition. The teacher asks students to indicate location of objects in the picture showing through PowerPoint slide 3.5. The class answer by constructing sentence verbally all together. 4. In case of the class getting the answer wrong, the teacher try to correct them by giving more explanation and clarification on the matter that’s unclear to them. Practice 1. The teacher tells students to look at the section 1-2 on workbook. The teacher then, gives instructions for each section to students. During this stage, the teacher help students translating unfamiliar expressions, phases or vocabulary into Thai and, possibly, offers some help to students by suggesting ideas, hints and/ or a solution. 2.While students are doing the assignment, the teacher monitors the class and offers help to students who are stuck with the given task. Production 1. The teacher introduces the indicate-the-object activity, tells students the objective of the activity and gives them an instruction or rules of this activity: in this activity, the teacher first places a pencil bag in any position of the box and, then, asks students who

is first number to come in front of the class to tell where the pencil bag is around the box. If the student gets the answer right, they can place a pencil bag in any position around the box and go back to their seat. Then the next number comes up to the front to indicate the position of pencil bag respectively. 2. In case of students are unable to indicate the location of pencil bag, they are asked to go back to their seat and the next number come up to answer instead. They have to wait until it’s their turn again to answer. 3. The teacher and students repeat this process until all of the students have come to the front and done indicating pencil bag’s location verbally. Wrap up 1. The teacher asks students questions regarding the meaning and grammatical rule of the preposition of place. Once the students have done answering, the teacher gives students explanation and solution to the question and reviews the lesson together. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify meaning of prepositions of place correctly. completing workbook workbook validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to indicate things’ location using prepositions of places grammatically and semantically. participating in the indicate-theobject activity - pencil bag - a box validity at least 70 percent

Affective (A) Task Measurement Material Evaluation Criteria Students will participate in the lesson actively. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. workbook 2. pencil bag 3. a box 4. observation form 5. PowerPoint

PowerPoint Slide

Lesson Plan 12 English Subject (อ21102) Satrirachinuthit School Module 8: Nice house! Time: 9 Topic: Good house Time: 1 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 21 November 2023 1/8 20 November 2023 1/11 21 November 2023 1. STANDARD Standard F1.1: Understanding of and capacity to interpret what has been heard and read from various types of media, and ability to express opinions with proper reasoning Standard F1.2: Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions Standard F4.1: Ability to use foreign languages in various situations in school, community and society 2. GRADE-LEVEL INDICATOR Indicator 1.1 Grade 7/1: Act in compliance with orders requests, instructions and simple explanations heard and read. Indicator 1.2 Grade 7/2: Use requests and give instructions and clarifications according to the situation. Indicator 4.1 Grade 7/1: Use language for communication in real situations/ simulated situations in the classroom and in school.

3. CONCEPT In this lesson, students are going to identify the imperative sentence and meaning of vocabulary in the sentence through PowerPoint. They are going to practice constructing an imperative sentence that’s corresponding with the picture. Finally, they’re going to utilize their understanding of the lesson by participating in the follow-the-command activity. 4. OBJECTIVE 1. Students will be able to specify the imperative sentence correctly. (K) 2. Students will be able to act according to the command accurately. (P) 3. Students will participate in learning activity willingly. (A) 5. CONTENT 5.1 Vocabulary: Verb: run, sit, let, go, open, come, jump, dance, talk Preposition: on, out, to, in, here Furniture: window, sofa, board, door, class 5.2 Structure: Imperative sentence: - Verb + object. - Be + adjective. - Do + not + verb. - Let + us + verb. - Stop + verbing. 6. INSTRUCTIONAL ACTIVITIES

Warm up 1. The teacher greets students. Then the teacher gives students a command to act correspondingly. After a few commands, the teacher asks students what these commands are called and what it is used for. 2. The teacher clarifies the question by giving an answer and leads students into the lesson by specifying the objective of the lesson and giving an overview of the lesson. Presentation 1. The teacher tells students to turn to 1 book and take a look at the screen. The teacher shows the PowerPoint on the screen. Then leads students through the imperative sentence by giving them a concept of what the imperative is and examples of the sentence. 2. After that, the teacher introduces each sentence structure to students, explains what it is used for in daily life conversation and proceeds to give them a examples of sentence structures to them on the PowerPoint slide. During this, the teacher also gives them definition of vocabulary presented in the examples as well. Practice 1.The teacher tells students to look at section 8 in this page and at the given examples. The teacher gives students instructions: in this section, the students must select the provided verbs to fill in the blanks to complete the sentence. 2.While students are doing the assignment, the teacher monitors the class and offers students some help by either walking around and help them individually or writing the methods or hints on the whiteboard. Production 1. The teacher introduces and tells students the objective of the follow-the-command activity: in this activity, students are going to act according to the command of the teacher. The teacher will give them at least 5 commands to follow. If the students fail to follow the command, they are counted as game over and must remain in their seats

and do nothing. The students who can follow the command and still remains until all of the commands are exhausted can have extra points. 1. The teacher and students repeat the process of giving commands and acting as commanded and revealing actual solution or command to students until all of the commands are run out. Wrap up 1. The teacher asks students questions regarding the imperative sentence structure and vocabulary they’ve learned. Once the students have done answering, the teacher gives students solutions to the question and review the lesson together. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to specify the imperative sentence correctly. completing workbook New world book validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to act according to the command accurately. participating the follow-thecommand activity New World book validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in learning activity willingly. students’ behavioral observation observation form Have at least 5 signs of attention.

8. INSTRUCTIONAL MATERIALS 1. New world book 2. observation form 3. PowerPoint

PowerPoint Slide

Lesson Plan 13 English Subject (อ21102) Satrirachinuthit School Module 8: Nice house! Time: 9 Topic: Good house Time: 1 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 23 November 2023 1/8 23 November 2023 1/11 22 November 2023 1. STANDARD Standard F1.2: Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions Standard F2.1: Appreciation of the relationship between language and culture of native speakers and capacity for use of language appropriate to occasions and places 2. GRADE-LEVEL INDICATOR Indicator 1.2 Grade 7/4: Speak and write appropriately to ask for and give data and express opinions about what has been heard or read. Indicator 2.1 Grade 7/2: Describe the festivals, important days, lifestyles and traditions of native speakers. 3. CONCEPT In this lesson, students are going to identify the meaning of vocabulary and expressions in the conversation through audio media regarding describing and talking about room and things in the room. Students are going to practice listening to the conversation and extracting information from the conversation on PowerPoint. Lastly, students are going to practice extracting the information from the conversation and use the information to answer to the question in the What-Where-When-Why activity.

4. OBJECTIVE 1. Students will be able to identify vocabulary within the conversation correctly. (K) 2. Students will be able to extract information by listening accurately. (P) 3. Students will pay attention to the lesson actively. (A) 5. CONTENT 5.1 Vocabulary: Rooms: room, bathroom Adjective: great, lucky Things: DVD player, computer, guitar 5.2 Structure: “Whose” sentence structure: - Whose + be + this + noun? 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then the teacher plays the audio of talking about rooms and things conversation for students to try to listen to. Students are asked to tell what they’ve heard from conversation and let them guess what the conversation is all about until students have done enough guessing. 2. The teacher reveals the actual topic and introduces them to the lesson by telling them what to focus and the objective of the lesson. Presentation 1. The teacher tells students to turn the book and plays the introduction conservation audio at least once so that students can try matching the transcribed text to the conversation they’re listening to.

2. The teacher asks students to point out and tell what event’s happening in the dialogue. The teacher don’t tell the solution until students can get the right answer. 3. After students have finished giving answers, the teacher clarifies the story by giving a short summary of the story. The teacher plays the audio the second time. During this stage, the teacher leads students in translating the text into Thai on each line from the conversation. Practice 1. The teacher plays the audio while the students are doing the assignment. In this stage, students are asked to close their books and they must extract information by listening as much as possible. 2. The teacher can play the audio up to three to four five times but should not exceed to aforementioned five times limits. after the teacher have repeated playing the audio enough times. The students are told to open the book and turn to the same page, then, do the exercise in section 3. In this section, they’re going to write ‘T’ or ‘F’ to mark the provided statements true or false. The teacher monitors students’ progression and correct them if the mispronounces the word. Production 1. After done practicing, the students are going to participate in What-Where-When-Why activity: in this activity, students are going to listen to the conversation and answer to the what, where, when and why question regarding to the story. The teacher will ask them questions with wh-words questions such as “where is bill friend’s room?”, “what are in bill friend’s room?”, “what’s bill’s friend’s name?” and etc. and students must raise their hands in order to answer. After the students have answered each question, the teacher together with the class reveals the answer and explain it thoroughly. If students answer correctly, they get to have extra points. 2. While the activity is going, the teacher monitors the activity and gives students hints if students actually have no ideas of the answer.

3. The class repeats the whole process of asking, answering and clarifying the answer until all of the questions are answered or time runs out. Wrap up 1. The teacher asks students a question regarding talking about rooms and things expressions from the conversation audio and their definition. The teacher together with students review the vocabulary and introduction expression. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify vocabulary within the conversation correctly. completing worksheet book validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to extract information by listening accurately. participating in What-WhereWhen-Why activity - audio media - things and rooms - PowerPoint validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will pay attention to the lesson actively. students’ behavioral observation observation form Have at least 5 signs of attention.

8. INSTRUCTIONAL MATERIALS 1. New sworld book 2. audio media - things and rooms 3. observation form 4. PowerPoint

……../…………………./………….. 11. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Sureerat Kumdee) Head of foreign department ……../…………………./………….. 12. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Maneerat Srijan) Deputy Director ……../…………………./…………..

PowerPoint

Lesson Plan 14 English Subject (อ21102) Satrirachinuthit School Module 8: Nice house! Time: 9 Topic: Good house Time: 1 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 24 November 2023 1/8 24 November 2023 1/11 23 November 2023 1. STANDARD Standard F1.1: Understanding of and capacity to interpret what has been heard and read from various types of media, and ability to express opinions with proper reasoning Standard F1.2: Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions Standard F1.3: Ability to present data, information, concepts and views about various matters through speaking and writing Standard F2.1: Appreciation of the relationship between language and culture of native speakers and capacity for use of language appropriate to occasions and places 2. GRADE-LEVEL INDICATOR Indicator 1.1 Grade 7/4: Specify the topic and main idea and answer questions from listening to and reading dialogues, tales and short stories. Indicator 1.2 Grade 7/4: Speak and write appropriately to ask for and give data and express opinions about what has been heard or read. Indicator 1.3 Grade 7/2: Speak/ write to summarise the main idea/theme identified from analysis of matters/incidents of interest to society.

Indicator 2.1 Grade 7/2: Describe the festivals, important days, lifestyles and traditions of native speakers. 3. CONCEPT In this lesson, students are going to explore landmarks of each country and how quality of them are measured in centimeters, meters and kilometers and identify their origin. Students are also going to practice reading for comprehension using the passage and extract the information to answer the questions about the story from the same passage. Lastly, students are going to reveal the answer to the questions derived from the same page in the write-onboard activity. 4. OBJECTIVE 1. Students will be able to identify the vocabulary about story accurately. (K) 2. Students will be able to answer to the question about the story correctly. (P) 3. Students will pay attention to the lesson deliberately. (A) 5. CONTENT 5.1 Vocabulary: Structure: tower, wall, palace Country: French, China, England Adjective: famous, great, huge, tall, high, long, true 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then the teacher asks students about their understanding of the definition of the word ‘landmark’. When students get the concept, the teacher leads students into famous landmarks around the world by showing them the pictures or videos on the internet and projecting it via the screen.

2. The teacher leads students into the reading lesson by clarifying the objective of the lesson and giving them an overview of the passages. Presentation 1. The teacher tells students to turn the book and take a look at the “Landmarks” passages. The teacher gives students around 5–10 minutes to scan for the information to briefly tell the teacher the main idea of the passage. 2. The teacher tells students the actual main idea of the passage. The teacher begins to write the sentence of passage on the whiteboard to help students with a translation by demonstrating Thai translation and gives students an explanation on how to read and pronounce every word from the passage together. 3. The teacher also further explains about the use of centimeters, meters and kilometers by giving examples on the whiteboard. 4. While the teacher gives the translation and demonstrating pronunciation, students have to write down pronunciation and the definition of the vocabulary from the passage into their book respectively. The teacher repeats this process until they translate every sentence from the passage. Practice 1. The teacher tells students to read the text aloud for at least 2 times and take a look at section 1 on the same page. Then gives an instruction: the students have to write down the statements to answer the questions in section 1. 2. While students are doing the assignment, the teacher monitors the class and, if students require assistance, the teacher offers help to students by hinting verbally or written on the whiteboard or any other possible ways. Production

1. The teacher introduces students to the write-on-board activity and tells them the objective of the activity: in this activity, the teacher randomly choose students to reveals the questions from the exercise by using randomization application available on the internet or any possible ways to random students. Students who are chosen have to come to broad and write down the answer to the question they’re assigned with. The students that get the right answers get the extra points. After the student have written down the answer, the teacher reveals the correct answer and gives students an explanation to each question. 2. The teacher repeats this aforementioned process solution to students until all of the questions are answered. Wrap up 1. The teacher asks students questions regarding the passage “Landmarks”. Once the students have done answering, the teacher gives students solutions to the question and review the vocabulary and, then, the passage all together. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify the vocabulary about story accurately. completing workbook New world book validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to answer to the question about the story correctly. participating in the write-onboard activity New world book validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria

Students will pay attention to the lesson deliberately. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. New world book 2. television 3. observation form

Signature…………………………………….. (Miss Boonyanuch Anutree) Trainer Teacher ……../…………………./………….. 11. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Sureerat Kumdee) Head of foreign department ……../…………………./………….. 12. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Maneerat Srijan) Deputy Director

……../…………………./………….. Lesson Plan 15 English Subject (อ21102) Satrirachinuthit School Module 8: Nice house! Time: 9 Topic: Good house Time: 1 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 28 November 2023 1/8 27 November 2023 1/11 29 November 2023 1. STANDARD Standard F1.2: Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions Standard F1.3: Ability to present data, information, concepts and views about various matters through speaking and writing Standard F2.1: Appreciation of similarities and differences between language and culture of native and Thai speakers, and capacity for accurate and appropriate use of language 2. GRADE-LEVEL INDICATOR Indicator 1.2 Grade 7/4: Speak and write appropriately to ask for and give data and express opinions about what has been heard or read.

Indicator 1.3 Grade 7/1: Speak and write to describe themselves, their daily routines, experiences and the environment around them. Indicator 2.1 Grade 7/3: Participate in language and cultural activities in accordance with their interests. 3. CONCEPT In this lesson, students are going to review elements of an email by identifying. They are going practicing writing their own email about their dream houses by describing and designing the house’s features, qualities and materials through worksheet 3.3. In addition, Students are going to send the email they’ve written to their friend. 4. OBJECTIVE 1. Students will be able to identify features, qualities and materials of house properly. (K) 2. Students will be able to write email about their dream house appropriately. (P) 3. Students will pay attention to the learning activity enthusiastically. (A) 5. CONTENT 5.1 Vocabulary: Preposition of place: downstairs, next to, in Furniture: kennel, fireplace, desk, wardrobe, bookcase, poster, CD player 5.2 Structure: Appositive adjective: - Subject, adjective phase, + verb + object. 6. INSTRUCTIONAL ACTIVITIES Warm up

1. The teacher greets students. Then shows them different types of houses on the screen and asks them which one they prefer. Students answer using either the house showed on the TV or the ones in their imagination. They are also asked if they’ve ever their dream house to anyone. 2. The teacher introduces students into describing a house by writing it onto the letter and tells the objectives of the lesson. Presentation 1. The teacher tells students turn to the book. Students are asked what is in the picture on the page and the passage. Then the teacher shows the same passage of an email on PowerPoint slide 3.8. leads them into the passage. 2. While reading the passage, the teacher tells the definition of the new vocabulary to students. The teacher also explains the house design in the passage thoroughly. 3. The teacher also points out the appositive adjective placement to teach students the sentence with the adjective and gives them some examples. Practice 1. The teacher hands out worksheet to students and give students instructions on how to do the assignment: students are going to write the email using the example given in the worksheet. The email body must consist of student’s dream house such as its materials or features like the floors in in or how many rooms there are in the house. They’re going to design the house by drawing and coloring and it must fit the description of dream house written by themselves. 2. While students are doing the assignment, the teacher monitors their progress and gives them help if they’re unable to do the assignment. Production

1. The teacher introduces students to sending the email activity: in this activity, students are going to write an email about their dream house on the email platform they’ve registered and send the email to their friend and teacher. The email subject must be “My dream house” followed by their name and number. The content within email must be contain student’s dream house description as well as the picture of their dream house they’ve designed. 2. The teacher, then, gives them a demonstration on how to write an email and how to send to specific address such as teacher’s email. Wrap up 1. The teacher asks students a question about parts of an email and how to describe a house. Students must answer with their understanding. Then the teacher together with students review parts of email and vocabulary they’ve learned. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify features, qualities and materials of house properly. completing worksheet worksheet validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to write email about their dream house appropriately. participating in the questionand-answer activity worksheet validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria

Students will pay attention to the learning activity enthusiastically. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. New world book 2. observation form 3. worksheet 4. PowerPoint Slide 9. INSTRUCTIONAL REPORT What happened during my lesson? ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… How will I improve my lesson next time? ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… Signature………………………………. (Miss Luckrawee Poonnaboot) Student Teacher ……../…………………./………….. 10. TRAINER’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature…………………………………….. (Miss Boonyanuch Anutree) Trainer Teacher ……../…………………./………….. 11. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Sureerat Kumdee) Head of foreign department ……../…………………./………….. 12. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………

Signature………………………………………. (Mrs. Maneerat Srijan) Deputy Director ……../…………………./………….. Date: _______/______________/_________ Name: ____________________________________________ Class: ___________ No: ________ Worksheet Email: describing your dream house Instruction: ให้นักเรียนเขียนออกแบบบ้านของนักเรียนโดยระบุว่ามีกี่ชั้น มีกี่ห้องและมีห้องใดบ้าง และวาด ภาพประกอบบ้านดังกล่าวลงในกรอบด้านใน email นี้ From: To: Subject:

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