PowerPoint Slide
Lesson Plan 16 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 30 November 2023 1/8 29 November 2023 1/11 29 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 F1.3: Ability to present data, information, concepts and views about various matters through speaking and writing Standard F2.2: 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 1.1 Grade 7/4: Specify the topic and main idea and answer questions from listening to and reading dialogues, tales and short stories. Indicator 1.3 Grade 7/2: Speak/ write to summarise the main idea/theme identified from analysis of matters/incidents of interest to society. Indicator 2.2 Grade 7/1: Tell differences and similarities between pronunciation of various kinds of sentences, use of punctuation marks and word order in accordance with the structures of sentences in foreign languages and Thai language.
3. CONCEPT In this lesson, students are going to review the knowledges they’ve learned. 4. OBJECTIVE 1. Students will be able to identify the sentence structure accurately. (K) 2. Students will be able to rearrange the scrambled sentence correctly. (P) 3. Students will pay attention to the lesson enthusiastically. (A) 5. CONTENT 5.1 Vocabulary: Furniture: pillow, bed, table, door, shelf, wall, wardrobe, bookcase Verb: come, close, ask, borrow Preposition of place: on, next to, upstairs, in, 5.2 Structure: “There is/ are …” sentence structures: Affirmative sentence: - There + is/ are + noun. Negative sentence: - There + is/ are + not + noun. Interrogative sentence: - Is/ are + there + noun? Short answers: - Yes, + there + is/ are. - No, + there + is/ are + not. “Some/ any” and “a/ an” determiner: - Determiner + noun
Preposition of place sentence structure: - S + be + preposition + place/ noun. - There + is/ are + preposition + place/ noun. Imperative sentence: - Verb + object. - Be + adjective. - Do + not + verb. - Let + us + verb. - Stop + verbing. 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. The teacher shows PowerPoint about their previous knowledge. 2. Students are asked to answer questions using the knowledges of this unit. Then the teacher give them hints to help them answering and, later, gives them solutions and clarifies the topics this lesson have covered. Presentation 1. The teacher tells students turn to page 60 on book and told them to take a look at the PowerPoint on the screen. 2. The teacher leads the students through each question on the screen one at a time. During this, the teacher gives them a clear instruction on what to do and how to complete the assignment and help them with Thai translation. 3. While giving an explanation, the teacher also stimulates students’ previous knowledges by asking questions about the grammar usage in sentence or structure. The teacher also give examples on whiteboard. Then after teacher’s explanation, the teacher gives them
solution to the questions and asks if students understand the concept of the grammar or not. 4. After that teacher and students move on to the next question. Repeats this process until all of the questions are explained, translated and answered together. Practice 1. The teacher tells students to look at the section 1 and 2 on the same page. The teacher gives them an instruction. The teacher also shows a Thai translated version of the question on the whiteboard. Students have to choose the correct answer to the questions in section 1 and 2. 2. While the students are doing the assignment, the teacher monitors the class and offers help students who have troubles with the questions. When most of students have finished the assignments, the teacher gives them solution and explanation on each question thoroughly. Production 1. The teacher introduces students to rearrange-it activity: in this activity, students are going to rearrange the scrambled sentences showed on whiteboard and asked to rearrange it into the right order; in order to answer, the teacher will randomly choose students to come to board and rearrange it. The student who gets to answer right can have extra points. Unless they answer the correct answer, the other students get to answer the question instead. 2. The teacher gives explanation to each question as none of students are able to give the right answer after several attempts. Then reveals the answer together. Wrap up 1. The teacher asks students a question regarding grammatical rules the students have learned and practiced from the exercise and on PowerPoint slide O-NET (3) to check their understanding. After that, the teacher and students review vocabulary and grammar together.
7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify the sentence structure accurately. completing workbook New world book validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to rearrange the scrambled sentence correctly. participating in the questionand-answer activity New world book validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will pay attention to the lesson enthusiastically. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 3. New world book 4. observation form 5. PowerPoint
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
Lesson plan unit 9 Lesson Plan 17 English Subject (อ21102) Satrirachinuthit School Module 9: Smile! Time: 9 Topic: Sunny day Time: 2 hours Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 1 December 2023 1/8 1 December 2023 1/11 5 December 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 feeling and opinions 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 7/1: Converse to exchange data about themselves, various activities and situations in daily life. Indicator 1.2 Grade 7/3: Express their own simple needs by following the models heard. Indicator 1.2 Grade 7/4: Speak to ask for and give simple data about themselves by following the models heard. 3. CONCEPT In this lesson, students are going to expand their vocabulary in category of seasons, weathers and months and identify those vocabulary. In addition, they’re going to describe the season with weather. Lastly, students are also going to tell the weather of the season in the “what’s the weather like?” activity. 4. OBJECTIVE 1. Students will be able to identify seasons together with the months accurately. (K) 2. Students will be able to describe the weathers of the seasons correctly. (P) 3. Students will participate in learning activities actively. (A) 5. CONTENT
5.1 Vocabulary: Seasons: winter, spring, summer, autumn Months: January, February, March, April, May, June, July, August, September, October, November, December Weathers: raining, snowing, foggy, hot, cold, cloudy, sunny, warm, windy, freezing 5.2 Structure: Asking for the weather sentence structure: - What’s the weather like? Answering the question about the weather: - It is … 5.3 Skills: speaking, listening, reading and writing 5.4 Function: using the language to identify the weathers and seasons 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher tells students to turn to page 69 on New world book and tell them to take a guess what they will be learning in this lesson and discuss what is it about. The teacher clarify topic of the lesson. Presentation 1. The teacher presents them with vocabulary related to seasons, weather and months on PowerPoint Then teacher leads in pronouncing and translating each one so that the students are able to listen and pronounce correctly.
2. Teacher also gives an explanation and points out the change in form and meaning of seasons, weathers of the season and length of the seasons measured in months on whiteboard. 3. The teacher tries asking students to match the vocabulary with the picture in section 2 on the same page to check their understanding of vocabulary and gives solution on whiteboard. 4. The teacher introduces students with sentence structure on PowerPoint. The teacher explains sentence structure and gives an explanation on how to use these structures and gives them examples on whiteboard. Practice 1. The teacher tells students to look at section 3 to students and explains how to do the assignment: students must complete the sentence using the corresponding vocabulary to fill in the blanks. 2. In section 4, students have to write a sentence to describe the weather of the day that the lesson is taught appropriately. Production 1. The teacher introduces students to the “what’s the weather like?” activity and tells them the objective and rules of the activity: in this activity, The teacher is going to asks students starting from the first student till the last one with the question “what’s the weather like today?” and students can answer using their answer from the exercise in section 4 or the one they come up with at the time. 2. After each student has answered, the class review the answer together and reveals the correct answer together, during this the teacher also gives explanation to students. 3. The teacher and students repeat the process of calling students, reviewing the sentences, revealing the solutions and giving explanations to students until all of students have been called to answer the question. Wrap up
1. The teacher ask them questions about seasons, weather and months and ask students about sentence structure they’ve learned. 2. The teacher, together with students, review vocabulary and sentence structures. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify seasons together with the months accurately. completing workbook New world book validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to describe the weathers of the seasons correctly. participating in the “what’s the weather like?” activity New world book validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in learning activities actively students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. New world book 2. observation form 3. PowerPoint
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
Lesson Plan 18 English Subject (อ21102) Satrirachinuthit School Module 9: Smile! Time: 9 Topic: Good house Time: 2 hours Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 6-7 December 2023 1/8 4,7 December 2023 1/11 5,6 December 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 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.
3. CONCEPT In this lesson, students are going to identify activities within specific seasons. Students are also going to categorize activities into the appropriate seasons through exercise in notebook. Finally, they’re going to participate in group quiz activity to utilize their understanding of the lesson. 4. OBJECTIVE 1. Students will be able to tell activities in specific seasons correctly. (K) 2. Students will be able to categorize activities into the seasons appropriately. (P) 3. Students will pay attention to the lesson enthusiastically. (A) 5. CONTENT 5.1 Vocabulary: Seasonal activities: skiing, camping, kitesurfing, playing computer games, bowling, windsurfing, exercises, swimming, making snowman, playing basketball Verbs: go(es), play(s), do(es), make(s) Seasons: winter, spring, summer, autumn 5.2 Structure: Specified seasonal sentence structure - Subject + verb + object + in + the + season. 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. The teacher asks students what activities must be in the specific season or is seasonal activities. Students are free to answer the question with their current or past personal experience they have.
2. The teacher asks students to take a guess what they’ll learning in the lesson. After several guesses, if they are or aren’t able to figure it out, the teacher gives or tells them the topic of the lesson and overview of lesson. Presentation 1. The teacher tells students to turn to page 71 on New world book. The teacher leads the students through vocabulary of personal objects on PowerPoint. 2. Once the teacher and students are done with the vocabulary translation, the teacher presents them with the sentence structure. During this, the teacher explains the usage of sentence structure and its grammatical rules and how to tell the seasons of the activity and gives example of it in sentences and daily life usage. 3. The teacher, then, begins to check students understanding of verb to have by questioning them using pictures on TV screen. These pictures are shown on TV have an activity and weather of the seasons in them. Students must state what activity and in what season by constructing a sentence. 4. After students answer, the teacher tells if it’s correct or not and gives the solution and explanation on each question to student. Practice 1. The teacher shows exercise 6.1 on screen to students and gives them instruction: in this exercise, students are going to choose the verb that’s corresponding with the activity and tell the seasons of the activity using the “in the …” in sentence. 2. While the students are doing the assignment, the teacher monitors the classroom and offers help to those students who have troubles. If most students have done answering, the teacher gives them solution and explanation then move on to the next question until all of the questions are answered and explained.
Production 1. The teacher introduces students to a group quiz activity: in this activity, students are going to be split into two teams. Students who have odd number are on the first team and those who have even number are on the second team. Students are going to answer to the question showing on the TV screen. The questions are going to be various from construct a sentence to correspond with the picture using verb to have to some simple short answer. Nevertheless, students are going to follow whatever the teacher commands to get to answer the question. If any of team member can do as commanded first, that team get to answer first. In case of the team giving a wrong answer, the other team get to answer instead. They have to repeat this process until all of the questions are answered. The team that has the highest scores is the winner of this activity. 2. While the activity is in progress, the teacher monitors the classroom and sometimes gives students a hint about the question to stimulate their memory. Wrap up 1. The teacher asks students a question regarding usage of sentence structure the students have learned from the lesson to check their understanding. Then the teacher together with students review the new vocabulary and grammatical structure of the lesson. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to tell activities in specific seasons correctly. completing exercise -notebook -exercise validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria
Students will be able to categorize activities into the seasons appropriately. participating in group quiz activity PowerPoint validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will pay attention to the lesson enthusiastically. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. notebook 2. exercise 3. observation form 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 ……../…………………./…………..
PowerPoint
Lesson Plan 19 English Subject (อ21102) Satrirachinuthit School Module 8: Nice house! Time: 9 Topic: Good house Time: 2 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 8,12 December 2023 1/8 8,11 December 2023 1/11 12,13 December 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 F2.2: 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 1.3 Grade 7/2: Speak/ write to summarise the main idea/theme identified from analysis of matters/incidents of interest to society.
Indicator 2.2 Grade 7/1: Tell differences and similarities between pronunciation of various kinds of sentences, use of punctuation marks and word order in accordance with the structures of sentences in foreign languages and Thai language. 3. CONCEPT In this lesson, students are going to identify the definition, sentence structure and usage of present continuous tense through PowerPoint. They are going to convert present continuous tense into present continuous and practice applying the “-ing” suffix to the verb to from present participle through workbook. Lastly, they’re going convert a verb to into the present participle to correspond with the subject in the error identification activity. 4. OBJECTIVE 1. Students will be able to specify present continuous tense in the sentence correctly. (K) 2. Students will be able to use a verb that’s corresponding with subject accurately. (P) 3. Students will pay attention to the lesson willingly. (A) 5. CONTENT 5.1 Vocabulary: Verbs: walk(ing), try(ing), sleep(ing), eat(ing), write(/writing), take(/taking), get(/getting), cut(/cutting), shop(/shopping), die(/dying), lie(/lying), talk(ing), stop(/stopping), go(ing), sing(ing), make(/making), sit(/sitting), type(/typing), ride(/riding), put(/putting), run(running), dance(/dancing), start(ing) 5.2 Structure: Affirmative sentence structure – present continuous tense: - Subject + be + verbing + object. Negative sentence structure – present continuous tense: - Subject + be + not + verbing + object. Interrogative sentence structure – present continuous tense: - Be + subject + verbing + object? Short answer structure – present continuous tense:
- Yes, + subject + be. - No + subject + be + not. 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students and shows PowerPoint on the screen. Then asks students to look at the TV screen and take a look at Thai sentences. 2. The teacher stimulates students by telling them to spot the differences between two sentences. Later, the teacher clarifies that the differences are the time. After students have finished answering, the teacher clarifies the differences are not only the time, but also the verb have changed to fit the time of the sentence. 3. The teacher leads students into the lesson by telling the topic and the objective of the lesson and giving them an overview of the lesson. Presentation 1. The teacher tells students turn workbook and take a look at the description of present continuous tense on the same page. The teacher also shows explanation on the PowerPoint on the screen. 2. The teacher leads students into the usage and definition of present continuous tense by giving explanation as well as examples to give them a better understanding. The teacher also translate each new vocabulary for students. After that the teacher introduces students into the spelling of present participle and gives explanation on how to add “- ing” as suffix to the verb by writing examples of formation of the verb on whiteboard. The teacher leads the students into the time expression and tells its placement within the sentence by showing sentence structure on the PowerPoint slide. The teacher also tell its meaning begins to show examples of sentences.
3. Lastly, the teacher leads them through all types of sentences in present continuous tense: affirmative, negative, interrogative sentence and short answer by repeating the process of giving definition, showing sentence structure and giving examples. 4. The teacher tests students’ understanding by asking students to try construct a present continuous tense sentence using the provided vocabulary in each item on the screen all together on the whiteboard. Practice 1. The teacher tells students to look at the book and at section 1 and gives them instruction: in the first section, students have to write down the verb with present participle formation into the provided columns. 2. In the section 2, students have to complete the sentence by constructing a present continuous sentence. 3. In section 3, students have to construct a negative sentence and affirmative sentence that’s corresponding to the picture in present continuous tense. 4. On page 53 and in section 4, students must construct an interrogative sentence and provided the answer according to the problem. 5. In section 5, students have to rearrange the scrambled words into the present continuous sentences in grammatical order. 6. In the last section, students must convert the provided verb in the brackets into present continuous. 7. As students are doing the assignment, the teacher monitors the class and roams around the classroom to help to students who have trouble with the given tasks. Production 1. The teacher introduces students to the error identification activity and tells them the objective and rules of the activity: in this activity, The teacher is going to random a student and the one who is chosen has to spot the error within the given sentence and correct the error on the whiteboard.
2. After each student has answered, the class review the answer together and reveals the correct answer together, during this the teacher also gives explanation to students. Students who can correct the sentence can get the extra points. 3. The teacher and students repeat the process of randomizing students, correcting the sentences, revealing the solutions and giving explanations to students until all of the sentences are corrected and explained. Wrap up 1. The teacher asks students questions regarding the present continuous tense and present participle formation in the sentence tense vocabulary and the sentence structure. Once the students have done answering, the teacher gives students solution 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 present continuous tense in the sentence correctly. completing workbook workbook validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to use a verb that’s corresponding with subject accurately. participating in the error identification activity whiteboard validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria
Students will pay attention to the lesson willingly. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. workbook 2. observation form 3. PowerPoint
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 ……../…………………./…………..