PowerPoint Slide
Lesson Plan 20 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 14,15 December 2023 1/8 14,15 December 2023 1/11 14,19 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 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 present simple and continuous definition, usage and sentence structure and specify the differences of the two tenses. 4. OBJECTIVE 4. Students will be able to identify present simple and continuous tense in the sentence precisely. (K) 5. Students will be able to answer to the grammar question correctly. (P) 6. Students will pay attention to the lesson actively. (A) 5. CONTENT 5.1 Vocabulary: Verbs: get(s) up, take(s), live(s), type(/typing), want(s), love(s), know(s), like(s), play(s/playing), paint(s/painting), ride(s/riding), walk(s/walking), listen(s/listening), roller-skate(s/roller-skating), watch(es/ watching), fly(/flies/flying), read(s/reading), eat(s/eating), sleep(s/sleeping), drink(s/drinking), jog(s/jogging), study(studies/studying), have(has/having), carry(/carries/carrying), cook(s/cooking), wear(s/wearing), snow(s/snowing), go(es/going), like(s/liking) Adverbs of frequency: usually, often, every day, never Time: now, at the moment, at the weekends, today museum, university, swimming pool 5.2 Structure: Affirmative sentence structure – present simple tense: - Subject + verb + object. Negative sentence structure – present simple tense: - Subject + do + not + verb + object.
Interrogative sentence structure – present simple tense: - Do + subject + verb + object? Short answer structure – present simple tense: - Yes, + subject + do. - No + subject + do + not. 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 4. The teacher greets students and shows PowerPoint on the screen. Then asks students to look at the TV screen and look at present simple tense and present continuous tense. 5. The teacher stimulates students by telling them to spot the differences between two sentences. Later, the teacher clarifies that the differences are the tenses. After students have finished answering, the teacher clarifies the differences are not only the time, but also the verb has changed to fit the tense of the sentence. 6. 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 4. The teacher tells students to turn to the workbook and take a look at the description of the differences between present simple tense and present continuous. The teacher also shows explanation of the distinctive differences such as forms of verb, sentence structures, definition, and pronunciation on the PowerPoint slide 6.4 on the screen. 5. The teacher leads students into the difference between present simple and continuous tense by giving explanation and examples. The teacher also help translating new vocabulary. 6. The teacher tests students’ understanding by asking students to try construct both present simple and continuous tense sentences on the whiteboard. Practice 3. The teacher tells students to look at the page and at section 1 and gives them instruction: in the first section, students have to write down the sentence with present simple and continuous tense that’s corresponding to the tenses. 4. On page 55 and in the section 2, students have to write the present continuous sentences to show the differences of the action between picture A and B. 5. In section 3, students have to convert a verb into either present simple or continuous tenses to complete the sentence appropriately. 6. In section 4, students must use the verb in the brackets to complete the sentences by converting the verb in to either of the tenses to fit the tense of each sentence. 7. On page 56 and in section 5, students have to convert a verb in the brackets into either present simple or continuous tenses to complete the sentence. 8. In section 6, students have to correct the sentence by crossing out the incorrect verb and correcting its tense by writing it into the blank. 9. 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 3. The teacher tells students that they’re going to be randomly chosen to answer the question regarding the story. in this activity, students are going to prepare themselves for the question. Then the teacher randomly choose one of them to answer the question. If you students cannot answer, they can give the question to their classmate. However; if they can get the answer right, they get to keep the points. The class repeating this process until all questions are answered. 4. While the activity is going, the teacher monitors the activity and gives students advices about their answers if they aren’t sure about the decisions or answers. Wrap up 2. The teacher asks students questions regarding differences between the present simple and continuous tense and verb formation of both tenses 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 identify present simple and continuous tense in the sentence precisely. completing workbook Extra Access 1 workbook validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria
Students will be able to answer to the grammar question correctly. answering to the question regarding the tenses whiteboard 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 4. workbook 5. observation form 6. 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 unit10
Lesson Plan 20 English Subject (อ21102) Satrirachinuthit School Module 10: That’s a nice T-shirt! Time: 9 Topic: Good house Time: 2 hours Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 17 November 2023 1/8 17 November 2023 1/11 17 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 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 clothes and accessories from their daily life through PowerPoint . Additionally, students are also going to give their opinion on clothing
whether they like, stay neutral or dislike it through exercise in notebook. Finally, they’re going to participate in interactive group quiz activity to show their understanding of the lesson. 4. OBJECTIVE 4. Students will be able to tell clothes and accessories correctly. (K) 5. Students will be able to express likes or dislikes appropriately. (P) 6. Students will pay attention to the lesson enthusiastically. (A) 5. CONTENT 5.1 Vocabulary: Clothes and accessories: jacket, tie, trainers, shirt, coat, suit, socks, belt, hat, T-shirt, dress, shorts, top, sandals, jumper, boots, trousers, gloves, skirt 5.2 Structure: Asking for opinion about clothing: - Do you like this …? - What do you think of this …? Giving opinion on clothing: - I love it. - I like it. - I don’t really like it. - It’s great. - It’s horrible. - It’s Ok. - It’s fabulous 6. INSTRUCTIONAL ACTIVITIES Warm up 3. The teacher greets students. The teacher asks students what clothes and accessories they have in their possession. Students are free to answer the question with their current or past clothing they have.
4. The teacher asks students to take a guess what they’ll be learning in the lesson. After several guesses, if they are or can’t figure it out, the teacher gives or tells them the topic of the lesson and overview of lesson. Presentation 5. The teacher tells students to turn to page 74 on Spark 1 book. The teacher leads the students through vocabulary of clothes and accessories on PowerPoint Slide 6.4. 6. Once the teacher and students are done with the vocabulary translation, the teacher presents them with the expressions of asking for and giving opinion. During this, the teacher translates the expressions together with and explains its grammatical rules and how to ask for and give opinion and gives example of it in sentences. 7. The teacher, then, begins to check students’ understanding of the contents by questioning them. 8. After students answer, the teacher tells if it’s correct or not and gives the solution and explanation on each question to student. Practice 3. The teacher shows exercise on screen to students and gives them instruction: in this exercise, students are going to write the questions form onto their notebook and use them to ask their classmates’ opinions on three clothes they’ve chosen to ask and write down the answer. 4. While the students are doing the assignment, the teacher monitors the classroom and offers help to those students who have troubles. Production 5. The teacher introduces students to 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 asked by the teacher. The questions are going to be various from identifying the clothing vocabulary to some giving opinion on the specified clothing.
Nevertheless, students are going to follow whatever the teacher commands to get to answer the question. 6. 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. 7. 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. 8. 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 2. The teacher asks students a question regarding expressions and vocabulary about clothing 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 expressions from the lesson. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to tell clothes and accessories correctly. completing exercise - notebook - exercise validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to express likes or dislikes 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 5. New world book 6. exercise 7. observation form 8. 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 21 English Subject (อ21102) Satrirachinuthit School Module 10: That’s a nice T-shirt! Time: 9 Topic: Good house Time: 2 hours 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 F2.1: Appreciation of the relationship between language and culture of native speakers and capacity for use of language appropriate to occasions and places Standard F4.1: Ability to use foreign languages in various situations in school, community and society 2. GRADE-LEVEL INDICATOR Indicator 1.1 Grade 7/2: Accurately read aloud texts, tales and short poems by observing the principles of reading. 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 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. 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 meaning of vocabulary and expressions in the conversation through buying clothes audio media on exercise. Students are going to practice reading the conversation and practicing speaking for two different roles from the conversation. Lastly, students are going to take one role of the two from conversation at a time in speaking activity. 4. OBJECTIVE 4. Students will be able to identify definitions of buying clothes expressions correctly. (K) 5. Students will be able to read aloud each role in the conversation appropriately. (P) 6. Students will pay attention to the lesson deliberately. (A) 5. CONTENT 5.1 Vocabulary: Adjective: nice, great, expensive, bad Things: sunglasses, mirror 5.2 Structure: Buying clothes expressions: - So, what do you think? - Do you think so? - Do you think they’re expensive? - How much do they cost? - I think they’re … - They look … - Ok, then. I’ll take them. - It’s/ they’re $…
6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then the teacher plays the audio of buying clothes 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. 2. When students have guessed enough. The teacher gives them solution and introduces them to the lesson by telling the lesson topic. Presentation 1. The teacher tells students on New world book and plays the buying clothes conservation audio once to let them try matching by reading the transcribed text and listening to the conversation. 2. The teacher asks students to point out and tell what events are happening in the dialogue. The teacher may hold on to the solution unless some of the students can get the right answer. 3. After students finish giving answers, the teacher gives them a short summary of the story. The teacher plays the audio the second time. During this, the teacher leads students in translating the text into Thai on each line from the conversation. 4. The teacher, then, demonstrates how to read the conversation thoroughly. This also includes intonation and pace of the read. After that, the teacher leads students into practicing reading. 5. The teacher finishes leading the reading, the teacher tells students to read all of the dialogue by themselves. 6. During this stage, the teacher monitors students’ pronunciation and corrects them if the mispronounce the word.
Practice 1. The teacher shows exercise on screen to students and gives them instruction: in this exercise, students are going to write questions from the exercise onto their notebook and use them to ask their classmates’ opinions on and the price for the clothes or accessories they have and write down the answer. 2. As the students are doing the assignment, the teacher must monitor the classroom and offers help to those students who have trouble doing the given tasks. Production 1. The teacher tells students to choose one role to read aloud and the teacher will be the other role, and when the dialogue is over, the teacher and students swap their roles and repeat until all of the dialogue is read. 2. While the activity is going, the teacher monitors the activity and gives students advices about their pronunciation and reading if they are unable to do it properly. Wrap up 1. The teacher asks students a question regarding buying clothes expressions from the conversation audio they’ve listened to and their definition. The teacher together with students review the vocabulary and expressions. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify definitions buying clothes expressions correctly. completing exercise - notebook - exercise validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria
Students will be able to read aloud each role in the conversation appropriately. participating in reading the conversation book validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will pay attention the lesson deliberately. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. New world book 2. notebook 3. exercise 4. observation form 5. audio media - buying clothes
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 ……../…………………./…………..
Exercise
Lesson Plan 23 English Subject (อ21102) Satrirachinuthit School Module 10: That’s a nice T-shirt! Time: 9 Topic: That dress Time: 2 hours Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 28 November 2023 1/8 29 November 2023 1/11 27 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. Indicator 2.2 Grade 7/2: Compare similarities and differences between the festivals, celebrations, important days and lifestyles of native speakers and those of Thais.
3. CONCEPT In this lesson, students are going to be exposed to language in aspect of song. Students are going to practice listening to the song and try to extract the word and draw the picture they imagine using the lyrics from the song in exercise in notebook. Lastly, the students will make use of their understanding of the song to answer by teacher randomly choosing them. 4. OBJECTIVE 1.Students will be able to identify vocabulary from the song accurately. (K) 2.Students will be able to answer to the question using information from the song correctly. (P) 3.Students will complete the given assignment actively. (A) 5. CONTENT 5.1 Vocabulary: Feels: happy, sad, relaxed Seasons: spring, summer, autumn, winter Verbs: comes, let, go, swim, turn, blow, fall Things: insects, sky, snow, leaves, wind 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then the teacher plays the four seasons song for students to try to listen to. Students are asked to tell what word they’ve heard from song and let them guess what the song is about. 2. After students give enough answers or guesses, the teacher gives them solution and introduces them to the lesson by presenting the lesson topic.
Presentation 1. The teacher tells students to turn the book and plays the song once to let them try matching by reading the lyrics. 2. The teacher asks students to point out and tell what happened in the lyrics of the song. The teacher may hold on to the solution unless some of the students can get the right answer. 3. After students finish giving answers, the teacher gives the by giving an overview of the song. The teacher plays the song the second time. During this, the teacher leads students in translating the text into Thai on each line from the conversation as well as pronounce the word in English before translating to Thai. 4. The teacher also demonstrates pronunciation and correct student’s pronunciation of the word if the mispronounce the word. Practice 1. The teacher shows exercise on screen to students and gives them instruction: in this exercise, students are going to draw a picture that represents or visualize the lyrics of the song into their notebook. 2. As the students are doing the assignment, the teacher have to monitor the classroom and offers help to those students. Production 2. The teacher tells students that they’re going to be randomly chosen to answer the question regarding the song. in this activity, students are going to prepare themselves for the question. Then the teacher randomly choose one of them to answer the question. If you students cannot answer, they can give the question to their classmate. However; if they can get the answer right, they get to keep the points. The class repeating this process until all questions are answered.
3. While the activity is going, the teacher monitors the activity and gives students advices about their answers if they aren’t sure about the decisions or answers. Wrap up 1. The teacher asks students a question regarding the song and the vocabulary from it. The teacher together with students review the vocabulary and expressions. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify vocabulary from the song accurately. completing exercise - New world book - validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to answer to the question using information from the song correctly. (P) participating in answering to the question randomly. - New world book validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will complete the given assignment actively. Completing book - New world book completing all of the given assignment 8. INSTRUCTIONAL MATERIALS 4. New world book 5. exercise 6. observation form 7. audio media – the four seasons song
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 ……../…………………./…………..
Exercise
Lesson Plan 24 English Subject (อ21102) Satrirachinuthit School Module 10: That’s a nice T-shirt! Time: 9 Topic: Postcard Time: 2 hours Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 1 December 2023 1/8 1 December 2023 1/11 4 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 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 1.1 Grade 7/3: Choose/specify the sentences and texts related to non-text information read. 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 7/3: Speak/write to express opinions about activities or various matters around them as well as provide brief justifications. 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 analyze elements of postcards by focusing on what each element does and how it should be done. They are going practicing writing their own postcard about a place they wanted to visit or have been there by telling the location, describing the atmosphere or places and giving opinion about it through writing the postcard and the photo attached to it. Lastly students, then, will be presenting their postcard to the classroom. 4. OBJECTIVE 1. Students will be able to identify elements of postcard accurately. (K) 2. Students will be able to write postcard about the place they wanted to visit appropriately. (P) 3. Students will participate in learning activity enthusiastically. (A) 5. CONTENT 5.1 Vocabulary: Parts of postcard: greeting, opening, body, the stamp, mailing address, closing, sender’s name 5.2 Structure: Postcard structure: - mailing address: address of receiver - stamp - salutation: greeting or opening - body: content of the postcard - closing: end of the postcard
- sender’s name: signature or name of sender 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then shows them the outdated postcard and asks students how many parts are there within it. 2. Students answer using their past experience or knowledge about the matter. They are also asked if they’ve ever written a postcard to anyone and what is it about. 3. The teacher tells the correct parts of postcard to students and students to take a guess what they’re going to learn for the lesson before clarifying. Presentation 1. The teacher shows PowerPoint on TV and tells students to look at the screen. Students are asked what is in the picture of on the screen. 2. Then the teacher shows the definition of postcard on PowerPoint slide 1.8. and leads them and into what is it used for and dissects each part of the postcard together with students. 3. While explaining in each part of the postcard, teacher tells the reason it’s used and translate the vocabulary into Thai. The teacher also gives examples of parts of postcard the teacher have explained on the whiteboard if possible. Practice 1.The teacher hands out plain postcard form to students and gives students instructions on how to do the assignment: students are going to write postcards using the example given in on the screen. The postcard body must consist of the place they wanted to visit or have been to from their experience. The place must be stated, its location as clear and detailed as possible. The atmosphere and building have to be written to describe the overview of the place. Finally, they must give their opinion about it. They also must draw the picture of the place as a stamp or attachment of the postcard.
2.While students are doing the assignment, the teacher monitors their progress and gives them help if they’re unsure or don’t know the vocabulary they’re looking for. Production 1. Students must come in front of the class to present their postcard. They have to stating from the place they’ve written about to the person they’re going to send to if they’re able to. 2. During this stage, the teacher help students with the presentation by giving them advices after they have finished the presentation. If the students have troubles with presentation, the teacher can interfere the presentation and offers them helps. 3. After students have finished the presentation, they can go back to their seats and the next one comes up to present theirs. They repeat this process until everyone has presented their postcards. Wrap up 1. The teacher asks students a question about parts of postcard from the example from the PowerPoint Slide. Students must tell its definition and what it is used for. Then the teacher together with students review parts of postcard and vocabulary.
7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify elements of postcard accurately. completing postcard postcard validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to write postcard about the place they wanted to visit appropriately. participating in the postcard presentation postcard validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in learning activity enthusiastically. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. postcard 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 ……../…………………./…………..