6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then the teacher asks students to recall their memories of present simple tense and formation of 3rd person singular verb by writing a sentence with an error and tells student to spot the error and correct it. 2. After that, the teacher reveals the solution and gives students explanation of the present simple tense on the whiteboard. 3. The teacher leads students into the lesson by stating the topic of the lesson what the objective of the lesson is. The teacher gives them a brief overview of the lesson. Presentation 1. The teacher tells students to look at the TV screen and the teacher shows the PowerPoint on the screen. Then leads students through each sentence structure of present simple tense from affirmative, negative, interrogative and etc. 2. In this stage, the teacher gives explanation on each sentence structure as well as examples to give them a clear picture of structure usage in sentence. The teacher also provides students with Thai translation for the new vocabulary. 3. After that, the teacher asks students to try construct a sentence with affirmative, negative, interrogative and short answer all together on the whiteboard. The teacher always monitors the construction of the sentence to point out error and leads students to construct a grammatical sentence. Practice 1. The teacher tells students looks at section 3-6 and 9 and tell students the grammar and sentence structure they need to complete the tasks.
2. The teacher, then, gives them instruction: in the third section, students have to rearrange the scrambled sentence into the correct order and modifies the verb to match 3 rd person singular rule. In the fourth section, students have to construct interrogative and negative sentences from the given affirmative sentence. In the fifth section, students have to fill in the blanks with “do”, “does”, “don’t” and “doesn’t” to complete the sentence. In the sixth section, students have to fill in the blanks with the provided word in the brackets to complete the sentence according to their life experience. The students also have to modifies the verb to match 3rd person singular rule if the subject is 3rd person singular. In the ninth section, students have to rearrange the scrambled sentence into the right order and modifies the verb to match the subject using 3rd person singular. 3.while students are doing the assignment, the teacher monitors the class and offers help to students who are stuck with the given assignment. The teacher also helps students translate unfamiliar vocabulary from the exercises. Production 1. The teacher introduce students to the picture-to-sentence activity and tells them the objective and rules of this activity: in this activity, students are going to be randomly chosen to construct affirmative, negative and interrogative sentence from the given picture from PowerPoint on the screen. After they’re chosen, they’ve to come the board and the teacher will shows the picture and tells students what type of sentence they have to construct. They have to extract vocabulary from the picture using their prior knowledges and using those vocabulary to construct a sentence verbally. The teacher, then, write down the sentence on the board and reviews the answer together with students. The students that get the right answers can have the extra points.
2. During the review stage, the teacher gives students explanation and Thai translation thoroughly and, later, reveals the correct or possible sentence from students’ ones. 3. The teacher and students repeat the process aforementioned until all of the picture runs out. Wrap up 1. The teacher asks students questions regarding the vocabulary and the sentence structures with present simple tense. 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 types of present simple sentences accurately. completing workbook workbook validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able construct different types of present simple sentences precisely. participating in the picture-tosentence activity PowerPoint validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in learning activity deliberately. 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 ……../…………………./…………..
PowerPoint
Lesson Plan 31 English Subject (อ21102) Satrirachinuthit School Module 12: Let’s go out? Time: 9 Topic: The time Time: 2 hours Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 9 January 2024 1/8 8 January 2024 1/11 9 January 2024 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 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 Standard F4.1: Ability to use foreign languages in various situations in school, community and society 2. GRADE-LEVEL INDICATOR Indicator 1.2 Grade 7/1: Converse to exchange data about themselves, various activities and situations in daily life. 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 2.2 Grade 7/2: Compare similarities and differences between the festivals, celebrations, important days and lifestyles of native speakers and those of Thais.
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 explore and identify the time telling and asking methods both British English and American English variations through PowerPoint. Additionally, they are going to practice telling the time in British English variation through worksheet 4.2. Finally, they’re going to use their understanding of time telling and asking with their partner by participating in the what’s-time activity. 4. OBJECTIVE 1. Students will be able to identify time telling and asking methods both British English and American English variations correctly. (K) 2. Students will be able to ask for the time and tell the time with British English variation appropriately. (P) 3. Students will participate in learning activity enthusiastically. (A) 5. CONTENT 5.1 Vocabulary: Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty-one, twenty-two, twenty-three, twenty-four Time expressions: o’clock, half, quart Acronyms: a.m. (ante meridiem), p.m. (post meridiem) 5.2 Structure: Telling time sentence structure – British English variation (1): - It + is + half + past/ + to + time. - It + is + quarter + past/ to + time. Telling time sentence structure – British English variation (2): - It + is + time + a.m./ p.m.
Telling time sentence structure – American English variation: - It + is + time. Asking for the time sentence structure: - What is the time? - What time is it? 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then asks students to review the time telling method form conversation they’ve learned and, later, asks them with questions: “How tell time with half past?”, “How do you usually tell time?” and etc. 2. The teacher leads students into the lesson by clarifying topic of the lesson telling them what the objective of the lesson is and gives them an overview of the lesson. Presentation 1. The teacher shows the PowerPoint on the TV screen and tells students to look at the screen. The teacher, then, leads students into the different types of time telling methods which is divided into main methods: British English and American English. The teacher first introduce the British time telling method, which also consists of 2 different time telling methods. The teacher introduces students each one method at a time. During introduction methods, the teacher gives examples and usage of them thoroughly and compares the differences between British, American English and Thai time telling methods to give students a better overall picture. 2. The teacher also asks students to try tell the time in British English method with the “it is …” sentence constructed by using the time stated by the teacher. 3. After that, the teacher introduces the asking for the time sentence to the students. This time, the teacher asks students to try asking the teacher and then construct a telling the time sentence together on the whiteboard.
Practice 1. The teacher hands out plain paper to students and give them instruction: students first write down their name, number and class on the top of the paper and followed by the topic of the worksheet, worksheet 4.2. Then they take a look at the screen and draw the clocks from items 1-10. Then writes down the sentence telling the time using “it is …” sentence and British English time telling. The sentences must be corresponding to the clock they’ve drawn. After they have finished the given task, they must decorate or color the worksheet. 2. while students are doing the given assignment, the teacher roams around the classroom and monitors the class. If students cannot do the assignment, the teacher offers some help to them by hinting or giving them an example. Production 1. The teacher introduce students to the what’s-time activity and gives them the objective and rules of this activity: in this activity, students have to make a pair and then swap asking for the time and telling the time from items 1-10. The partner who asks first must asks from items 1-5 whereas the another one do the asking from items 6-10. After the first partner has finished asking, its their turn to do the answering the time. the pair has to do this in front of the teacher for the teacher can evaluate them simultaneously. 2. During this stage, the other pairs remain in their seats and practice. if the pairs are ready, they have to get into the line to wait for their turn. The teacher evaluate until all of the pairs have finished asking for and telling the time. Wrap up 1. The teacher asks students questions time telling methods the sentence structure used to tell time and ask for it. After the students have done answering, the teacher gives students solution to the question and they review the lesson together.
7. ASSESSMENT AND EVALUATION Knowledge (K Task Measurement Material Evaluation Criteria Students will be able to identify time telling and asking methods both British English and American English variations correctly. completing worksheet worksheet validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to ask for the time and tell the time with British English variation appropriately. participating in the what’s-time activity worksheet 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. observation form 2. worksheet 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 32 English Subject (อ21102) Satrirachinuthit School Module 12: Let’s go out! Time: 9 Topic: Go there Time: 2 hours Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 11 January 2024 1/8 11 January 2024 1/11 11 January 2024 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 time through PowerPoint. 4. OBJECTIVE 1. Students will be able to identify meaning of prepositions of time correctly. (K) 2. Students will be able to tell the time of the event using prepositions of time grammatically and semantically. (P) 3. Students will participate in the lesson actively. (A) 5. CONTENT 5.1 Vocabulary: Preposition of time: in, on, at Days: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Months: January, February, March, April, May, June, July, August, September, October, November, December 5.2 Structure: Preposition of time sentence structure: - Subject + verb + object + preposition of time + time. 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students asks students “what kind of word that’s used to tell the time in the sentence?” and relates it to Thai’s prepositions of time. 2. During this stage, students can answer Thai preposition, but it’s preferred for students to recall their knowledge of preposition of time and answer in English. The teacher also suggest 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 take a look at the first section of the page. The teacher introduce students into the prepositions of time by showing the topic on PowerPoint. 2. In this stage, the teacher leads students through translating definition of each preposition of time, 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 the time of the event in the picture showing through PowerPoint 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 page 39 of Extra Access 1 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 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 “when was it happened?” activity, tells students the objective of the activity and gives them an instruction or rules of this activity: in this activity, the teacher first shows a picture of random event on PowerPoint Slide 5.3 on TV screen, then, asks for volunteers to answer the question. The volunteers must answer the question verbally such as “the plane took off at night”, “the man drive the car in the at 7 o’clock” and etc. 2. In case of students are being unable to tell the time of event, they are asked to go back to their seat. If they can answer correctly, they get to keep extra points. 3. The teacher and students repeat this process until the number of students have reached to limit, time’s up or the pictures are exhausted. Wrap up 1. The teacher asks students questions regarding the meaning and grammatical rule of the preposition of time. 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 time correctly. completing workbook workbook validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to tell the time of the event using prepositions of time grammatically and semantically. participating in the “when was it happened?” activity PowerPoint 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. 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