whether they like, stay neutral or dislike. Finally, they’re going to participate in interactive group quiz activity to show their understanding of the lesson. 4. OBJECTIVE 1. Students will be able to tell clothes and accessories correctly. (K) 2. Students will be able to express likes or dislikes appropriately. (P) 3. 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 1. The teacher greets students. The teacher asks students what clothes and accessories they have in possession. Students are free to answer the question with their current or past clothing 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 74 on book. The teacher leads the students through vocabulary of clothes and accessories on PowerPoint. 2. 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 translate the expressions together with and explains its grammatical rules and how to ask for and give opinion and gives example of it in sentences. 3. The teacher, then, begins to check students understanding of the contents by questioning them. 4. After students answer, the teacher tell if it’s correct or not and gives the solution and explanation on each question to student. Practice 1. The teacher shows exercise on screen to students and gives them instruction. 2. While the students are doing the assignment, the teacher monitors the classroom and offers help to those students who have troubles. Production 1. 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.
2. 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. 3. 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. 4. 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 ask 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 slide 6.4 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. exercise 2. observation form 3. PowerPoint 4. New world book
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 Warunee Jandawong) Trainer Teacher ……../…………………./…………..
11. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. ( ) Deputy Director ……../…………………./…………..
PowerPoint
Observation form
Lesson plan Unit 8 Lesson plan 7 English Subject (อ21102) Satrirachinuthit School Module 8: Nice house! Time: 9 Topic: Your fav house Time: 1 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 9 November 2023 1/8 9November 2023 1/11 9November 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 F2.2: 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 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 meaning of vocabulary of rooms and furniture through PowerPoint. They are going to describe the furniture within rooms with the “There is/ are …” expression through worksheet 3.1. Lastly, they’re going to use their understanding of the lesson to participate in the question-and-answer activity. 4. OBJECTIVE 1. Students will be able to identify rooms and furniture vocabulary accurately. (K) 2. Students will be able to describe the furniture within the rooms correctly. (P) 3. Students will participate in learning activity actively. (A) 5. CONTENT 5.1 Vocabulary: Rooms: bedroom, bathroom, living room, kitchen, hall Furniture:
cupboards, cooker, ceiling, pillows, (bedside) cabinet, bed, wall, fireplace, floor, window, sofa, mirror, toilet, washbasin, stairs, door 5.2 Structure: “There is/ are …” sentence structure: - There + is/ are + noun + in + the + room. 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then the teacher asks students to tell how many rooms there are in most houses and what rooms. The teacher also suggests ideas if students aren’t able to come up with any. 2. The teacher leads students into the reading lesson by clarifying what is the objective of the lesson and giving them an overview of the lesson. Presentation 1. The teacher tells students to turn to page 56 on book and take a look at the first picture in the page. The teacher also shows the PowerPoint slide 3.1 on the TV. 2. The teacher tells students to look at the picture 1 and asks them to tell what room it is in Thai and English. The teacher leads them into translating and demonstrating pronunciation of the vocabulary of rooms and furniture from the picture 1-5. During this, students have to repeat after the teacher and practice pronouncing the vocabulary that the teacher have demonstrated pronunciation. 3. After that, the teacher leads the students into the “there is/ are …” sentence structure and tell its meaning through PowerPoint slide. Then the teacher begins to show examples of sentences with vocabulary they’ve just learned. The teacher asks students to try construct a sentence all together on the whiteboard. Practice 1.The teacher hands out worksheet to students and give them instruction: in the first part, students have to write down the vocabulary that’s corresponding with picture into the
vocabulary column and the meaning into the meaning column respectively. In the second part, students must construct a sentence with “there is/ are…” sentence using the provided furniture and room. 2.While students are doing the assignment, the teacher monitors the class and offers help to students who are stuck with the given assignment. Production 1. The teacher introduce and tells students the objective of the question-and-answer activity: in this activity, the teacher asks the questions about the vocabulary and the usage of “there is/ are …” sentence structure such as When do we us “is” or “are” in the sentence? and tells students to raise their hands to answer the questions. The students that get the right answers can have the extra points. 2. The teacher and students repeat the process of asking, answering the questions and revealing the solution to students until all of the questions are exhausted. Wrap up 1. The teacher asks students questions regarding the vocabulary and the sentence structure. Once the students have done answering, the teacher gives students solutions to the question and review the lesson together. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify rooms and furniture vocabulary accurately. completing worksheet worksheet validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria
Students will be able to describe the furniture within the rooms correctly. participating in the questionand-answer activity New world book validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in learning activity actively. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. New world book 2. observation form 3. worksheet 4. PowerPoint 9. INSTRUCTIONAL REPORT What happened during my lesson? ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… How will I improve my lesson next time? ………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… Signature………………………………. (Miss Luckrawee Poonnaboot) Student Teacher ……../…………………./………….. 10. TRAINER’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature…………………………………….. (Miss Boonyanuch Anutree) Trainer Teacher ……../…………………./………….. 11. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature……………………………………….
(Mrs. Sureerat Kumdee) Head of foreign department ……../…………………./………….. 12. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Maneerat Srijan) Deputy Director ……../…………………./………….. Date: _______/______________/_________ Name: _____________________________________________ Class: ___________ No: _______ Worksheet Rooms in the house Part I: ให้นักเรียนเขียนคำศัพท์ภาษาอังกฤษพร้อมกับแปลความหมายให้สอดคล้องกับภาพต่อที่กำหนดให้
ภาพคำศัพท์ คำศัพท์ ภาษาอังกฤษ ความหมาย 1) ____________ ____________ 2) ____________ ____________ 3) ____________ ____________ 4) ____________ ____________ 5) ____________ ____________ Part II: ให้นักเรียนแต่งประโยคจากคำศัพท์ที่กำหนดให้โดยใช้ประโยค “There is/ are …” พร้อมกับบอกว่าอยู่ ในห้องใดโดยใช้คำว่า “in the …”
ตัวอย่าง: stairs/ hall → There are stairs in the hall. 6) bedside cabinet/ bedroom _____________________________________________________________. 7) windows/ living room _____________________________________________________________. 8) washbasin/ toilet _____________________________________________________________. 9) cupboards/ kitchen _____________________________________________________________. 10) pillows/ bedroom _____________________________________________________________. 11) fireplace/ living room _____________________________________________________________. 12) door/ hall _____________________________________________________________. PowerPoint
Lesson Plan 8 English Subject (อ21102) Satrirachinuthit School Module 8: Do Nice house! Time: 9 Topic: Fav house Time: 1 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 10 November 2023 1/8 10 November 2023 1/11 14 November 2023 1. STANDARD 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 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 1.3 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. 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 meaning of vocabulary of furniture together with appliances through New world book. They are going to tell what furniture or appliances is/ are in the room using the “There is/ are …” expression through worksheet 3.2. Lastly, they’re going to participate in the where-is-the-furniture-and-appliances activity. 4. OBJECTIVE 1. Students will be able to identify furniture and appliances vocabulary accurately. (K) 2. Students will be able to tell furniture and appliances within the room precisely. (P) 3. Students will pay attention to the lesson deliberately. (A) 5. CONTENT 5.1 Vocabulary: Furniture and appliances: poster, wardrobe, bookcase, desk, bath(tub), sink, cooker, fridge, painting, armchair, carpet, curtain, cushion 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students. Then the teacher asks students to recall how many and what rooms in the house. The teacher can also suggest students some ideas. 2. The teacher leads students into the reading lesson by clarifying what is the objective of the lesson and the content they’re going to learn. Presentation 1. The teacher tells students to turn book and take a look at the picture in the page and asks them to tell what room it is and what furniture and appliances do they see in Thai. The teacher leads them into translating vocabulary and demonstrating how to pronounce each word from the picture.
2. During this, students have to repeat after the teacher and practice pronouncing the vocabulary that the teacher have demonstrated pronunciation. 1. After that, the teacher helps students recalling how to use the “there is/ are …” expression and leads the students into telling the furniture and appliances using the sentence structure they’ve recalled, then, they have to tell its meaning. Practice 1.The teacher hands out worksheet to students and give them instruction: students have to complete the sentence by filling “is” or “are” into the first blank. In the other one, students have to fill the furniture or appliances vocabulary that’s corresponding with furniture or appliances in the respective room from the picture. 2.while students are doing the assignment, the teacher monitors the class and helps students who are stuck with the given task. Production 1. The teacher introduces and tells students the objective of the where-is-the-furnitureand-appliances activity: in this activity, the teacher randomly choose students to verbally construct the sentence with “there is/ are …” sentence using the given picture on PowerPoint. 2. The teacher and students repeat the process of randomly choosing, telling the sentence, and revealing the solution to students until all of the picture runs out. Wrap up 1. The teacher asks students questions regarding the vocabulary and the sentence structure they’ve constructed from the given pictures. Once the students have done answering, the teacher gives students a solution to how to construct a correct sentence, and they then, review the lesson together.
7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify furniture and appliances vocabulary accurately. completing Spark worksheet worksheet validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to tell furniture and appliances within the room precisely. participating in answering to the where-is-thefurniture-andappliances activity PowerPoint validity at least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will pay attention to the lesson deliberately. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. New world book 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 ……../…………………./…………..
Date:_______/______________/_________ Name:_____________________________________________ Class:____________ No:______ Worksheet 3.2 Furniture and appliances Instruction: “There is/ are” 1) There is a poster in the bedroom. 2) There _____ _________ 3) There _____ _________ 4) There _____ _________ 5) There _____ _________ 6) There _____ _________ in the bathroom. 7) There _____ _________ 8) There _____ _________ in the kitchen. 9) There _____ _________ 10) There _____ _________ 11) There _____ _________ 12) There _____ _________ 13) There _____ _________ in the living room. 14) There _____ _________ 15) There _____ _________ 16) There _____ _________ 17) There _____ _________ 18) There _____ _________
PowerPoint
Lesson Plan 9 English Subject (อ21102) Satrirachinuthit School Module 8: Nice house! Time: 9 Topic: Great home Time: 1 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 14 November 2023 1/8 13 November 2023 1/11 15 November 2023 1. STANDARD Standard F1.1: Understanding of and capacity to interpret what has been heard and read from various types of media, and ability to express opinions with proper reasoning Standard F1.2: Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions Standard F1.3: Ability to present data, information, concepts and views about Standard F2.1: Appreciation of the relationship between language and culture of native speakers and capacity for use of language appropriate to occasions and places 2. GRADE-LEVEL INDICATOR Indicator 1.1 Grade 7/1: Act in compliance with orders requests, instructions and simple explanations heard and 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 2.1 Grade 7/1: Speak and make accompanying gestures in accordance with the culture of native speakers. 3. CONCEPT In this lesson, students are going to identify types of “There is/ are …” sentences and tell whether the furniture is in the room or not and question about the furniture within the room using the appropriate sentence through PowerPoint . They are going to construct “There is/ are …” sentences with different types including affirmative, negative and interrogative together with short answers. Finally, they’re going to participate in the impromptu activity. 4. OBJECTIVE 1. Students will be able to identify type of sentences correctly. (K) 2. Students will be able to construct all type of “There is/ are …” sentence grammatically and semantically. (P) 3. Students will participate in learning activity willingly. (A) 5. CONTENT 5.1 Vocabulary: Appliances: mug, teddy bear, pencil case, school bag, towel, CD, knife 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.
6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets and tells students to recall the usage of “there is/ are …” (affirmative) sentence from the previous lesson. The teacher also help stimulating their memories by giving hints, suggestions or asking them with questions such as “what is it used for?”, “what does it mean?” and etc. 2. Then teacher leads students into the lesson by clarifying the objective of the lesson and giving them an overview of the content. Presentation 1. The teacher tells students to turn to New world book, then, they proceed to take a look at the PowerPoint. 2. During showing PowerPoint , the teacher presents students with all sentence structure of the “there is/ are …” expression, which is consisted of affirmative, negative, interrogative and short answer together with example of use in a sentence and Thai translation for each sentence. 3. The teacher also demonstrates pronunciation of each word and each sentence. Then students repeat after the teacher. After that, the teacher leads the students into constructing the sentence using all type of structures together on whiteboard Practice 1.The teacher gives students instructions for each of the sections respectively. The teacher also helps them translating unfamiliar vocabulary. In addition, if students are unable to do the assignment, the teacher can help students with the problems by demonstrating how do the assignment properly.
2.While students are doing the assignment, the teacher monitors the class and stimulates students to complete the given assignment. Production 1. The teacher introduces and tells students the objective of impromptu activity: in this activity, the teacher asks questions whether the furniture and appliance are in the room or not or about the quantity of furniture or appliance in the specified room. The teacher shows the picture of the room on the TV and roams around the class to choose students to answer. Students who give the right answer can get extra points. 2. The teacher and students repeat the process of asking, answering the questions and revealing the solution to students until all of the questions are exhausted. Wrap up 1. After that, the teacher and students review all of “there is/ are …” sentence structures and unfamiliar or new vocabulary together. 7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify type of sentences correctly. completing Extra Access 1 book book validity at least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to construct all type of “There is/ are …” sentence participating in the impromptu activity PowerPoint validity at least 70 percent
grammatically and semantically. Affective (A) Task Measurement Material Evaluation Criteria Students will participate in learning activity willingly. students’ behavioral observation observation form Have at least 5 signs of attention. 8. INSTRUCTIONAL MATERIALS 1. New world book 2. observation form 3. PowerPoint
9. INSTRUCTIONAL REPORT What happened during my lesson? ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… How will I improve my lesson next time? ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… Signature………………………………. (Miss Luckrawee Poonnaboot) Student Teacher ……../…………………./………….. 10. TRAINER’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature……………………………………..
(Miss Boonyanuch Anutree) Trainer Teacher ……../…………………./………….. 11. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Sureerat Kumdee) Head of foreign department ……../…………………./………….. 12. THE ADMINISTRATOR’S COMMENT AND SUGGESTION ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Signature………………………………………. (Mrs. Maneerat Srijan) Deputy Director ……../…………………./…………..
PowerPoint Slide
Lesson Plan 10 English Subject (อ21102) Satrirachinuthit School Module 8:Nice house! Time: 9 Topic: A house Time: 1 hour Level: Matthayomsuksa 1 Teacher: Miss Luckrawee Poonnaboot Date: 1/4 16 November 2023 1/8 16 November 2023 1/11 15 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 F2.2: 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 7/1: Act in compliance with orders requests, instructions and simple explanations heard and read. 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 identify the meaning and usage of the “Some/ any” and “A/ an” determiner through PowerPoint. They are going to indicate things’. Lastly, they’re going to participate in the fill-in-the-blank activity.
4. OBJECTIVE 1. Students will be able to identify the meaning and usage of “Some and any” determiner accurately. (K) 2. Students will be able to identify “A/ an” determiner in sentence appropriately. (K) 3. Students will be able to indicate things’ quantity using both “Some and any” and “A/ an” determiner correctly. (P) 4. Students will participate in learning activity deliberately. (A) 5. CONTENT 5.1 Vocabulary: Food: coffee, milk, orange, lemon, orange juice, coke, biscuit, pie 5.2 Structure: “Some/ any” and “a/ an” determiner: - Determiner + noun 6. INSTRUCTIONAL ACTIVITIES Warm up 1. The teacher greets students and asks students to tell or recall their understanding of how to use the “A /an” and “Some/ any” determiner in the sentence. After students have answered, the teacher help them to get the correct idea of the determiners. 2. The teacher leads students into the reading lesson by clarifying the objective of the lesson and giving them an overview of the content and the lesson. Presentation 1. The teacher tells students take a look at the PowerPoint slide on the TV. During this, the teacher leads students into “A/ an” determiner’s meaning, usage, and examples on the slide. 2. After a while, the teacher shows a picture of nouns that requires a determiner to complete on the TV and asks students to fill in the blank with an appropriate determiner. Once students have answered, the teacher also explains the solution on each one.
3. After that, the teacher leads the students into “A/ an” determiner’s meaning, usage and examples as well as sentences that have the determiners within itself through the slide on TV. 4. After the teacher have done introducing the determiner to students, the teacher shows sentences with a blank to fill in a determiner that’s required to complete the sentence on the TV and asks students to complete with an appropriate determiner. Once students have answered, the teacher gives solution and explanation on each sentence to students. Practice 1.The teacher gives instructions for each section. In this stage, the teacher helps students translating unfamiliar expressions and vocabulary into Thai and, possibly, gives them help by suggesting ideas, hints and/ or solution for some items. 2.While students are doing the assignment, the teacher monitors the class and offers help to students who are stuck with the given assignment. Production 1. The teacher introduces students to the fill-in-the-blank activity and tells them the objective of the activity: in this activity, the teacher asks volunteer to complete the sentence by filling “Some/ any” determiner or noun that requires filling in “A/ an” determiner on the whiteboard. The volunteers get to keep the extra points if they can get the answer right. Unless they can get the right one, the next student gets a chance to complete the blank instead. 2. The teacher and students repeat this process until all of the blanks are completed. The teacher may give advice to students to stimulate their understanding. Wrap up 1. The teacher asks students questions regarding the meaning of the determiners and its usage in sentence. Once the students have done answering, the teacher gives students solutions to the question and review the lesson together.
7. ASSESSMENT AND EVALUATION Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to identify the meaning and usage of “Some and any” determiner accurately. completing workbook workbook validity at least 70 percent Students will be able to identify “A/ an” determiner in sentence appropriately. Practice (P) Task Measurement Material Evaluation Criteria Students will be able to indicate things’ quantity using both “Some and any” and “A/ an” determiner correctly. participating in the fill-in-theblank activity - PowerPoint - Whiteboard 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 Slide 3.4