7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to describe things in the room. completing worksheet Go beyond 1 Student Book Unit 3 At least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to do their individual work. Individual work Go beyond 1 Student Book Unit 3 At least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in classroom activity enthusiastically. students’ behavioral observation Observation form At least 80 percent
Observation Format Date of Evaluation : ______ /_______ /_______ School : ________________________________________________________ Grade : _______ Session runtime : ________________________________ Observer : ______________________________________________________ Number of Students : ____________________________________________ No. Observing aspects Yes No 1 Listen the audio deliberately. 2 Identify the vocabulary. 3 Understanding the vocabulary. 4 Pay attention in the class. 5 Participate actively in discussion. Total (%) Result PASSED FAILED *Each item is 20 percent *The criteria for passing is more than 4items that means 80% for achievement in teaching.
8. Teacher’s Note 8.1 What happened during my lesson? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. 8.2 How will I improve for my lesson next time? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………………..………………………..) Student Teacher 8.3 The trainer’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………..………………………………) Trainer Teacher
8.4 The deputy director of academic’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) Deputy Director of Academic
Go beyond 1 Student Book Unit 3
Lesson Plan 23 English Subject (อ21101) Kumphawapy School Module 2: People Time: 12.5 hours Topic: There is / There are Time: 50 minutes Level: Matthayomsuksa 1 Teacher: Mr. Disorn Thongnoppakun 1. Learning Standards and Indicators Stand 1: Language for Communication Standard FL 1.1 : Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Grade 7/1: Act in compliance with orders, requests, instructions and simple explanations heard and read. Grade 7/2: Accurately read aloud paragraphs, tales and short poems by observing the principles of reading. Grade 7/4: Specify the topic and main idea and answer questions from listening to and reading dialogues, tales and short stories. Standard FL1.2 : Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions Grade 7/1: Converse to exchange information about themselves, various activities and situations in daily life. Grade 7/4: Speak and write appropriately to ask for and give information and express opinions about what has been heard or read. Grade 7/5: Speak and write to express their own feelings and opinions about various matters around them, various activities, as well as provide brief justifications appropriately. Standard FL1.3: Ability to speak and write about information, concepts and views on various matters. Grade 7/1: Speak to give information about themselves and matters around them.
Stand 2 : Language and Culture Standard FL2.1: Appreciating the relationship between language and culture of native speakers and ability in using language appropriately. Grade 7/1: Use language, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of the native speakers. Standard FL2.2: Appreciating the similarities and the differences between language and culture of the native speakers and Thai speakers, and ability in using accurate and appropriate language Grade 7/1: Specify the alphabets and sounds of the alphabets of foreign languages and Thai language. Strand 4: Language and Relationship with Community and the World Standard FL4.1: Ability to use foreign languages in various situations: in school, community and society. Grade 7/1: Listen/speak in simple situations in the class room. Standard FL4.2: Using foreign languages as basic tools for further education, livelihood and exchange of learning with the world community. Grade 7/1: Use foreign languages to collect relevant terms around them. 2. Concept Describing a room is telling what that room has or doesn't have. Usually there is / there are in the form of affirmative sentences, negative sentences, and question sentences. 3. Objective 1. Students will be able to use there is / there are in the exercises. (K) 2. Evaluate individual work behaviors and as a group in the usage of social skills; and organizational management, communication, analytical thinking, problem solving, etc. (P) 3. Evaluate individual work behaviors working together in pairs and as a group in Discipline, eagerness to learn, etc. (A)
4. Content 4.1 Vocabulary there is, there are, like, plan 4.2 Structure What is … like? There is / there are 4.3 Skills: speaking, reading, and listening 5. Teaching and Learning Procedures Warm up (5 minutes) 1. Review the material from the previous chapter, play a Kim's game. Have the teacher prepare about 10 small objects. At first, close these objects. Then say that the student has 1 minute to look at the object and remember it without taking any notes. The teacher then shows the object in 1 minute and has the student pair up with a friend. Alternately saying that there are things. Using the syntax there is a / an . Presentation (20 minutes) 2. The teacher has students look at the pictures and tell them what they see. The teacher reads the instruction to the students, then plays Audio Script 1.50 to the students and reads the dialogue to find out what is wrong in the computer room. Compare answers with friends before the teacher checks the answers together. 3. The teacher has students look at the table and point out the usage of there is and there are. 4. The teacher reads the instructions to the students and lets the students look at the dialogue to help them complete the sentences in the table. Ask a volunteer to share their answers with classmates. 5. The teacher reads the instructions to the students and helps each other to take an example. Then have students underline there is / there are in the additional dialogue. Compare answers with friends before checking the answers together.
Practice (10 minutes) 6. The teacher has students look at the pictures and tells them what they see in the classroom. The teacher reads the instructions to the students and shows students the example. Tells whether the sentence is correct or not If it's not correct, edit it again. Compare answers with friends before checking them all together. 7. The teacher reads the instructions to the students. Have students look at the example and work together to create a second question. Have students write the remaining question sentences. Pair up with friends to take turns asking and answering them. Check the questions and answers at the same time. 8. The teacher has students supervise reading the dialogue quickly. Then say who is speaking and talk about what Ask a volunteer to read the instructions to friends, and show students the example. Then give students time to add the correct linguistic form of there is / there are to the conversation, comparing the answers before checking them all together. Production (10 minutes) 9. The teacher asks a volunteer to read the instructions to friends. Give students time to draw their own room layout to match with friends without letting friends see the drawing plan. 10. The teacher reads the second statement to the students. Have students pair up with a friend and practice Q&A while taking notes of what is in the friend's room. The teacher observes the surrounding, have students compare their inventory with their peers' charts working together, and have students tell at the front of the class about their partner's room. Wrap up (5 minutes) 11. The teacher has students help each other summarize the class lecture using there is / there are written on their notebooks. 6. Teaching Materials 1. Go beyond 1 Student Book Unit 3 2. Audio Script 1.50
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to use there is / there are in the exercises. completing worksheet Go beyond 1 Student Book Unit 3 At least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to do their individual work. Individual work Go beyond 1 Student Book Unit 3 At least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in classroom activity enthusiastically. students’ behavioral observation Observation form At least 80 percent
Observation Format Date of Evaluation : ______ /_______ /_______ School : ________________________________________________________ Grade : _______ Session runtime : ________________________________ Observer : ______________________________________________________ Number of Students : ____________________________________________ No. Observing aspects Yes No 1 Listen the audio deliberately. 2 Identify the vocabulary. 3 Understanding the vocabulary. 4 Pay attention in the class. 5 Participate actively in discussion. Total (%) Result PASSED FAILED *Each item is 20 percent *The criteria for passing is more than 4items that means 80% for achievement in teaching.
8. Teacher’s Note 8.1 What happened during my lesson? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. 8.2 How will I improve for my lesson next time? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………………..………………………..) Student Teacher 8.3 The trainer’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………..………………………………) Trainer Teacher
8.4 The deputy director of academic’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) Deputy Director of Academic
Go beyond 1 Student Book Unit 3
Lesson Plan 24 English Subject (อ21101) Kumphawapy School Module 3: Animal Magic Time: 12.5 hours Topic: Prepare Your Things for School Time: 1.40 hours Level: Matthayomsuksa 1 Teacher: Mr. Disorn Thongnoppakun 1. Learning Standards and Indicators Stand 1: Language for Communication Standard FL 1.1 : Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Grade 7/1: Act in compliance with orders, requests, instructions and simple explanations heard and read. Grade 7/2: Accurately read aloud paragraphs, tales and short poems by observing the principles of reading. Grade 7/4: Specify the topic and main idea and answer questions from listening to and reading dialogues, tales and short stories. Standard FL1.2 : Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions Grade 7/1: Converse to exchange information about themselves, various activities and situations in daily life. Grade 7/4: Speak and write appropriately to ask for and give information and express opinions about what has been heard or read. Grade 7/5: Speak and write to express their own feelings and opinions about various matters around them, various activities, as well as provide brief justifications appropriately. Standard FL1.3: Ability to speak and write about information, concepts and views on various matters. Grade 7/1: Speak to give information about themselves and matters around them.
Stand 2 : Language and Culture Standard FL2.1: Appreciating the relationship between language and culture of native speakers and ability in using language appropriately. Grade 7/1: Use language, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of the native speakers. Standard FL2.2: Appreciating the similarities and the differences between language and culture of the native speakers and Thai speakers, and ability in using accurate and appropriate language Grade 7/1: Specify the alphabets and sounds of the alphabets of foreign languages and Thai language. Strand 4: Language and Relationship with Community and the World Standard FL4.1: Ability to use foreign languages in various situations: in school, community and society. Grade 7/1: Listen/speak in simple situations in the class room. Standard FL4.2: Using foreign languages as basic tools for further education, livelihood and exchange of learning with the world community. Grade 7/1: Use foreign languages to collect relevant terms around them. 2. Concept Getting ready for school and doing homework before going to bed is a good way to get ready for school on time. 3. Objective 1. Students will be able to talk about preparing for school. (K) 2. Evaluate individual work behaviors and as a group in the usage of social skills; and organizational management, communication, analytical thinking, problem solving, etc. (P) 3. Evaluate individual work behaviors working together in pairs and as a group in Discipline, eagerness to learn, etc. (A)
4. Content 4.1 Vocabulary neat, finish, backpack, prepare, pack. keep, ready, tip 4.2 Structure It’s good to … It’s bad to … Keep your things … I’m ready / not ready 4.3 Skills: speaking and reading 5. Teaching and Learning Procedures Warm up (5 minutes) 1. Play What's in the bag? which the teacher prepares a bag to contain various items that they want, then asks the students to use their hands to feel the item in the bag without opening it and guess what it is. The teacher writes the sentence I think it's a / an … I'm not sure on the board, divides the students into two groups, and has the students play the game again using their backpacks. When finished, have students tell classmates what's in their bag. Presentation (20 minutes) 2. The teacher reads the instructions to the students. Have students look at phrases, pair them with their friends and look at the given picture. Close the book and record what you remember on paper. Then have the students open the book, and compare the note with the picture in the book. 3. The teacher reads the instructions to the students. Have students work together to come up with a reason for the answer in the example, then have students pair up with a friend to answer the question and give a reason. Check answers all at once, and ask the students which table they like more. Practice (10 minutes) 4. The teacher reads the instructions to the students, and have students help answer questions. Give them 1 minute to choose an answer and explain why. 5. The teacher reads the instructions to the students. Then give students 1 minute to come up with an answer. Have a volunteer read the instructions to a friend. Then compare
the answers in the previous exercises with your partner and study 2-3 questions in this exercise. Then have the entire class work together to think of the best time to do activities in Exercise 3a and good places to store things in 3b, along with their reasons. Production (10 minutes) 6. The teacher has students read the instructions and questions together, and look at phrases. 7. The teacher has students divide into small groups and have them ask and answer questions using the expressions. Teacher walks around to provide assistance as needed. When finished, have students share their answers with the rest of the class. 8. The teacher has the students read the reflection point and said they agree or disagree. 9. The teacher reads the instructions to the students, and have the students work together to determine the meaning of the word. 10. The teacher has students work together in pairs with their peers to work on their suggestions for 2 minutes. Then have students share their suggestions with the rest of the class, and help each other determine which advice is best. Wrap up (5 minutes) 11. The teacher has the students summarize their preparations for school and write them down on their notebooks. 6. Teaching Materials 1. Go beyond 1 Student Book Unit 3
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to talk about preparing for school. completing worksheet Go beyond 1 Student Book Unit 3 At least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to do their individual work. Individual work Go beyond 1 Student Book Unit 3 At least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in classroom activity enthusiastically. students’ behavioral observation Observation form At least 80 percent
Observation Format Date of Evaluation : ______ /_______ /_______ School : ________________________________________________________ Grade : _______ Session runtime : ________________________________ Observer : ______________________________________________________ Number of Students : ____________________________________________ No. Observing aspects Yes No 1 Listen the audio deliberately. 2 Identify the vocabulary. 3 Understanding the vocabulary. 4 Pay attention in the class. 5 Participate actively in discussion. Total (%) Result PASSED FAILED *Each item is 20 percent *The criteria for passing is more than 4items that means 80% for achievement in teaching.
8. Teacher’s Note 8.1 What happened during my lesson? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. 8.2 How will I improve for my lesson next time? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………………..………………………..) Student Teacher 8.3 The trainer’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………..………………………………) Trainer Teacher
8.4 The deputy director of academic’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) Deputy Director of Academic
Go beyond 1 Student Book Unit 3
Lesson Plan 25 English Subject (อ21101) Kumphawapy School Module 3: Animal Magic Time: 12.5 hours Topic: Ask for And Give Things Time: 50 minutes Level: Matthayomsuksa 1 Teacher: Mr. Disorn Thongnoppakun 1. Learning Standards and Indicators Stand 1: Language for Communication Standard FL 1.1 : Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Grade 7/1: Act in compliance with orders, requests, instructions and simple explanations heard and read. Grade 7/2: Accurately read aloud paragraphs, tales and short poems by observing the principles of reading. Grade 7/4: Specify the topic and main idea and answer questions from listening to and reading dialogues, tales and short stories. Standard FL1.2 : Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions Grade 7/1: Converse to exchange information about themselves, various activities and situations in daily life. Grade 7/4: Speak and write appropriately to ask for and give information and express opinions about what has been heard or read. Grade 7/5: Speak and write to express their own feelings and opinions about various matters around them, various activities, as well as provide brief justifications appropriately. Standard FL1.3: Ability to speak and write about information, concepts and views on various matters. Grade 7/1: Speak to give information about themselves and matters around them.
Stand 2 : Language and Culture Standard FL2.1: Appreciating the relationship between language and culture of native speakers and ability in using language appropriately. Grade 7/1: Use language, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of the native speakers. Standard FL2.2: Appreciating the similarities and the differences between language and culture of the native speakers and Thai speakers, and ability in using accurate and appropriate language Grade 7/1: Specify the alphabets and sounds of the alphabets of foreign languages and Thai language. Strand 4: Language and Relationship with Community and the World Standard FL4.1: Ability to use foreign languages in various situations: in school, community and society. Grade 7/1: Listen/speak in simple situations in the class room. Standard FL4.2: Using foreign languages as basic tools for further education, livelihood and exchange of learning with the world community. Grade 7/1: Use foreign languages to collect relevant terms around them. 2. Concept Asking and giving things require polite expressions, using words and English sentences correctly. This will make communication about asking and giving things more effective. 3. Objective 1. Students will be able to role-play politely asking for things by using the English sentences provided. (K) 2. Evaluate individual work behaviors and as a group in the usage of social skills; and organizational management, communication, analytical thinking, problem solving, etc. (P) 3. Evaluate individual work behaviors working together in pairs and as a group in Discipline, eagerness to learn, etc. (A)
4. Content 4.1 Vocabulary have, borrow, keep 4.2 Structure Ask for something Can I have a / some … please? Excuse me, Can I borrow your…? Give something Here you are. yes, of course. sure. you’re welcome. thanks. no, sorry. 4.3 Skills: speaking, reading, and listening 5. Teaching and Learning Procedures Warm up (5 minutes) 1. The teacher greets the students. Then the teacher leads the students to play the game “Simon Said……” Presentation (20 minutes) 2. The teacher reads the instructions to the students. Then ask students in pairs to describe what they see in the pictures. 4. The teacher has a student read the instructions to friends. Have all students look at the pictures to complete the dialogues. Then teacher plays Audio Script 1.51 and checks their answers.
5. The teacher reads the instructions to the students. Have students add have or borrow to the sentences and compare their answers with their peers. Practice (10 minutes) 6. The teacher plays Audio Script 1.52 for students to listen and repeat. 7. The teacher has a student read the instructions to friends, and then give them 2 minutes to put the sentences into the correct conversation. Compare answers with friends. Then the teacher plays Audio Script 1.53 to check the answers. Production (10 minutes) 8. The teacher has students read the instructions. Then pair up with friends to write and practice the conversation in 5 minutes. 9. The teacher walks around and observes. 10. The teacher has one pair of students take turns role-playing the other pair's conversation with the other pair. Wrap up (5 minutes) 11. The teacher leads the students to summarize what they have learned by playing a game using “Kahoot” 6. Teaching Materials 1. Audio Script 1.53, 1.54 2. Go beyond 1 Student Book Unit 3 3. A Kahoot game
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to role-play politely asking for things. students’ observation Go beyond 1 Student Book Unit 3 At least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students are able to do their individual work. Individual work Go beyond 1 Student Book Unit 3 At least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students participate in classroom activity enthusiastically. students’ behavioral observation Observation form At least 70 percent
Observation Format Date of Evaluation : ______ /_______ /_______ School : ________________________________________________________ Grade : _______ Session runtime : ________________________________ Observer : ______________________________________________________ Number of Students : ____________________________________________ No. Observing aspects Yes No 1 Listen the audio deliberately. 2 Identify the vocabulary. 3 Understanding the English sentences. 4 Pay attention in the class. 5 Participate actively in discussion. Total (%) Result PASSED FAILED *Each item is 20 percent *The criteria for passing is more than 4items that means 80% for achievement in teaching.
8. Teacher’s Note 8.1 What happened during my lesson? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… 8.2 How will I improve for my lesson next time? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… Signature (……………………………………) (………………..………………………..) Student Teacher 8.3 The trainer’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… Signature (……………………………………) (………..………………………………) Trainer Teacher
8.4 The deputy director of academic’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… Signature (……………………………………..) (………..………………………………) Deputy Director of Academic
Go beyond 1 Student Book Unit 3
Lesson Plan 26 English Subject (อ21101) Kumphawapy School Module 3: Animal Magic Time: 12.5 hours Topic: Don’t Forget Time: 1.40 hours Level: Matthayomsuksa 1 Teacher: Mr. Disorn Thongnoppakun 1. Learning Standards and Indicators Stand 1: Language for Communication Standard FL 1.1 : Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Grade 7/1: Act in compliance with orders, requests, instructions and simple explanations heard and read. Grade 7/2: Accurately read aloud paragraphs, tales and short poems by observing the principles of reading. Grade 7/3: Choose the pictures corresponding to the meanings of words and groups of words heard. Grade 7/4: Specify the topic and main idea and answer questions from listening to and reading dialogues, tales and short stories. Standard FL1.2 : Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions Grade 7/1: Converse to exchange information about themselves, various activities and situations in daily life. Grade 7/4: Speak and write appropriately to ask for and give information and express opinions about what has been heard or read. Grade 7/5: Speak and write to express their own feelings and opinions about various matters around them, various activities, as well as provide brief justifications appropriately. Standard FL1.3: Ability to speak and write about information, concepts and views on various matters. Grade 7/1: Speak to give information about themselves and matters around them.
Stand 2 : Language and Culture Standard FL2.1: Appreciating the relationship between language and culture of native speakers and ability in using language appropriately. Grade 7/1: Use language, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of the native speakers. Standard FL2.2: Appreciating the similarities and the differences between language and culture of the native speakers and Thai speakers, and ability in using accurate and appropriate language Grade 7/1: Specify the alphabets and sounds of the alphabets of foreign languages and Thai language. Strand 4: Language and Relationship with Community and the World Standard FL4.1: Ability to use foreign languages in various situations: in school, community and society. Grade 7/1: Listen/speak in simple situations in the class room. Standard FL4.2: Using foreign languages as basic tools for further education, livelihood and exchange of learning with the world community. Grade 7/1: Use foreign languages to collect relevant terms around them. 2. Concept Writing notes should be important messages, use imperatives, and use short sentences. 3. Objective 1. Students will be able to read the notes and answer the questions. (K) 2. Evaluate individual work behaviors and as a group in the usage of social skills; and organizational management, communication, analytical thinking, problem solving, etc. (P) 3. Evaluate individual work behaviors working together in pairs and as a group in Discipline, eagerness to learn, etc. (A)
4. Content 4.1 Vocabulary note, oven, plate 4.2 Structure Imperative remember… don’t forget… be good. 4.3 Skills: speaking and reading 5. Teaching and Learning Procedures Warm up (5 minutes) 1. The teacher writes sentences on page 77 (a-h), explaining to the students that these sentences describe the cooking process. Have students guess what food it is. Pair up with friends and put the steps in the right order. Check answers all at once. Presentation (20 minutes) 2. The teacher has students look at the pictures and tell them what they see. Then read the note and match it to the picture, sharing the answer with the rest of the class. 3. The teacher reads the instructions and asks the students to answer the questions. Compare the answers with your partner before checking the answers in the class together. 4. The teacher has a student read the instructions, have the student look at the notes again and circle the imperatives, then have students compare their answers in pairs before checking the answers together. Practice (10 minutes) 5. The teacher reads the instructions to the students. Have students underline key words in notes 2 and 3, then have students compare their answers in pairs before checking the answers together. Production (10 minutes) 6. The teacher give students time to think about homework. Have students pair up with friends to talk about homework.
7. The teacher has students write a note telling someone to do something by following the instructions in 3 steps. After completion, have students check the notes. 8. The teacher divides students into small groups and have them read their notes to the members of the group and decide whose notes resonate most clearly. The student who wrote the note most clearly may have it read to a friend in the class. Wrap up (5 minutes) 9. The teacher has the students summarize their notes telling them to do/not do something, and write it down on their notebook. 6. Teaching Materials 1. Go beyond 1 Student Book Unit 3
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to read the notes and answer the questions. completing worksheet Go beyond 1 Student Book Unit 3 At least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to do their individual work. Individual work Go beyond 1 Student Book Unit 3 At least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in classroom activity enthusiastically. students’ behavioral observation Observation form At least 80 percent
Observation Format Date of Evaluation : ______ /_______ /_______ School : ________________________________________________________ Grade : _______ Session runtime : ________________________________ Observer : ______________________________________________________ Number of Students : ____________________________________________ No. Observing aspects Yes No 1 Listen the audio deliberately. 2 Identify the vocabulary. 3 Understanding the vocabulary. 4 Pay attention in the class. 5 Participate actively in discussion. Total (%) Result PASSED FAILED *Each item is 20 percent *The criteria for passing is more than 4items that means 80% for achievement in teaching.
8. Teacher’s Note 8.1 What happened during my lesson? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. 8.2 How will I improve for my lesson next time? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………………..………………………..) Student Teacher 8.3 The trainer’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………..………………………………) Trainer Teacher
8.4 The deputy director of academic’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) Deputy Director of Academic
Go beyond 1 Student Book Unit 3
Lesson Plan 27 English Subject (อ21101) Kumphawapy School Module 4: Play Time: 12.5 hours Topic: We Can! Time: 1.40 hours Level: Matthayomsuksa 1 Teacher: Mr. Disorn Thongnoppakun 1. Learning Standards and Indicators Stand 1: Language for Communication Standard FL 1.1 : Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Grade 7/1: Act in compliance with orders, requests, instructions and simple explanations heard and read. Grade 7/2: Accurately read aloud paragraphs, tales and short poems by observing the principles of reading. Grade 7/3: Choose the pictures corresponding to the meanings of words and groups of words heard. Grade 7/4: Specify the topic and main idea and answer questions from listening to and reading dialogues, tales and short stories. Standard FL1.2 : Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions Grade 7/1: Converse to exchange information about themselves, various activities and situations in daily life. Grade 7/4: Speak and write appropriately to ask for and give information and express opinions about what has been heard or read. Grade 7/5: Speak and write to express their own feelings and opinions about various matters around them, various activities, as well as provide brief justifications appropriately. Standard FL1.3: Ability to speak and write about information, concepts and views on various matters. Grade 7/1: Speak to give information about themselves and matters around them.
Stand 2 : Language and Culture Standard FL2.1: Appreciating the relationship between language and culture of native speakers and ability in using language appropriately. Grade 7/1: Use language, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of the native speakers. Standard FL2.2: Appreciating the similarities and the differences between language and culture of the native speakers and Thai speakers, and ability in using accurate and appropriate language Grade 7/1: Specify the alphabets and sounds of the alphabets of foreign languages and Thai language. Strand 3: Language and Relationship with Other Learning Areas Standard FL3.1: Using foreign languages to link knowledge with other learning areas, as foundation for further development, seeking knowledge and broadening one’s world view. Grade 7/1: Search for, collect and summarise the information/ facts related to other learning areas from learning sources, and present them through speaking/writing. Strand 4: Language and Relationship with Community and the World Standard FL4.1: Ability to use foreign languages in various situations: in school, community and society. Grade 7/1: Listen/speak in simple situations in the class room. Standard FL4.2: Using foreign languages as basic tools for further education, livelihood and exchange of learning with the world community. Grade 7/1: Use foreign languages to collect relevant terms around them. 2. Concept Telling that you can, you can't, often use the helping verb can / can't in front of the main verb, such as can / can't swim. Reading that helps to understand the content quickly is to look title at headline and first sentence of the content.
3. Objective 1. Students will be able to talk about what they can or cannot do. (K) 2. Evaluate individual work behaviors and as a group in the usage of social skills; and organizational management, communication, analytical thinking, problem solving, etc. (P) 3. Evaluate individual work behaviors working together in pairs and as a group in Discipline, eagerness to learn, etc. (A) 4. Content 4.1 Vocabulary blind, deaf. wheelchair, disability, title, heading, hearing aid, normal things, blog, sign language 4.2 Structure I can … I can’t … I think it’s difficult to hear / listen to … I think it’s difficult when there’s a lot of … 4.3 Skills: speaking, reading, and listening 5. Teaching and Learning Procedures Warm up (5 minutes) 1. Teacher titles the title of this chapter by writing I can ... and I can't … on the board. Tell the students what the teacher did or did not do. Then invite students to think of three things they can and cannot do. Stand and tell your friends what you think, and take note of people with the same information. Presentation (20 minutes) 2. The teacher reads the instructions to the students. Have students pair with their peers to work together to match the pictures to the given words. Check answers all at once, and practice pronunciation. 3. The teacher has one volunteer read the Reading Tip to friends, then have the students read the title, headings, and first sentence of the article. Show students three
questions. Read the article and answer the questions. Compare answers with friends before examining. 4. The teacher reads the instructions to the students, and ask students to complete the sentences with two words. Take 3 minutes to compare the answers with friends before checking the answers for the whole class. 5. The teacher has students close the article and open Audio Script 2.03. Have students fill in the sentences in exercise 3, then compare their answers with friends before turning on the sound again to check the answer. When finishing, have students check their answers against the content before sharing the answer with the rest of the class Practice (10 minutes) 6. The teacher reads the instructions to the students. Have students pair up to compare answers before inspecting. 7. The teacher lets the students practice sign language. The teacher makes the first language for students to look at as an example, pair with friends to practice using sign language. Ask for volunteers to show friends in the room. Production (10 minutes) 8. The teacher has the students read instructions and questions to their friends. Have students work together to complete the phrases. 9. In 1 minute have students come up with an answer. Then pair up with friends to take turns Q&A. Ask a volunteer to share their answers with a classmate. 10. The teacher has a student read the instructions. Then have students pair up with friends. write questions and answers. The teacher walks around and gives help as needed. 11. The teacher makes a total of 4 matching pairs. Compare concepts before sharing with friends. Wrap up (5 minutes) 12. The teacher has students work together to summarize what they have learned and record it on their notebooks. 6. Teaching Materials 1. Audio Script 2.03 2. Go beyond 1 Student Book Unit 4
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to talk about what they can or cannot do. completing worksheet Go beyond 1 Student Book Unit 4 At least 70 percent Practice (P) Task Measurement Material Evaluation Criteria Students will be able to do their individual work. Individual work Go beyond 1 Student Book Unit 4 At least 70 percent Affective (A) Task Measurement Material Evaluation Criteria Students will participate in classroom activity enthusiastically. students’ behavioral observation Observation form At least 80 percent
Observation Format Date of Evaluation : ______ /_______ /_______ School : ________________________________________________________ Grade : _______ Session runtime : ________________________________ Observer : ______________________________________________________ Number of Students : ____________________________________________ No. Observing aspects Yes No 1 Listen the audio deliberately. 2 Identify the vocabulary. 3 Understanding the vocabulary. 4 Pay attention in the class. 5 Participate actively in discussion. Total (%) Result PASSED FAILED *Each item is 20 percent *The criteria for passing is more than 4items that means 80% for achievement in teaching.
8. Teacher’s Note 8.1 What happened during my lesson? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. 8.2 How will I improve for my lesson next time? …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………………..………………………..) Student Teacher 8.3 The trainer’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………) (………..………………………………) Trainer Teacher
8.4 The deputy director of academic’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) Deputy Director of Academic
Go beyond 1 Student Book Unit 4