Go beyond 1 Student Book Unit 1
Lesson Plan 6 English Subject (อ21101) Kumphawapy School Module 1: Me Time: 13 hours Topic: It Is a Small World 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. 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.
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 Things are produced from different countries, so language learners should be able to name the country and nationality/place of production. 3. Objective 1. Students are able to tell words about countries and nationalities. (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 Countries: Italy, South Africa, Turkey, Japan, Brazil, Germany Nationalities: Italian, South African, Turkish, Japanese, Brazilian, German 4.2 Structure Phrases My jeans/ sunglasses are from… Where’s your T-shirt/bag from? What’s on the label? I don’t know. 4.3 Skills: speaking, listening and writing
5. Teaching and Learning Procedures Warm up (5 minutes) 1. The teacher has students play the Alphabet Race game to check that they know the names of different countries. Presentation (20 minutes) 2. The teacher asks the students what countries and nationalities they know. Look at the picture and answer what country it is. Then explains the meaning of nationality as the defining source of people or things. 3. The teacher asks the students to pair with their friends and help each other match the picture with the country. Write the numbers in the table. 4. The teacher plays Audio Script 1.17 to check the answers and let the students practice pronunciation. 5. Read the instruction and show students an example. Fill in the suffixes in the nationalities box. Students compare their answers with their partners. 6. The teacher plays Audio Script 1.18 for the students to listen, check their answers, and repeat them while underlining the stressed syllables. 7. The teacher has students read the instructions and give examples of countries and places or famous things of that country. Then have students pair up to think of famous things of that country to help each other write a list of countries and famous things on the board. Practice (10 minutes) 8. The teacher has students read the instructions. Look at the pictures and comment to tell where the object came from, pair them together for 2-minute activities, and then ask students to share their opinions with their classmates. 9. The teacher shows the students Listening Tips to summarize the ideas from Exercise 3a. Play Audio Script 1.18 to review the ideas from Exercise 3a, then share the answers with the class. 10. The teacher reads the instruction and gives students 1 minute to read the sentence, then play Audio Script 1.19 for students to listen and choose the correct answer. Compare answers with a friend before checking them all together.
Production (10 minutes) 11. Read the statement and ask students to think of their object and its source. Refer to the accompanying Phrase bytes to point out that some expressions can be used to refer to the origin of objects. 12. The teacher has students pair up and discuss where the objects came from. The teacher walks around the room and observes. Then ask the students to come out and tell the origin of the object in front of the class. 13. The teacher has students complete the Words and Beyond Exercise, page 106. Wrap up (5 minutes) 14. The teacher has students summarize the names of countries and origins/nationalities. Write them down in your notebook. 6. Teaching Materials 1. Audio Script 1.17, 1.18, 1.19 2. Go beyond 1 Student Book Unit 1
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to tell words about countries and nationalities. completing worksheet Go beyond 1 Student Book Starter 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 Starter 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% forachievement 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 8.5 The school director’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) School Director
Go beyond 1 Student Book Unit 1
Lesson Plan 7 English Subject (อ21101) Kumphawapy School Module 1: Me Time: 13 hours Topic: This/That/These/Those Time: 50 minutes Level: Matthayomsuksa 1 Teacher: Mr. Disorn Thongnoppakun 2. 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. 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.
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 This is used with a close singular noun, that is a distant singular noun, these is a near plural noun, and those are a distant plural noun. 3. Objective 1. Students read the grammar descriptions and add this, that, these, those to the sentences. (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 here, this, these, there, that, those 4.2 Structure What’s this? / What’s that? / What are these? / What are those? Look at that… Those are… These apples are… 4.3 Skills speaking and writing
5. Teaching and Learning Procedures Warm up (5 minutes) 1. Review vocabulary review by playing the Vocabulary Tennis game. Vocabulary in the game contains words related to colors, international words, countries, fruits and clothes. The teacher may write new words on the board and ask for their meaning at the end of the game. Presentation (15 minutes) 2. Read the instructions and show students the pictures. Say what fruit it is, then play Audio Script 1.20 for the students to listen to. And write the name of the fruit Check your answers with your partner. 3. The teacher has students fill in the words this, that, these, those in the table and compare their answers in pairs. Practice (10 minutes) 4. The teacher has the students look at a picture of a market stall together. Explain the difference between a store and a stall. Ask students to say what they see in the front and back of the stall and fill in this, that, these, those in sentences. Production (15 minutes) 5. The teacher has the students read the instruction and the teacher shows the example by placing objects, such as keys, for students to look at phrase bytes and then walk to the table to ask the teacher about the objects on the table. For example, Where's it from? What's on the label? Wrap up (5 minutes) 6. The teacher has students summarize the usage of this, that, these, those and write them in their notebooks. 6. Teaching Materials 1. Go beyond 1 Student Book Unit 1
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students read the grammar descriptions and add this, that, these, those to the sentences. completing worksheet Go beyond 1 Student Book Starter 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 Starter 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 *Thecriteria 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 8.5 The school director’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) School Director
Go beyond 1 Student Book Unit 1
Lesson Plan 8 English Subject (อ21101) Kumphawapy School Module 1: Me Time: 13 hours Topic: Be a Good Classmate Time: 50 minutes Level: Matthayomsuksa 1 Teacher: Mr. Disorn Thongnoppakun 6. 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. 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 If we are good roommates respect and honor teachers and classmates, we are able make all classmates happy. 3. Objective 1. Students are able to tell which classroom behavior is good or bad. (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 5.1 Vocabulary Frequency adverbs: never, sometime, always Other words: classmate, noisy, quiet, throw, trash, wastebasket 5.2 Structure: It’s good to (be quiet and listen to the teacher / help classmates) in class. It’s bad to (be noisy / use the phone) in class. If you’re (quiet), you can hear the teacher.
If you’re (noisy), you can’t hear other students. If you (help classmates), they can understand the lesson, too. If you (throw trash in the wastebasket), the classroom is clean. I’m / I’m not … It’s important because … We need to … more. 5.3 Skills speaking, reading and writing 5. Teaching and Learning Procedures Warm up (5 minutes) 1. Review and practice the language by asking the teacher to write jumbled questions on the board repeat/that/you/please? /can. Then have the students write a short conversation. The teacher walks around observing them, offering help as needed. Presentation (15 minutes) 2. The teacher has the students explain what they saw in the picture. Then look at the commands and subtitles in a frame. 3. The teacher has the students to pair up. Help each other match the situation with the narrative. Answer the answer together 4. The teacher explains the order of exercise 1b to the students to work together to find the answer. Then ask students to write frequency adverbs after the framed phrase according to their behavior in the classroom. Share answers with classmates. Practice (10 minutes) 5. The teacher has students look at Exercise 2a and give examples, then pair and classify the description. Share answers with classmates. 6. The teacher has the students look at the sentence stems and phrases in Exercise 1 and then pair them with the students. Help each other complete the sentence in 3 minutes. Share the answer with your classmates and work together to come up with additional reasons.
Production (15 minutes) 7. The teacher has students break up into small groups to discuss the question by looking at the Phrase bytes, then share the answer with the classmates. 8. The teacher has the students read the reflection point and said they agreed or disagreed. 9. The teacher reads the instructions and explains to the students that students must choose one of the scenarios. Look at the phrase byte and sentence structure in Exercise 2b to modify your answer. 10. Divide students into small groups. When the activity is complete, share their answers with the classmates. Wrap up (5 minutes) 11. The teacher has the students summarize, and write them down on their notebook. 6. Teaching Materials 1. Go beyond 1 Student Book Unit 1
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to tell which classroom behavior is good or bad. completing worksheet Go beyond 1 Student Book Starter 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 Starter 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 8.5 The school director’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) School Director
Go beyond 1 Student Book Unit 1
Lesson Plan 9 English Subject (อ21101) Kumphawapy School Module 1: Me Time: 13 hours Topic: Is It New? 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. 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 The main words used to describe things are adjectives. 3. Objective 1. Students are able to match adjectives with opposite meanings. (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 5.1 Vocabulary Adjectives: big, small, old, new, quiet, noisy, nice 5.2 Structure: Ask for a description of something What color is it? What’s / What are your … like? Is it big / small?
Describing something It’s black / red. They’re Italian / Brazilian. They’re very / really nice. The neighbors are noisy / quiet. 5.3 Skills: speaking and listening 5. Teaching and Learning Procedures Warm up (5 minutes) 1. The teacher reviews the usage of this, that, these, those by preparing pictures of objects equal to one or more. Distribute pictures to some students, and set a standing point around the classroom for another part of the students. Then have students lift or point the picture, and talk about that thing using the context of this, that, these, those Presentation (15 minutes) 2. Ask a volunteer to read the instructions to a friend. Then ask students to pair the adjectives with opposite meanings. After finishing, check the answer together for the whole room and practice pronunciation. Practice (15 minutes) 3. The teacher shows the students to look at the pictures and tell them what they see. Then have the entire room cover the contents, and ask one volunteer to read the instructions. 4. The teacher plays Audio Script 1.21 for the students to listen. And then, tell what the person in the conversation describes. After that, have students read the dialogue to check their answers. Share the answers with your partner and classmates. 5. The teacher has a student read the instructions, see the adjectives in Exercise 1, and complete the conversation. Check the answers with their friends. 6. The teacher plays Audio Script 1.21 to check the answers at the same time. 7. The teacher plays Audio Script 1.22 for students to listen and repeat. Using up and down sounds like the speaker in a conversation.
Production (10 minutes) 8. The teacher reads the instructions. The teacher has students look at the Phrasebook and plats Audio Script 1.23 for students to listen and repeat. The teacher asks the students questions. 9. The teacher has students pair up and help each other write conversations using phrases in the Phrasebook and practice speaking. 10. The teacher walks around the room to observe students, then have students present the conversation in front of the class. The teacher has students work together to choose which dialogue works best. Wrap up (5 minutes) 11. Ask students to summarize the use of adjectives and phrases in describing objects. 6. Teaching Materials 1. Audio Script 1.21, 1.22, 1.23 2. Go beyond 1 Student Book Unit 1
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students will be able to match adjectives with opposite meanings. completing worksheet Go beyond 1 Student Book Starter 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 Starter 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 8.5 The school director’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) School Director
Go beyond 1 Student Book Unit 1
Lesson Plan 10 English Subject (อ21101) Kumphawapy School Module 1: Me Time: 13 hours Topic: My Things 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. 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 things, the position of the adjectives is placed after the verb to be and before the noun, are able to really be placed. 3. Objective 1. Students are able to describe the picture and be able to read using adjectives. (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 5.1 Vocabulary collection, comics, cool, one(pronoun) 5.2 Structure Use am/are/is +adjective: it’s cool. Use adjective + noun: my favorite T-shirt. Use really / very + adjective: really fast 5.3 Skills: speaking, reading and writing
5. Teaching and Learning Procedures Warm up (5 minutes) 1. The teacher review the usage of adjectives by asking the teacher to say the adjectives and then having the students tell the objects that fit the adjectives. Then have students pair up. Then have a student read the words. Presentation (15 minutes) 2. Ask a volunteer to read the instructions to a friend. Then ask students to pair the adjectives with opposite meanings. After finishing, check the answer together. Practice (15 minutes) 2. Show students pictures of objects that are important to someone, and tell what the picture is. 3. The teacher reads the instructions. Have students work together to name a phrase to describe the picture, and write in a notebook When finished, ask volunteers to come out and write a number of their own phrases on the board. 4. The teacher has a student read the instructions, and have students use the adjectives written on the board. 5. The teacher lets the students look at the How to and then read it aloud. Ask students questions about the placement of adjectives in sentences. 6. The teacher has students underline the adjectives in the caption and compare their answers with peers. Then match the adjectives to the grammar, and answer the answer together. Production (10 minutes) 7. The teacher has students arrange the words to form sentences. Then compare the answers with their partner. Check answers all at once, and ask students which sentence has a plural noun. 8. The teacher has students pair up. Take turns describing photographs or drawing pictures of objects to describe. 9. Students write a description of 3 objects. Teacher walks around and offers help as needed. 10. The teacher has students read their narration in front of the class, and choose which subtitles are the best.
Wrap up (5 minutes) 11. Ask students to summarize the use of adjectives in describing objects. 6. Teaching Materials 1. Go beyond 1 Student Book Unit 1
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to describe the picture and be able to read using adjectives. completing worksheet Go beyond 1 Student Book Starter 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 Starter 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 8.5 The school director’s comment and suggestion …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………. Signature (……………………………………..) (………..………………………………) School Director
Go beyond 1 Student Book Unit 1
Lesson Plan 11 English Subject (อ21101) Kumphawapy School Module 2: People Time: 15 hours Topic: Family And Friends 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 7/3: 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 7/5: 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 Knowing family vocabulary means being able to pronounce, spell, tell meaning, and use words in sentences correctly. This will make communication about the family more effective. 3. Objective 1. Students will be able to use family vocabulary by using them in English sentences. (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 Adjectives and their opposites: same, different, nice, terrible, big, small, bad, good noisy, quiet, old, new (things), young (people) Family words: father, mother, brother, sister, only child, dad, mom, grandfather, grandpa, grandmother, grandma, grandchild 4.2 Structure I think the man / woman in picture … is … I think the boy / girl in picture 1 … is a friend / family member. Who’s picture 3? That’s Leo’s grandma and grandpa. This is my dad / sister. He’s / She’s …years old. He’s / She’s from Chile. He’s / She’s quiet / noisy / great / horrible / very nice. 4.3 Skills: speaking and listening 5. Teaching and Learning Procedures Warm up (5 minutes) 1. The teacher greets the students. Then the teacher asks the question “How many people in your family?” Presentation (20 minutes) 2. The teacher has one volunteer read the instructions. Students give examples of adjectives and antonyms that were not included in the exercises. Have students pair up with friends to help each other write the opposite word in 1 minute, then share the answers with the classmates. 3. The teacher has students pair up with a friend to look at the picture and guess if the person in the picture is Leo's friend or family member. 4. Teacher plays Audio Script 1.24 for students to listen and answer. Match the name with the pictures. Then play the audio for students to listen 1-2 times, compare their answers with their partner and give reasons. Share answers with classmates. Practice (15 minutes)
5. The teacher has students look at the instructions and read the family words to help each other find the meaning of the word. Play Audio Script 1.24 again, and have students match the words with the picture. Compare answers with their partners. 6. The teacher plays Audio Script 1.25 for students to listen and check their answers. Share answers with classmates. 7. The teacher pronounces /ae/ for students to repeat, then play Audio Script 1.26 for students to listen and repeat. 8. The teacher lets the students look at the given words. Play Audio Script 1.27 for students to listen and repeat. 9. The teacher shows the students the instructions. Have students pair up and complete the activity in 2 minutes. Ask one of the volunteers to read the instructions to a friend. Show the student a video script and answer the questions. Production (5 minutes) 10. The teacher has students bring up a picture of their family and ask students to think about who the people in the picture are. Ready to provide relevant information. Match up with a friend and show them a picture of their family and describe it. The teacher walks around and observes, offering help as needed. A number of students were randomly assigned to share information about their partner's family. Wrap up (5 minutes) 11. The teacher asks students to summarize the usage of adjectives and antonyms, family words, and ae pronunciation. Write a summary on their notebook. 6. Teaching Materials 1. Audio Script 1.24, 1.25, 1.26, 1.27 2. Go beyond 1 Student Book Unit 2 3. Video Script
7. Evaluation Knowledge (K) Task Measurement Material Evaluation Criteria Students are able to use family vocabulary. completing worksheet Go beyond 1 Student Book Unit 2 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 2 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