Teacher’s Note 1. Outcomes ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 2. Problems ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 3. Solutions ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Signature (Ms. Pavichaya Budsongka) English Teacher Learning English grammar seemed hard for students, so they copied their friends’ work in order to hand in. The teacher got students to work in a group or pairs in order to decrease pressure on work and assist each other. - Classroom activities were appropriate. - Teaching materials were useful. - Students paid much attention to the class.
LESSON PLAN 16 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 10: Telly Addicts Topic: Skills Level: Matthayomsuksa 3 Time: 2 hours Teacher: Ms. Pavichaya Budsongka Date: 30/01/2024 and 31/01/2024 --------------------------------------------------------------------------------------------------------------------------------- 1. Learning Standards and Indicators Strand 1: Language for Communication Standard FL1.1: Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Indicator Grade 9/4: Specify the topic, the main idea and the supporting details and express the opinions about what has been heard and read from various types of media, as well as provide the justifications and the examples for illustrations. Standard FL1.3: Ability to speak and write about information, concepts and views on various matters. Indicator Grade 9/1: Speak and write to describe themselves, experiences/ matters/various issues of interest to society. Indicator Grade 9/2: Speak and write to summarise the main idea/theme and topic identified from analysis of matters/ news/incidents/ situations of interest to society. 2. Concept This lesson focuses on reading comprehension, vocabulary and phrases and writing and talking about current issues.
3. Objectives Terminal Objective Students will be able to read the text understandingly and write simple sentences correctly. Behavioral Objectives 1. Students will be able to comprehend the reading text. 2. Students will be able to exchange opinions towards TV programs with friends. 3. Students will be able to write simple opinions towards TV programs. 4. Content 1 ) Language Skills Speaking: Talk to exchange opinions towards TV programs. Reading: Reading comprehension Writing: Write about TV series.
5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher asks questions to stimulate students' interest in the lesson, such as: - Do you like soap operas? - What’s your favorite soap opera? - What’s it about? - Who are the main characters? Student’s book Team Up in English 3 Pre-writing 2. Students complete the activity on page 90, Ex. 3, by having each group send one representative to come out and report the answers to the discussion of questions in Ex. 2 using the reported speech structure. Som tells us that she likes Korean soaps. Belle says that she likes watching ‘CSI: New York’. Oil tells us that she likes watching ‘Kee Phaw’ Then have students express their opinions on the value of the television drama by asking questions such as: Are they educational? Do they teach us about the society we live in? Or are they superficial and unrealistic? Are they showing only negative aspects and are they damaging young viewers? Extra activity: If students can complete the above discussion activities, Have students write a report on the majority opinion of their classmates. The students can name this piece of writing. Are soap operas educational? Student’s book Team Up in English 3 Writing 3. The teacher tells the students that in the activity in the textbook, page 90, Ex. 5, they will write about a well-known television drama in Thailand. Then the teacher will write the topic. For students to use as a guideline in writing on the board, as follows: Title of the soap What it’s about Where it’s set Which channel it’s on Who the actors / actresses are If you like or dislike it and why When students understand The teacher asks students to write on Student’s book Team Up in English 3
paper. Weak classes: The teacher asks students to choose one drama. Then the teacher and students work together to compose sentences based on the given topic. Students should use these sentences as examples in their own writing. Post-writing 4. The teacher divides students into small groups. Then have students read the message they wrote to their friends in the group so that their friends can understand. Please help express your opinions. Then the teacher gives each student time. Read your own writing, review, and edit again. The emphasis is placed on correct grammar, spelling, and punctuation. Student’s book Team Up in English 3 6. Evaluations 6.1 Checking the students’ writing. 6.2 Checking the students’ exercise. 6.3 Observing the students’ participation and interest while they do activities in class. 7. Instructional Materials 7.1 Student’s book Team Up in English 3 7.2 Workbook Team Up in English 3
Teacher’s Note 1. Outcomes ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 2. Problems ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 3. Solutions ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Signature (Ms. Pavichaya Budsongka) English Teacher - Students paid much attention to the class. - Classroom activities and teaching materials were beneficial. - Students were able to talk about periods of actions and assigned topics. Activity takes too long. Adjust activities to be more time-intensive.
LESSON PLAN 17 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 11: Do you believe it? Topic: It might happen! Level: Matthayomsuksa 3 Time: 2 hours Teacher: Ms. Pavichaya Budsongka Date: 05/02/2024 and 06/02/2024 --------------------------------------------------------------------------------------------------------------------------------- 1. Learning Standards and Indicators Strand 1: Language for Communication Standard FL1.1: Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Indicator Grade 9/3: Specify and write various forms of non-text information related to sentences and paragraphs heard or read. Standard FL1.3: Ability to speak and write about information, concepts and views on various matters. Indicator Grade 9/2: Speak and write to summarise the main idea/theme and topic identified from analysis of matters/ news/incidents/ situations of interest to society. Strand 2: Language and Culture. Strand 2: Language and Culture 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. Indicator Grade 9/1: Compare and explain the similarities and the differences between pronunciation of various kinds of sentences in accordance with the structures of sentences in foreign languages and Thai language.
2. Concept This lesson focuses on western beliefs, vocabulary about beliefs and expressions towards opinions and agreements or disagreements. 3. Objectives Terminal Objective Students will be able to talk and express opinions towards beliefs appropriately. Behavioral Objectives 1. Students will be able to read and understand the text about beliefs. 2. Students will be able to express opinions towards beliefs. 3. Students will be able to express agreements or disagreements politely. 4. Students will be able to predict the origin of beliefs. 4. Content 4.1) Language Features and Functions Vocabulary: Common superstitions Functions: Talking about superstitions Expressing deduction 4.2) Language Skills Speaking: Predict pictures and origins of beliefs. Reading: Read the conversation and conclude it.
5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. Students look at the picture on page 92 and ask students questions about the picture, such as: - What has the boy got in his hand? (A four-leaf clover.) - What nationality is the girl who is holding the books? (She’s Chinese.) - What’s her name? (Mei-Li.) Student’s book Team Up in English 3 Presentation 2. The teacher writes the words must, can’t, and might on the board. Then the teacher shows the photos to the students. Then have the students practice speaking and guessing about the various situations in the pictures. The teacher will give the students an example of one picture first, such as They must be shopping. They can’t be at school. They might be friends. The teacher then underlines the words must, can't, and might in the sentence and asks the students, Which one talks about something that we are quite sure about? Is impossible? Is possible? 3. The teacher collects answers from students. Then summarize for the students to say: We use must when we feel sure that something is true because there’s very strong evidence. We use might or may to say that we think something is possible but we’re not sure. We use can’t when we feel sure something is not true. Student’s book Team Up in English 3
Practice 4. The teacher randomly calls three students to read the sentences on page 93 under the topic Look and Use. Then the teacher writes the sentences on the board. Underline the words must, can't, and might and tell them they will study this on Grammar Focus pages 96–97. 5. Students look at the five pictures on page 93, Ex. 8, and have them match them. Then practice speaking and guessing what the picture is. By using the given phrase, the teacher may give it. Next, the teacher randomly calls two students to read the examples given. Then give them time to do activities. Possible answers 1. It might be a horseshoe. It can’t be an umbrella. 2. It can’t be a ladybird. It must be an umbrella. 3. It can’t be a horseshoe. It might be a ladder. 4. It can’t be an umbrella. It must be a four leaf clover. Student’s book Team Up in English 3 Product 6. The teacher asks students to find pictures from various magazines. Then stick it on paper. Then write sentences to predict various situations in the pictures by attaching pictures and writing descriptions. It can’t be summer. They must be very cold. They might be tourists. 7. Students do activities in the exercises (workbook) on pages 76 Exs. 1–3 and 77 Ex. 1 as homework. 8. Students practice reading conversations on page 92, Ex. 1, as homework. Student’s book Team Up in English 3 and Workbook Team Up in English 3
6. Evaluations 6.1 Checking the students’ writing. 6.2 Checking the students’ exercise. 6.3 Observing the students’ participation and interest while they do activities in class. 7. Instructional Materials 7.1 Student’s book Team Up in English 3 7.2 Workbook Team Up in English 3
Teacher’s Note 1. Outcomes ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 2. Problems ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 3. Solutions ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Signature (Ms. Pavichaya Budsongka) English Teacher Teaching and learning procedures were appropriate. Students did not know many words. The teacher tried to give some words to students.
LESSON PLAN 18 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 11: Do you believe it? Topic: You’re a Gemini, aren’t you Level: Matthayomsuksa 3 Time: 3 hours Teacher: Ms. Pavichaya Budsongka Date: 07/02/2024, 12/02/2024 and 13/02/2024 --------------------------------------------------------------------------------------------------------------------------------- 1. Learning Standards and Indicators Strand 1: Language for Communication Standard FL1.1: Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Indicator Grade 9/2: Accurately read aloud paragraphs, news, advertisements and short poems by observing the principles of reading. Indicator Grade 9/4: Specify the topic, the main idea and the supporting details and express the opinions about what has been heard and read from various types of media, as well as provide the justifications and the examples for illustrations. Standard FL1.2: Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions. Indicator Grade 9/1: Converse and write to exchange information about themselves, various matters around them, situations, news and matters of interest to society, and communicate the information continuously and appropriately. 2. Concept This lesson focuses on reading comprehension, zodiac vocabulary and expressions for asking information or approval.
3. Objectives Terminal Objective Students will be able to read the text about fortunes and understand the main point of the text. Behavioral Objectives 1. Students will be able to apply vocabulary about food and drinks correctly. 2. Students will be able to discuss the menu properly. 4. Content 4.1) Language Features and Functions Vocabulary: Zodiac signs Functions: Asking for confirmation Pronunciation: Intonation of question tags 4.2) Language Skills Speaking: Converse about zodiac. Reading: Reading comprehension
5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher reviews various beliefs of the West by describing things or actions. Then have students said the object or action. Bring good luck or bad luck. see a ladybird find a four leaf clover open an umbrella keep a horseshoe walk under a ladder touch wood break a mirror spill salt pull a wishbone 2. The teacher reviews, asking for and giving information about birth month. By randomly asking each students when they were born. Student’s book Team Up in English 3 Presentation 3. The teacher divides the students into two teams and has each team take turns sending one representative to each team. Have each team representative draw lots that the teacher has made that will have the symbols of the zodiac signs. Then have the representative draw a picture of the symbol of that zodiac sign. And have students from each team guess. The person who guessed correctly must state the correct zodiac name, such as Aries 4. The teacher writes sample question tag sentences on the board. Snow is white, isn’t it? You can’t swim, can you? Then the teacher underlines the question tags and asks the students if a question tag sentence has two parts. Can the students tell what those Student’s book Team Up in English 3
two parts are? Statement, question tag? The teacher then encourages them to analyze the sentence structure. I got the answer as follows: Positive statement, negative tag? Negative statement, positive tag? 5. The teacher checks students' understanding. By writing 4-5 sentences on the board. Then have students write a question tag, such as: You go to school, ………....? (don’t you) She has got a brother,………? (hasn’t she) Mary didn’t do her homework last Monday,……? (did she) Kevin will come tonight,……..? (won’t he) You weren’t late yesterday,…….? (were you) Practice 6. Students look at the question tags in the box on page 95, Look & Use, and then explain the sentence structure again. 7. Have students gather in groups like when doing Ex. 6 again to do the activity on page 95. Ex. 9. Then students ask questions about their friends' zodiac signs. Using question tags Student’s book Team Up in English 3 Product 8. The teacher gave the same group of students. Make posters or bookmarks about the 12 Chinese zodiac signs and have them search for general information to each zodiac sign. Student’s book Team Up in English 3 and Workbook Team Up in English 3
6. Evaluations 6.1 Checking the student's pronunciation. 6.2 Checking the students’ exercise. 6.3 Observing the students’ participation and interest while they do activities in class. 7. Instructional Materials 7.1 Student’s book Team Up in English 3 7.2 Workbook Team Up in English 3
Teacher’s Note 1. Outcomes ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 2. Problems ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 3. Solutions ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Signature (Ms. Pavichaya Budsongka) English Teacher The teacher got students to do a poster instead of doing activities due to a time limit. The teacher should create relevant activities. Classroom activities were appropriate.
LESSON PLAN 19 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 11: Do you believe it? Topic: Grammar focus Level: Matthayomsuksa 3 Time: 3 hours Teacher: Ms. Pavichaya Budsongka Date: 14/02/2024, 19/02/2024 and 20/02/2024 --------------------------------------------------------------------------------------------------------------------------------- 1. Learning Standards and Indicators Strand 1: Language for Communication Standard FL1.2: Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions. Indicator Grade 9/1: Converse and write to exchange information about themselves, various matters around them, situations, news and matters of interest to society, and communicate the information continuously and appropriately. 2. Concept This lesson focuses on the use of must / can’t / may / might and question tags. 3. Objectives Terminal Objective Students will be able to write a sentence using must / can’t / may / might and question tags correctly. Behavioral Objectives 1. Students will be able to apply must / can’t / may / might and question tags.
4. Content 4.1) Language Features and Functions Grammar: must / can’t / may / might Question tags 4.2) Language Skills Writing: Write a sentence using must / can’t / may / might and question tags. 5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher reviews vocabulary about the zodiac. By having students play the game Hangman. 2. The teacher informs the students that in this lesson they will learn and practice using must / can’t, may / might and question tags. Student’s book Team Up in English 3 Presentation 3. Teacher and students study the explanation and fill in the missing words or choose the correct word given in the box about using must, can’t, may, or might, question tags, and in the topic Hot Tip! on pages 96–97 together. Student’s book Team Up in English 3 Practice 4. Students complete the activities on pages 96–97, Exs. 4, together. Have students go back and complete Exs. 1–7 in their notebooks as homework again to check their understanding. Exercise 4 Answers 1. He doesn’t believe in horoscopes, does he? 2. They broke a mirror, didn’t they? 3. You can’t come to my Halloween party, can you? 4. He’s going to buy a black cat, isn’t he? 5. He will believe it, won’t he? 6. He shouldn’t throw any salt over his shoulder, should he? Student’s book Team Up in English 3
Product 5. The teacher asks students to summarize the use of must/can't, may/might and the question tag structure again. 6. Students work individually. By composing sentences using must, can't, may, might, and question tags, the teacher randomly calls students to read the sentences they composed. 7. Students do exercises (workbook) on pages 78–79, Exs. 1–7, as homework. Student’s book Team Up in English 3 and Workbook Team Up in English 3 6. Evaluations 6.1 Checking the student's presentations. 6.2 Checking the students’ exercise. 6.3 Observing the students’ participation and interest while they do activities in class. 7. Instructional Materials 7.1 Student’s book Team Up in English 3 7.2 Workbook Team Up in English 3
Teacher’s Note 1. Outcomes ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 2. Problems ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 3. Solutions ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Signature (Ms. Pavichaya Budsongka) English Teacher Write a sentence using must / can’t / may / might and question tags were challenging for students. The teacher had students work in a group or a pair in order to help each other and reduce pressure. Writing a sentence seemed easy, but there were few mistakes.
LESSON PLAN 20 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 11: Do you believe it? Topic: Team up block Level: Matthayomsuksa 3 Time: 2 hours Teacher: Ms. Pavichaya Budsongka Date: 21/02/2024 and 26/02/2024 --------------------------------------------------------------------------------------------------------------------------------- 1. Learning Standards and Indicators Strand 1: Language for Communication Standard FL1.1: Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Indicator Grade 9/4: Specify the topic, the main idea and the supporting details and express the opinions about what has been heard and read from various types of media, as well as provide the justifications and the examples for illustrations. 2. Concept This lesson focuses on conjunctions in order to combine sentences. 3. Objectives Terminal Objective Students will be able to identify and write sentences using conjunctions to join sentences together. Behavioral Objectives 1. Students will be able to identify conjunctions correctly. 2. Students will be able to write a sentence using conjunctions.
4. Content 4.1) Language Features and Functions Grammar: Time words (as soon as, when, while, so, after, until, then) 4.2) Language Skills Reading:Reading comprehension Writing: Write the end of the story. 5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher reviews vocabulary about the zodiac again. By showing pictures of all 12 zodiac signs for students to view in no particular order. Then ask students to tell which zodiac sign it is. Then ask the students one by one what zodiac sign they were born in. 2. The teacher leads students into the lesson by asking questions such as: - Do you like short stories or novels? - What is your favourite story or novel? Then have students look at the picture on page 98 and guess what they will read. What should it be related to? Student’s book Team Up in English 3 Pre-reading 3. The teacher asks the students what tense the story that they saw in the textbook, page 98, uses in telling the story (past simple). Then the teacher teaches words that are often used to connect sentences in the story, such as as soon as, when, while. , so, after, until, and then. The teacher explains that writers often use these words to order events. Next, the teacher writes the following sentence on the board: Then have students help connect these sentences. By using the words given. Join the sentences. Use the words in brackets. 1. They started screaming. They saw the lion. (when) 2. They walked in the park. It got dark. (until) 3. He went on holiday. He finished school. (after) Student’s book Team Up in English 3
4. The phone rang. She entered the room. (as soon as) 5. It stopped raining. They left the office. (and then) 6. It was late. He decided to get a taxi. (so) 4. The teacher explains difficult words that students may have doubts about in the story, such as: Nightie (n) (= nightdress) a long loose piece of clothing like a thin dress, worn by a woman or girl in bed Investigate (v) to carefully examine the facts of a situation, an event, a crime, etc. to find out the truth about it or how it happened Reading 5. The teacher randomly calls students to take turns reading the passage on page 98 and asks them to stop reading at the end of each paragraph. To check students' understanding By asking questions such as - Who did Mum see? (A little girl in a kind of long white nightie.) - What did the family hear? (Strange noises form downstairs.) - Where did figures start to appear? (On the stairs, in the kitchen and in the bedrooms.) - How did the writer feel? (Terrified.) Student’s book Team Up in English 3 Post-reading 6. Students do the activity on page 98, topic Over to You, with the teacher dividing students into groups. Have each group of students work together to think about and imagine the ending of the story following the story they read. 7. The teacher recommends that in writing the ending of the story, Students need to consider the following points:. To end a story we need to think of: - what happened in the end - how the characters felt Student’s book Team Up in English 3
6. Evaluations 6.1 Checking the student's reading. 6.2 Checking the students’ exercise. 6.3 Observing the students’ participation and interest while they do activities in class. 7. Instructional Materials 7.1 Student’s book Team Up in English 3 7.2 Workbook Team Up in English 3
Teacher’s Note 1. Outcomes ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 2. Problems ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 3. Solutions ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Signature (Ms. Pavichaya Budsongka) English Teacher - Classroom activities and teaching materials were appropriate. - Students enjoyed the classroom activities. - -
LESSON PLAN 21 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 12: Choices Topic: It’s decision time! Level: Matthayomsuksa 3 Time: 2 hours Teacher: Ms. Pavichaya Budsongka Date: 27/02/2024 and 28/02/2024 --------------------------------------------------------------------------------------------------------------------------------- 1. Learning Standards and Indicators Strand 1: Language for Communication Standard FL1.1: Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Indicator Grade 9/2: Accurately read aloud paragraphs, news, advertisements and short poems by observing the principles of reading. Indicator Grade 9/4: Specify the topic, the main idea and the supporting details and express the opinions about what has been heard and read from various types of media, as well as provide the justifications and the examples for illustrations. Standard FL1.2: Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions. Indicator Grade 9/1: Converse and write to exchange information about themselves, various matters around them, situations, news and matters of interest to society, and communicate the information continuously and appropriately. 2. Concept This lesson focuses on names of subjects, phrases and sentences about future plans.
3. Objectives Terminal Objective Students will be able to ask and answer questions about future plans as well as making their own future plans. Behavioral Objectives 1. Students will be able to acquire the names of subjects. 2. Students will be able to read information related to university entrance and future plans. 3. Students will be able to ask and answer future plans. 4. Content 4.1) Language Features and Functions Vocabulary: School subjects Functions: Talking about plans for the future Pronunciation: The sound /d/ in a tongue twister 4.2) Language Skills Speaking: Ask and answer future plans. Reading: Reading comprehension
5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher introduces the lesson by having students look at the picture on page 100 and then ask the students questions about the picture, such as: - Who is in the classroom? (The students and a teacher.) - What is the teacher doing? (He’s explaining something.) - What are the students doing? (They’re listening to the teacher.) Student’s book Team Up in English 3 Presentation 2. The teacher explains the meaning of important words. influence (v) to have an effect on a particular situation and the way that it develops. compulsory (adj) that must be done because of a law or a rule. National Curriculum (n) (in Britain) a programme of study in all the main subjects that children aged 5 to 16 in state schools must follow. optional (adj) that you can choose to do or have if you want to. career (n) a job or series of related jobs that you do, especially a profession that you spend a lot of your working life in. 3. The teacher presents vocabulary about various subjects. Using picture cards or write a picture of the symbol for that subject on the board and speak words. Have students practice reading aloud. Student’s book Team Up in English 3 Practice 4. Students do the activity on page 101. Ex.7. The teacher divides students into rows A and B and randomly calls two students to read sample conversations. The teacher surveys whether the students understand the conversation. By asking questions such as What are they talking about? (their next school) 5. When students ask and answer each other, When finished, the teacher gives students A and B alternating roles and randomly calls several students. Couples come out to demonstrate speaking questions and answers in front of the class. Student’s book Team Up in English 3
Possible answers A: What school are you going to attend next year? B: I’m going to attend a Science-oriented school. A: Which subjects are you going to study? B: I’m going to study Maths, Physics, Chemistry and Biology. Product 6. Students do activities in the exercise book (page 82, Exs. 1–2) as homework. 7. Students practice reading the reading passage on page 100, Ex. 1, as homework. Workbook Team Up in English 3 6. Evaluations 6.1 Checking the student's presentations. 6.2 Checking the students’ exercise. 6.3 Observing the students’ participation and interest while they do activities in class. 7. Instructional Materials 7.1 Student’s book Team Up in English 3 7.2 Workbook Team Up in English 3
Teacher’s Note 1. Outcomes ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 2. Problems ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 3. Solutions ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Signature (Ms. Pavichaya Budsongka) English Teacher - Classroom activities and teaching materials were appropriate. - Having students speak in front of the class could cause pressure, so having the students do activities with friends was better. The way students expressed their thoughts seemed a bit slow and cheeky. The teacher gave students some advice to be their further ways.
LESSON PLAN 22 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 12: Choices Topic: Job4u? Level: Matthayomsuksa 3 Time: 3 hours Teacher: Ms. Pavichaya Budsongka Date: 04/03/2024, 05/03/2024 and 06/03/2024 --------------------------------------------------------------------------------------------------------------------------------- 1. Learning Standards and Indicators Strand 1: Language for Communication Standard FL1.1: Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Indicator Grade 9/4: Specify the topic, the main idea and the supporting details and express the opinions about what has been heard and read from various types of media, as well as provide the justifications and the examples for illustrations. Standard FL1.2: Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions. Indicator Grade 9/1: Converse and write to exchange information about themselves, various matters around them, situations, news and matters of interest to society, and communicate the information continuously and appropriately. 2. Concept This lesson focuses on special jobs vocabulary, phrases and sentences for asking and giving personal information and experience.
3. Objectives Terminal Objective Students will be able to identify and pronounce the words correctly and read the text understandingly. Behavioral Objectives 1. Students will be able to pronounce the words correctly and fluently. 2. Students will be able to read the text about extra income/special jobs and discuss needed qualifications for that job. 3. Students will be able to explain and give short reasons. 4. Content 4.1) Language Features and Functions Vocabulary: Part-time jobs and professions Functions: Talking about work experience in the past 4.2) Language Skills Speaking: Discuss interviews. Reading: Reading comprehension
5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher introduces the lesson by having students look at the picture on page 102, Ex. 1. Then the teacher asks the students questions about the picture, such as: - Who can you see in the picture? (A woman and a young girl.) - What are they doing? (They’re reading something on a piece of paper.) 2. The teacher asks students to look at the name of the conversation: Job4u. In the textbook, page 102, Ex. 1, ask: What's the meaning of Job4u? (Job for you.) What do you think the dialogue is about? Have the students answer the questions independently. Then encourage students to express their opinions about part-time jobs. Student’s book Team Up in English 3 Presentation 3. The teacher presents vocabulary about extra work or extra income (part-time jobs) as follows: paperboy / papergirl, pet sitter, shop assistant, fruit picker baby sitter, lifeguard, hairdresser’s assistant, volunteer, farmhand 4. The teacher asks students to help review the sentence structure: Present perfect with Past simple and present perfect with for or since. Student’s book Team Up in English 3 Practice 5. The teacher randomly reads the sample questions and answers on page 103 under the topic Look & Use. Then the teacher writes the sentences on the board. along with underlining the verbs. And ask the students which tense this verb is in (present perfect or past simple). Then the students underlined the verbs in these two tenses. After finishing, have they explain the use of the said tense (present perfect for experience, past simple for specific time reference). Student’s book Team Up in English 3
Product 6. The teacher describes the workload on page 103. Ex.7. Students will role-play an interview for a part-time job or a part-time job. During the interview, they will fill in information about the friend they interviewed. Into the form provided. 7. Students do activities in the exercises (Workbook) on pages 82, Exs. 3–4, and 83, Exs. 1-4 as homework. 8. Students practice reading the conversation on page 102, Ex. 1, as homework. Student’s book Team Up in English 3 and Workbook Team Up in English 3 6. Evaluations 6.1 Checking the student's reading. 6.2 Checking the students’ exercise. 6.3 Observing the students’ participation and interest while they do activities in class. 7. Instructional Materials 7.1 Student’s book Team Up in English 3 7.2 Workbook Team Up in English 3
Teacher’s Note 1. Outcomes ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 2. Problems ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 3. Solutions ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Signature (Ms. Pavichaya Budsongka) English Teacher - Students were very interested in warm-up activities. - Teaching materials were useful. - Students were able to speak to their friends with simple words. Preparation took plenty of time. Getting the previous teacher to have more time preparing teaching materials.
LESSON PLAN 23 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 12: Choices Topic: Grammar Focus Level: Matthayomsuksa 3 Time: 2 hours Teacher: Ms. Pavichaya Budsongka Date: 11/03/2024 and 12/03/2024 --------------------------------------------------------------------------------------------------------------------------------- 1. Learning Standards and Indicators Strand 1: Language for Communication Standard FL1.2: Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions. Indicator Grade 9/1: Converse and write to exchange information about themselves, various matters around them, situations, news and matters of interest to society, and communicate the information continuously and appropriately. 2. Concept This lesson focuses on the use of future tenses (will, going to, present continuous), present perfect vs past simple and present perfect simple with for / since. 3. Objectives Terminal Objective Students will be able to write sentences to tell about oneself. Behavioral Objectives 1. Students will be able to apply future tenses (will, going to, present continuous), present perfect vs past simple and present perfect simple with for / since
4. Content 1) Language Features and Functions Grammar: Future tenses (will, going to, Present continuous) Present perfect vs Past simple Present perfect simple with for/since 5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher asks students to take turns saying at least three qualities about themselves, then has classmates help each other think of careers or special jobs that are appropriate. For example, Student A: I’m friendly, physically strong and like animals. Class: I think the best job for you is pet sitter. 2. The teacher informs the students that in this lesson they will learn and practice using the following grammar: will, going to, present continuous, present perfect vs. past simple, and present perfect simple with for or since. Student’s book Team Up in English 3 Presentation 3. The teacher and students study the explanation and fill in the missing words or choose the correct words given in the box. Talking about the future, which is a language structure used to talk about the future (will, going to, present continuous), present perfect vs. past simple, and present perfect simple with for since on pages 104–105 together as a class. 4. The teacher acts to encourage students to observe the example sentences provided. As well as writing additional example sentences for students to view on the board. Then encourage students to observe in order to draw conclusions about grammar. Student’s book Team Up in English 3 Practice 5. Students do the activities on pages 104–105, Exs. 1–2, orally together in class. Once completed, the teacher may assign students to return and Student’s book Team Up in
complete Exs. 1–2 in their notebooks as homework again. To check students' understanding Exercise 1 Possible answers 1. I don’t think I’ll have time to write to Mary. I think I’ll go to the supermarket. 2. I don’t think I’ll go to the cinema. I think I’ll finish my French homework. 3. I think I’ll go to bed early tonight. I don’t think I’ll go out. 4. I don’t think I’ll go to the cinema. I think I’ll go to bed early. Exercise 2 Possible answers 1. I’m doing my homework on Saturday morning. 2. I’m having a meal in a restaurant on Saturday evening. 3. I’m staying in bed on Sunday morning. 4. I’m playing tennis with my brother on Sunday afternoon. English 3 Product 6. The teacher asks the students to summarize the use of future tenses: present perfect vs. past simple, and present perfect simple with for or since again. The teacher reinforces the points that the students still do not understand. 6. Have students work in pairs. By composing sentences using future tenses (will, going to, present continuous), present perfect vs. past simple, present perfect simple with for/sin, 2 sentences each. 8. Students do activities in the exercises (Workbook) pages 84–85, Exs. 1–7, as homework. Workbook Team Up in English 3
6. Evaluations 6.1 Checking the student's pronunciation. 6.2 Checking the students’ exercise. 6.3 Observing the students’ participation and interest while they do activities in class. 7. Instructional Materials 7.1 Student’s book Team Up in English 3 7.2 Workbook Team Up in English 3
Teacher’s Note 1. Outcomes ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 2. Problems ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… 3. Solutions ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… Signature (Ms. Pavichaya Budsongka) English Teacher Most of the students were able to write a sentence using present present perfect simple with for / since correctly. Writing a sentence with a correct form was hard for students, so they copied others’ work in class. The teacher had students work in a group or a pair in order to help each other and reduce pressure.
LESSON PLAN 24 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 12: Choices Topic: History of Medicine Level: Matthayomsuksa 3 Time: 3 hours Teacher: Ms. Pavichaya Budsongka Date: 13/03/2024, 18/03/2024 and 19/03/2024 --------------------------------------------------------------------------------------------------------------------------------- 1. Learning Standards and Indicators Strand 1: Language for Communication Standard FL1.1: Understanding and ability in interpreting what has been heard and read from various types of media, and ability to express opinions with reasons. Indicator Grade 9/3: Specify and write various forms of non-text information related to sentences and paragraphs heard or read. Indicator Grade 9/4: Specify the topic, the main idea and the supporting details and express the opinions about what has been heard and read from various types of media, as well as provide the justifications and the examples for illustrations. Standard FL1.2: Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions. Indicator Grade 9/4: Speak and write appropriately to ask for and give information, explain, compare and express opinions about what has been heard or read. Standard FL1.3: Ability to speak and write about information, concepts and views on various matters. Indicator Grade 9/2: Speak and write to summarise the main idea/theme and topic identified from analysis of matters/ news/incidents/ situations of interest to society.
2. Concept This lesson focuses on integration between history and languages that involved with other fields. 3. Objectives Terminal Objective Students will be able to read and comprehend the text correctly. Behavioral Objectives 1. Students will be able to read the text about the important time of medical history. 4. Content 4.1) Language Features and Functions Vocabulary: Medicine 4.2) Language Skills Listening: Listen to find specific details. Reading: Read and conclude the text. Speaking: Discuss the story.