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LESSON PLAN 7 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 8: Healthy Living Topic: Grammar Focus Level: Matthayomsuksa 3 Time: 3 hours Teacher: Ms. Pavichaya Budsongka Date: 06/12/2023, 11/12/2023 and 12/12/2023 --------------------------------------------------------------------------------------------------------------------------------- 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. Indicator Grade 9/2: Use requests and give instructions, clarifications and explanations appropriately. Strand 2: Language and Culture Standard FL2.1: Appreciating the relationship between language and culture of native speakers and ability in using language appropriately. Indicator Grade 9/3: Participate in/ organise language and cultural activities in accordance with their interests. 2. Concept This lesson focuses on sentence structures about giving advice and describe scenarios to exchange information with others.

3. Objectives Terminal Objective Students will be able to write sentences using should, second conditional and compound indefinites correctly. Behavioral Objectives 1. Students will be able to apply should, second conditional and compound indefinites correctly. 4. Content 4.1) Language Features and Functions Grammar: Should (all forms) Second conditional Compound indefinites - someone / anything / everywhere

5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher has the students read the tongue twister on page 69 together, and then divides them into groups. Groups of approximately 6 people, then give each group competition within the group. To find the person who can speak tongue-twister most fluently. 2. The teacher informs them that in this lesson they will learn and practice using the following grammar: should (all forms), Second conditional และ compound indefinites (someone / anything / everywhere) Student’s book Team Up in English 3 Presentation 3. Teacher and students study together the explanations about the use of should (all forms), second conditional, and compound indefinites (someone, anything, or everywhere) on pages 70–71. Then the teacher encourages them to help complete the information in the description. Student’s book Team Up in English 3 Practice 4. Students complete the activities on pages 70-71 Exs.1-2 together in class. Exercise 1 Answers 1. He should get up earlier. 2. She shouldn’t bring it to school. 3. She should write in pencil. 4. He shouldn’t come to the stadium. 5. She should talk to her friends. Exercise 2 Answers 1. You should go to bed earlier in the evening. 2. He should call the doctor. 3. You should get a taxi. 4. He should go to the music shop.. Student’s book Team Up in English 3

Product 5. The teacher asks students to pair up. Then help review what you learned in this lesson. Then have students work together to compose sentences using the language structures they learned, 5 sentences per structure. Then the teacher randomly calls students to come out and present them in front of the class. 6. The teacher divides the students into groups of 4, and then the teacher writes the situation. There are too many plastic bags in our school on the board. Each group help write as many sentences using should or shouldn't as possible. 7. Students do activities in the exercises (Workbook) pages 56–57, 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 students’ 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 During a conversation practice, the classroom was a bit loud, so it could disturb others. - Students paid much attention to the class. - Classroom activities and teaching materials were beneficial. Closing the door and windows could help avoid disturbing others.

LESSON PLAN 8 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 8: Healthy Living Topic: Team up blog Level: Matthayomsuksa 3 Time: 2 hours Teacher: Ms. Pavichaya Budsongka Date: 13/12/2023 and 18/12/2023 --------------------------------------------------------------------------------------------------------------------------------- 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 9/4: Speak and write appropriately to ask for and give information, explain, compare and express opinions about what has been heard or read. 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 9/2: Compare and explain the similarities and the differences between the lifestyles and the culture of the native speakers and those of Thais, and apply them appropriately.

2. Concept This lesson focuses on reading comprehension as well as vocabulary and phrases about cooking. 3. Objectives Terminal Objective Students will be able to read and understand individual biography. Behavioral Objectives 1. Students will be able to talk about cooking. 4. Content 4.1) Language Features and Functions Vocabulary: Cooking 4.2) Language Skills Reading: Reading comprehension Writing: Write a sentence about cooking in order.

5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher has students play the Hangman game to review vocabulary about food names, such as: pizza, pasta, spaghetti, salad, streak, French fries Student’s book Team Up in English 3 Pre-reading 2. The teacher presents words that may be found in the reading and explains their meaning to the students. cabbage roll (n) (also stuffed cabbage) is a dish consisting of cooked cabbage leaves wrapped around a variety of fillings. debut (v) when someone performs or presents something to the public for the first time. testimonial (n) Written recommendation from a celebrity or satisfied customer affirming the performance, quality, and/or value of a product or service. Testimonials are one of the most potent tools of marketing. underprivileged (adj) having less money and fewer opportunities than most people in society. myspace (n) a social networking website The teacher then presents vocabulary related to cooking equipment or food containers. By bringing real equipment, let's show it to the students. and present vocabulary. tablespoon (n) the amount a tablespoon can hold. Student’s book Team Up in English 3

teaspoon (n) the amount of food or liquid that a teaspoon holds. jar (n) a glass container with a lid and a wide top, especially one in which food is sold or kept. tub (n) a small container with a lid for holding or storing food. case (n) a container for keeping something. blender (n) an electric machine for mixing soft food or liquid. tin (n) a metal container with a lid used for keeping food in. jar tin cake case/paper case cake tin Reading 3. The teacher randomly calls several students to read the script for The World's Youngest Chef on page 72. The teacher asks the students to read each paragraph. To check students' understanding, such as by asking the meaning of words that are important to the story. Then the teacher asks the students the following questions: - What language is he studying? (Italian.) - When did he first appear on national TV? (At the age of five.) - When did he publish his first book? (At the age of seven.) Student’s book Team Up in English 3 Post-reading 4. Students do the activity on page 72, titled Over to You, where the teacher divides the students into groups of 3–4 people and encourages the students to share their cooking experiences with their friends in the group. Weak classes: Have students write their answers in notebooks as homework. Advanced classes: Have students use the question list as an outline to write a short essay named “My cooking experience”. Student’s book Team Up in English 3 and Workbook Team Up in English 3

6. Evaluations 6.1 Checking the students’ 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 - Working in a group or a pair was better than working individually. - Students were able to talk about periods of actions and assigned topics. Listening to a video of native speakers was quite difficult for students, the classroom should be more quiet. However, the classroom used was distracted by many things. Closing the windows and a door or using an audio room would avoid distractions.

LESSON PLAN 9 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 9: Green Living Topic: What’s it made of? Level: Matthayomsuksa 3 Time: 2 hours Teacher: Ms. Pavichaya Budsongka Date: 19/12/2023 and 20/12/2023 --------------------------------------------------------------------------------------------------------------------------------- 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. 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. Indicator Grade 9/5: Speak and write to describe their own feelings and opinions about various matters, activities, experiences and news/incidents, as well as provide justifications appropriately. 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.

2. Concept This lesson focuses on materials vocabulary, phrases and sentence structures about recycling. 3. Objectives Terminal Objective Students will be able to conclude the text and converse about recycling with their friends. Behavioral Objectives 1. Students will be able to identify important information from the text about current situations. 2. Students will be able to converse about recycling. 4. Content 4.1) Language Features and Functions Vocabulary: Materials Ecology and waste recycling Functions: Talking about recycling Pronunciation: Rhyming words The sounds /i:s/ and /i:z/ 4.2) Language Skills Speaking: Converse about recycling. Reading: Reading comprehension Writing: Write slogans about recycling campaigns.

5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher introduces the lesson by having students look at the picture in the textbook, page 74. Then the teacher asks the students questions about the picture, such as: - What can you see in the first picture? (A boy carrying a box full of materials to recycle.) - What are the things in the box? (Plastic bottles, newspapers, a tin.) - Where is the boy taking these things? (To the recycling centre.) Student’s book Team Up in English 3 Presentation 2. The teacher explains the words and their meanings. fabric (n) material made by weaving wool, cotton, silk, etc, used for making clothes, curtains, etc. and for covering furniture. fleece (n) a type of soft warm cloth that feels like sheep’s wool; a jacket or sweatshirt that is made from this cloth. sweatshirt (n) a loose warm piece of clothing which covers the top part of your body and arms and is worn especially for sport or relaxation. recycling bank (n) a large container in a public place where people can put things that can be used again (= recycled) 3. The teacher again reviews vocabulary related to materials, such as wood, plastic, glass, aluminum, gold, and paper, and presents new vocabulary, including wool, silver, cotton, leather, and steel, by finding pictures to show to students. wool (n) cloth made from animal's wool, used for making clothes. Student’s book Team Up in English 3

silver (n) a light grey bright metal used for making jewellery, coins, silverware, etc cotton (n) the cloth made from the cotton plant. leather (n) material made by removing the hair or fur from animal skins and preserving the skins using special processes. steel (n) a strong metal which is a mixture of iron and carbon, and which is used for making things which need a strong structure, especially vehicles and buildings. Practice 4. Students look at the picture on page 75, Ex. 6, and tell what they see in the picture (a truck taking something to be recycled). Then the teacher randomly called two students to read the examples and explain the meaning of the word what else? Then pointed out to the students that are brought is a present simple passive form (verb be + past participle). Next, the teacher wrote a table of two columns on the board as follows: material what happens glass bottles are brought 5. Students look at the material vocabulary and verbs in the box. Then the teacher asked the students to bring in other words. Come fill in the table. You can use repeated verbs, for example: material what happens glass bottles are brought glass bottles are cleaned glass bottles are recycled plastic bottles are brought plastic bottles are cleaned plastic bottles are recycled Student’s book Team Up in English 3 Product 6. Students do the activities in the exercises (workbook) on pages 60, Exs. 1–2, and 61, Exs. 1–2 as homework. 7. Students practice reading the passage on page 74, Ex. 1, 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 An activity in a Practice procedure was cut off owing to having students write their conversations took much time. Preparation took plenty of time. Getting the previous teacher to have more time preparing teaching materials.

LESSON PLAN 10 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 9: Green Living Topic: Home Green Home Level: Matthayomsuksa 3 Time: 3 hours Teacher: Ms. Pavichaya Budsongka Date: 25/12/2023, 26/12/2023 and 27/12/2023 --------------------------------------------------------------------------------------------------------------------------------- 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. 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. 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.

2. Concept This lesson focuses on reading comprehension, vocabulary and sentence structures about residences. 3. Objectives Terminal Objective Students will be able to conclude the text and talk about residences correctly and fluently. Behavioral Objectives 1. Students will be able to comprehend main ideas of the text. 2. Students will be able to describe the building and house types. 4. Content 4.1) Language Features and Functions Vocabulary: Places to live Functions: Describing places to live 4.2) Language Skills Listening: Listen to find specific details. Speaking: Ask and give information about houses and buildings. Describe imaginary houses. Reading: Reading comprehension.

5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher introduces the lesson by having students look at pictures 2 and 3 on page 76. Then the teacher asks the students questions about the pictures. - What can you see in the second picture? (A block of new houses or flats.) - What is there around the buildings? (Nice green grass, flowers and some trees.) 2. The teacher asks the students to look at picture 1 and read the instructions on page 76, Ex. 1, and answer the teacher's questions as follows: - Who are the people in the first photo? (An architect and a journalist.) - Where are they? (On a building site.) Student’s book Team Up in English 3 Presentation 3. The teacher presents vocabulary about houses and buildings. and teach the vocabulary to students to practice reading aloud. detached house semi-detached house flat terraced house skyscraper houseboat Student’s book Team Up in English 3

cottage farmhouse 4. The teacher reviews students' prior knowledge about question words such as what, where, when, why, and who, and then presents question sentence structures that begin with how + adjectives by randomly asking questions that begin with how + adjectives, such as: - How far is it from your house to your school? It’s … kilometres. - How tall are you? I am … cm tall. - How old are you? I’m 14 years old. - How high is Mt Everest? It’s 8,848 m high. Practice 5. The teacher randomly calls 3 students to read the examples on page 77 under Look & Use and points out to the students that sentences 1-2 begin with Wh-questions and the last sentence begins with How + adjective. 6. The teacher asks students to read the example on page 77, Ex. 6, and then asks students to work in pairs. The teacher tells the students to use both affirmative and negative sentences. If necessary, the teacher gives additional vocabulary, such as bungalow, villa, and other vocabulary. that students may ask The teacher gives students time to work and randomly calls students to say sentences. Student’s book Team Up in English 3 Product 7. Students do activities in the exercises (workbook) on pages 60, Exs. 3-4, and 61, Exs. 3-4 as homework.8. Students practice reading the conversation on page 76, Ex. 1, as homework. 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 - Students paid much attention to the class. - Classroom activities and teaching materials were appropriate. 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 11 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 9: Green Living Topic: Grammar Focus Level: Matthayomsuksa 3 Time: 3 hours Teacher: Ms. Pavichaya Budsongka Date: 01/01/2024, 02/01/2024 and 03/01/2024 --------------------------------------------------------------------------------------------------------------------------------- 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 present and past simple passive, Wh-questions and How + adjective. 3. Objectives Terminal Objective Students will be able to write a sentence using present and past simple passive, Wh-questions and How + adjective correctly. Behavioral Objectives 1. Students will be able to apply present and past simple passive.

2. Students will be able to apply Wh-questions. 4. Content 1) Language Features and Functions Grammar: Present simple passive Past simple passive Wh-questions How + adjective 5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher divides the students into 2 teams and has each team take turns writing or conjugating verbs in the 3 spaces that the teacher specifies. Student’s book Team Up in English 3 Presentation 2. Teachers and students study the explanation and fill in the missing words in the box regarding the use of present simple passive, past simple passive, wh-questions, and how + adjective, including the topic Hot Tip! on pages 78–79, along with providing additional example sentences and pointing out the students' observations in order to draw conclusions about grammar. Student’s book Team Up in English 3 Practice 3. Students do the activities on pages 78–79, Exs. 1–2, orally together. to check their understanding. Exercise 1 Answers 1. is taken 2. are recycled 3. is made 4. are built 5. Is … held 6. aren’t sold Exercise 2 Answers Student’s book Team Up in English 3

1. weren’t sold 2. were stolen 3. were / made 4. was presented 5. was invented 6. were / sent Product 4. The teacher divides students into groups of 3–4 people to make posters. Who built or designed it? Then give each group of students time to think of at least five important places. Then have them search for information about who built and designed those places. Who designed the Statue of Liberty? It was designed by Frédéric Auguste Bartholdi. 5. The teacher asks students to do Products and Materials as individual work at home. By having each student find 5 types of products, then find pictures and stick them on paper and write questions and answers about the materials used to make said products. Products & Materials What’s this bag made of? It’s made of leather. What’s this pan made of? It’s made of steel. What’s this necklace made of? It’s made of gold. What’s this bracelet made of? It’s made of silver. What’s this dress made of? It’s made of cotton. 6. Students do activities in the exercises (Workbook) pages 62–63 Student’s book Team Up in English 3 and Workbook Team Up in English 3

6. Evaluations 6.1 Checking the students’ 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 Most of the students were able to write a sentence using present and past simple passive, Wh-questions and How + adjective correctly. 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.

LESSON PLAN 12 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 9: Green Living Topic: Measuring the Earth Level: Matthayomsuksa 3 Time: 2 hours Teacher: Ms. Pavichaya Budsongka Date: 08/01/2024 and 09/01/2024 --------------------------------------------------------------------------------------------------------------------------------- 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 9/3: 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. 2. Concept This lesson focuses on identifying locations in a map and vocabulary and phrases that involved with other fields. 3. Objectives Terminal Objective Students will be able to identify locations in a map and pronounce the words correctly and fluently.

Behavioral Objectives 1. Students will be able to identify locations in a map correctly. 2. Students will be able to pronounce the words fluently. 4. Content 4.1) Language Features and Functions Vocabulary: Geography (meridians, parallels, vertical, horizontal, hemisphere, measure, latitude, longitude) 4.2) Language Skills Reading: Reading comprehension 5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher draws the students' attention to the lesson. By having they read the name Geography on page 80 together, then having they guess the meaning by looking at the illustrations. Then the teacher asks them questions such as: Do you study geography in your school? What do you learn in this subject? Is it important to learn Geography? Do you like Geography? Why? Student’s book Team Up in English 3 Pre-reading 2. The teacher asks students to look at the title Measuring the Earth on page 80, and then discuss it together. What will the story that students will read be related to? Then explain to students that measure is a verb that means to measure (size or value). 3. The teacher teaches vocabulary to prepare them before entering into reading activities such as: intersect (v) to meet or cross each other angle (n) the space between two lines or surfaces that join, Student’s book Team Up in English 3

measured in degrees. Reading 4. The teacher asks students to read the passages on Meridians and Parallels and Latitude and Longitude on page 80. The teacher then checks their understanding by asking them the meaning of key words in the passage. meridian (n) one of the lines that is drawn from the North Pole to the South Pole on a map of the world. parallel (n) an imaginary line around the earth that is always the same distance from the equator; this line on a map. longitude (n) the distance of a place east or west of the Greenwich meridian, measured in degrees. latitude (n) the distance of a place north or south of the equator (= the line around the world dividing north and south), measured in degrees vertical (adj) going straight up or down from a level surface or from top to bottom in a picture, etc. horizontal (adj) going across and parallel to the ground rather than going up and down. equator (n) an imaginary line that goes round the Earth and divides it into the northern and southern hemispheres. correspond (v) to be connected or related to something hemisphere (n) one half of the Earth, divided between north and south by the equator. halve (plural of half) used for referring to one of two equal parts into which an amount, group, or object can be divided. Student’s book Team Up in English 3 Post-reading 5. The teacher and students answer the questions on pages 80, Exs. 2–4, together by randomly calling students to read the sentences provided. along with options. The teacher surveys whether the students understand or not. By having students explain the meaning of important words. or the meaning of the whole sentence, such as direction (n) the way that someone or something faces or points towards. Student’s book Team Up in English 3 and Workbook Team Up in English 3

compass (n) an instrument for finding direction, with a needle that always points to the north. coordinate (n) either of two numbers or letters used to fix the position of a point on a map or graph. Answers 1. Meridians: North to South 2. Parallels: East to west 3. London 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 can summarize the main points from the readings and learn new vocabulary. Activity takes too long. Adjust activities to be more time-intensive.

LESSON PLAN 13 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 10: Telly Addicts Topic: What’s on telly? Level: Matthayomsuksa 3 Time: 2 hours Teacher: Ms. Pavichaya Budsongka Date: 10/01/2024 and 15/01/2024 --------------------------------------------------------------------------------------------------------------------------------- 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 9/2: Accurately read aloud paragraphs, news, advertisements and short poems by observing the principles of reading. Indicator Grade 9/3: Specify and write various forms of non-text information related to sentences and paragraphs heard or read. 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. 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.

2. Concept This lesson focuses on vocabulary about TV programs, phrases and sentences in daily life. 3. Objectives Terminal Objective Students will be able to identify and pronounce the words correctly and fluently. Behavioral Objectives 1. Students will be able to identify the words correctly. 2. Students will be able to pronounce the words fluently. 3. Students will be able to comprehend the reading text. 4. Students will be able to talk about TV programs. 4. Content 4.1) Language Features and Functions Vocabulary: TV programmes Functions: Reporting what someone has said Pronunciation: The sound /ʃ/ in a limerick 4.2) Language Skills Speaking: Converse about TV programs. Reading: Reading comprehension Writing: Conclude classmates’ TV programs in a list.

5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. Students look at the picture in the textbook, page 84, and the teacher asks the students about the picture, such as: - How many kids are there? (Three.) - What’s the boy doing? (He’s using the remote control.) - What are the girls doing? (They’re reading a TV guide.) Student’s book Team Up in English 3 Presentation 2. The teacher presents the sentence structure. Reported speech with present tense by randomly calling students to say one present simple sentence each and writing the sentence for students to look at on the board, such as Max: “Frank often reads a book.” T: Max tells me that Frank often reads a book. Jane: “I live in Bangkok.” T: Jane says that she lives in Bangkok. Belle: “I don’t have a computer.” T: Belle says that she doesn’t have a computer. Tim: “I never get up early on Sundays.” T: Tim says that he never gets up early on Sundays. Jack: “Tony hates mushrooms.” T: Jack says that Tony hates mushrooms. Student’s book Team Up in English 3 Practice 3. The teacher randomly calls students to read the examples and questions provided on page 84, Ex. 2, then asks students to read the conversation in Ex. 1 again and answer these questions. Answers 1. It says that it’s the story of an ordinary couple with an ordinary life. They each have a secret. 2. No, they can’t. They haven’t got satellite TV. 3. Jill’s dad says that it’s not worth it. Student’s book Team Up in English 3

4. No, he hates them. He thinks they’re realistic. 5. Yes, she does. She loves “who wants to be a millionaire?” 6. Matt likes “Neighbours” because the actresses are cute. 4. The teacher randomly calls two students to read the sentences on page 85 in the Look & Use section and points out to them that these sentences are examples of reported speech. Then the teacher writes these sentences on the board. Underline the verbs say and tell and circle the word everyone, which is the secondary object of the sentence. Product 5. Students do activities in the exercises (Workbook) on pages 70, Ex. 1, and 71, Exs. 1-2 as homework. 6. Students practice reading conversations on page 84, Ex. 1, as homework. 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 Students were very interested in warm-up activities. During a conversation practice, the classroom was a bit loud, so it could disturb others. Closing the door and windows could help avoid disturbing others.

LESSON PLAN 14 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 10: Telly Addicts Topic: Bookworms Level: Matthayomsuksa 3 Time: 3 hours Teacher: Ms. Pavichaya Budsongka Date: 16/01/2024, 17/01/2024 and 22/01/2024 --------------------------------------------------------------------------------------------------------------------------------- 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 9/2: Accurately read aloud paragraphs, news, advertisements and short poems by observing the principles of reading. Standard FL1.2: Possessing language communication skills for effective exchange of information; efficient expression of feelings and opinions. Indicator Grade 9/5: Speak and write to describe their own feelings and opinions about various matters, activities, experiences and news/incidents, as well as provide justifications appropriately. 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.

2. Concept This lesson focuses on vocabulary related to types of books and expressions about likes or dislikes. 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 identify the words correctly. 2. Students will be able to pronounce the words fluently. 1. Students will be able to read diaries about people understandingly. 2. Students will be able to talk about types of books. 4. Content 4.1) Language Features and Functions Vocabulary: Books and literary genres Functions: Talking about tastes and interests 4.2) Language Skills Speaking: Talk about self-favorite things. Present friends’ favorite things. 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 86. Then the teacher asks them questions about the picture, such as: - What kind of text is it? (It’s a page of a personal diary.) - Who has written it? (Samira.) - What does Samira look like? (She’s black. She is a very pretty girl with plaits.) - Where do you think Samira is? (Perhaps in the library because there are shelves with books and other publications.) Then the teacher asks them questions such as: - Do you usually write a diary at the end of your day? Why? - Do you know if your friends usually write a diary? Student’s book Team Up in English 3 Presentation 2. The teacher reviews the following expressions: love, like, hate, prefer, dislike, enjoy, and don’t mind again. Then the teacher adds the new words for them. be keen on somebody/something หรือ be keen on doing something (phr) = liking somebody/something very much; very interested in somebody/something be mad about somebody/something (phr) = to like someone or something very much [= crazy] be fond of (doing) something (phr) = to like something, especially something you have liked for a long time Student’s book Team Up in English 3 Practice 3. The teacher asks them to read the example on page 87, Ex. 6, and then the teacher writes the following sentences on the board and underlines the words I'm keen on and I'm not very fond of. What kinds of books do you like reading? Student’s book Team Up in English 3

I’m keen on comics and thrillers. I’m not very fond of romantic novels. The teacher suggests they use other verbs to express likes and dislikes. Do you have a favourite author? Yes. My favourite author is J.K. Rowling. No, I don’t. Then have students pair up with a friend. and Q&A about the types of books students like. Product 4. Students do activities in the exercises (Workbook) on pages 70, Exs. 2– 3, and 71, Exs. 3–4 as homework. 5. Students practice reading their diary on page 86, Ex. 1, as homework. 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 - 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. - -

LESSON PLAN 15 Subject: English (E23102) Tessaban 2 Mukkhamontri School Unit 10: Telly Addicts Topic: Grammar Focus Level: Matthayomsuksa 3 Time: 3 hours Teacher: Ms. Pavichaya Budsongka Date: 23/01/2024, 24/01/2024 and 29/01/2024 --------------------------------------------------------------------------------------------------------------------------------- 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 reported speech and phrases for exchanging information about daily life and other situations. 3. Objectives Terminal Objective Students will be able to report information using reported speech correctly. Behavioral Objectives 1. Students will be able to apply reported speech with present tense, say / tell / ask and verbs and adjectives + -ing form.

2. Students will be able to discuss the menu properly. 4. Content 1) Language Features and Functions Grammar: Reported speech with the present tense, say / tell / ask Verbs and adjectives + -ing form 5. Teaching and Learning Procedures Stages Procedures Materials Warm Up 1. The teacher asks students to pair up with a neighbor. Then take turns asking what your friends' favorite television programs are. For example, Student A: What is your favourite TV programme? Student B: I like At Ten. After that, the teacher randomly called the students to report on their friends' favorite television programs. He/She likes watching… Student’s book Team Up in English 3 Presentation 2. Teachers and students study the explanation and fill in the missing words or choose the words given in the box regarding the use of reporting with the present tense, reported speech (questions, verbs, and adjectives + ing form), including the topic Hot Tip! on pages 88–89 together, along with providing additional example sentences. Student’s book Team Up in English 3 Practice 3. Students do the activities on pages 88–89, Exs. 3–4, together. Exercise 3 Answers 1. Paul asks why you want to borrow his bike. 2. Rashid asks when the last train leaves. 3. Kelly asks how much the return ticket costs. Student’s book Team Up in English 3

Exercise 4 Answers 1. Mum wants to know what she should wear to the party. 2. They ask which cinema the film is at. Product 4. Students are divided into groups of 2–3 people. Have each group search for statements or sayings of at least two famous people and turn them into reported speech sentences. Have students write them on paper. Einstein: ‘Imagination is more important than knowledge.’ Einstein says (that) imagination is more important than knowledge. Abraham Lincoln ‘Whatever you are, be a good one.’ Abraham Lincoln says (that) whatever you are, be a good one. 5. Students do activities in the exercises (Workbook) pages 72–73, Exs. 1–8, as homework. Student’s book Team Up in English 3 and Workbook Team Up in English 3 6. Evaluations 6.1 Checking the students’ 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