Lesson plan 4 skills

Lesson Plan
Develop 4 Skills of students
Chumchonbankudmuang school

By
Miss Saranya Tangnaree

Task: Develop speaking materials
Students : Chumchonbankudmuang school grade 5
Time : 60 minutes
Topic : Free time activities
Objective : 1. Students can talk about their free time activities.

2. Students can speak to communicate from information.
3. Students can speak to give information as required
4. Students can communicate according to the correct grammatical
structure. Present Continuous Tense.
5. Students can speak correctly and fluently about the topic Free
time activities.
6. Students can to recognize their speak defects and be able to
correct them.
7. Students can improve their speaking skills through teacher feedback.

1: Focus learners’ attention on speaking

Objective : Students can talk about their free time activities.
T : Teacher greets students along with asking the question. What activities do
students do in their free time?
S : Students answer teacher questions.
T: After that, the teacher tells the students that Today we will learn the topic
hobbies. Along with telling students that we study this topic in order to practice
oral communication that tells about the activities in their free time and also knows
about the activities that friends do in their spare time.
T : Teacher teaches vocabulary about what Free time activities are and trains
students to remember the words in each activity as shown in the pictures.

S : Students memorize the words and pronunciation of words in each activity as
they read.
T : The teacher asked the students to write down the words the teacher taught in
their notebooks. to prepare for the next step of activities.
Aspects : Learners
Students can answer questions based on what the teacher asks about the free time
activities . In order to check the knowledge of the content that teachers teach today
2: Provide input/ guide planning

Objective : Students can speak to communicate information .

Information Gap

T : The teacher explains the steps in doing the activity along with the students to
observe. The sentence pattern given in the worksheet says What is the structure
tents ?

S : Students answer , Present Continuous Tense.

T : The teacher explains the structure of Present Continuous Tense.

T : And then the teacher matches the students at random. After getting a pair, have
students divide the duties of who will be A and who will be B.

T : Teacher distributes worksheets to student A and student B. And Review the
target language used in conversations.

T : The teacher gives a signal, the students can walk and talk to get all the missing
information.

Aspects : Learning

Students learn the structure of Present Continuous Tense and from making
worksheets that the teacher gives.

3: Conduct the speaking task

Objective : Students can speak to give information as required.
T : The teacher has the students A and B alternate worksheets in the room.
T : The teacher made the students match. to come out and talk, discuss, ask, and
answer on the worksheet that he had previously switched with his friends
S : Students come out to speak, discuss, ask and answer in front of the class
according to their chosen partner.
Aspects : Activities
It is an activity that allows students to practice speaking, discussing, asking and
answering questions and answers on the topic Free time activities.

4: Focus on language skill or strategy

Objective : Students can communicate according to the correct grammatical
structure. Present Continuous Tense.
T : The teacher had students watch a video from youtube in which a native speaker
talks about Free time activities.
T : The teacher asked the students to check that using the structure Present
Continuous Tense of the video clip. that native speakers have used Are you
speaking correctly according to the structure Present Continuous Tense that the
teacher has taught?
T : The teacher had the students practice pronouncing the speech correctly from
the video clips the students watched.

S : Students practice pronunciation and remember grammatically correct speech
structures.
T : In the students practice teacher listened to the students' speech and
pronunciation whether they were correct or not. along with correcting guidelines
for students.
Aspects : Language
Students practice correct speaking and pronunciation and following the correct
grammatical structure. / Present Continuous Tense
5: Repeat speaking task

Objective : Students can speak correctly and fluently about the topic free time
activities.
T : The teacher asks the students to talk on the topic by defining the topic free time
activities. Before the speaking activity, the teacher has the students sketch their own
words before the activity.
T : The teacher informs students of the speaking scoring criteria before doing the
activity.

Assessment issues Scoring Criteria

4 3 21

Pronunciation and Pronounce words pronounce words Pronouncing most Pronouncing

accent and can sentence and can sentence of the words and wrong

Follow main follow exit sentences words/sentences

Pronunciation principle sound correctly, lack of unable to

accent heavy in heavy emphasis on accentuation. communicate

words/sentence like word/sentence

complete mostly

Fluency Speak continuously Some stuttering, speaking in words, Can say some

without but still able to stopping at words but can't

interruption, speak communicate. intervals, making convey the

clearly, make communication meaning

communication unclear

can continue

Grammar Speak correctly Speak some Speak cross-word Frequent

according to the mistakes in the grammar grammatical

grammatical grammatical errors sentence

structure structure

Details Speak clearly and Speak in detail Speaks in details Speaks in detail

accurately on the according to the that are not on that doesn't

given topic. given topic, but it is the given topic match the topic,

not clear. but cannot speak but is enough to

completely explain.

T : The teacher asks the students to come out and speak in front of the class
according to the topic the teacher has set. and according to the speech patterns
that the students have previously outlined.

S : Students come out to speak in front of the class according to the topic of work
that they have outlined according to the topic given by the teacher.

Aspects : Language
Students practice correct speaking and pronunciation and following the correct
grammatical structure. / Present Continuous Tense
Aspects : Activities
It is an activity that allows students to practice speaking, on the topic Free time
activities
6: Direct learners’ reflection on learning

Objective : Students can to recognize their speak defects and be able to correct
them.
After the activity, the teacher asks the students to make notes on the speaking draft
in step 5. The students write down the strengths, weaknesses, and things they would
like to improve in their speaking skills during the activity.
Aspects : Materials
This activity relates to the nature of the activity/category in terms of activities
intended for students to make realistic assessments. to know the strengths Or
improve and develop yourself in speaking skills better.

7: Facilitate feedback on learning

Objective : Students can improve their speaking skills through teacher feedback.
T : The teacher directs the students' self-assessment in the speaking activity. Let's
review and make suggestions for improving speaking skills for individual students.
S : Students take suggestions from teachers to develop and modify them to be
more active in listening activities in the next work.
Aspects : Materials
This activity relates to the nature of the activity/category in terms of activities
intended for students to make realistic assessments. to know the strengths Or
improve and develop yourself in speaking skills better.

Task: Develop writing materials
Students : : Chumchonbankudmuang school grade 4
Time : 120 minutes
Topic : Applying for jobs
Objective : 1. Students can to define topics and details of to write.

2. Students can write the writing style in the form of a mind map and
components of writing resume.

3. Students can write fill in the information provided accurately and
completely.

4. Students can write Resume correctly.
5. Students can review and edit other people's writings for accuracy
and completeness.

Teaching procedures focusing on Process
1. Selection of topic
Objective: Students can to define topics and details of to write.

- The teacher greets the students and, along with that, tells them the
purpose of studying in the unit.

- Students greet the teacher and listen to the purpose of studying in this
unit.

- The teacher asked the students After the students graduated, What career
would you like to be in the future?

- Students answer questions.
Ex :
I want to be a secretary.
I want to be a seller

After that, the teacher told the students that today we will learn to write a
resume

- Teachers explain the Resume is a resume. that summarizes the content of
your resume educational record Resumes must be enclosed in one full page.
Resumes will be written with emphasis. Show your strengths come out as much
as possible and must be a distinctive feature that matches the position applied.
Contextualization
- The teacher shows Contextualization the students and have students work
together to answer each question. The teacher used questions for each topic for
the students to follow.

Aspects : Learning
Students learn to define the writing process. by following the given topic to

make it easier to write and convey meaning to the reader Follow by
Contextualization.

2. Prewriting
Objective: Students can write the writing style in the form of a mind map and
components of writing resume.

- The teacher divided the students into groups of 5 students each using a
method for the students to brainstorm ideas for the worksheet.

- Along with having students send a representative of the group to explain
the worksheet.

*** At this stage, students will learn what are the components of writing resume.
students can explain.

- The teacher summarizes and explains that the components of writing
resume What must be included?

- Students come out to explain worksheets.

Aspects : Activities
Students practice writing through brainstorming activities. To help students

have more scope for writing.

3. Composing
Objective: Students can write fill in the information provided accurately and
completely.

- The teacher shows the prototype of writing a resume to the students.
and have students do the information gap exercises

\

- Students study a prototype, writing a resume from a teacher.
- Students doing exercises.
Aspects: Learning
Students practice writing Resume According to the information that the
teacher gave in the worksheet to learn the components of Resume that there
should be any information in writing.

4. Respond to draft
Objective: Students can write Resume correctly.

- After the students have completed their 3rd assignment, the teacher asks
the students to write and design their own resumes.

- Students write and design their own resumes.

Aspects : Language
Students write Resume correctly according to the language that the teacher has
set, which is formal writing. The selection of words that are written correctly and
completely in accordance with the language structure.

5. Revising
Objective: Students can review and edit other people's writings for accuracy and
completeness.

- Teachers have students pair up to assess their friend's resume.
- Students match and evaluate their peers' writings. and exchange ideas in
to writing with each other.
Aspects: -

6. Respond to revision
Objective:

- Teachers have students correct their writings after teachers and peers
have reviewed the writings.
Aspects: Language

Students can write and correct according to the structure of the language
provided.

7. Proofreading and editing
- Students revise the writings suggested by friends and teachers in their own

work to be as accurate and complete as possible.
Aspects: -

8. Evaluation

-Teachers check students' resumes based on Scoring Rubric for writing.

Assessment : (Writing skill)

Assessment Scoring Criteria

4 3 21

Use of language Spelling Spelling Spelling a lot . very

Vocabulary is slightly wrong of words, but misspelled

correct words When when guessing words

word choice guessing the the meaning, write no

match the meaning, write the sentence is sentence

content the sentence very wrong. That's right,

the sentence is wrongly. mark no

correct grammar no punctuation

have a mark a little punctuation marks.

paragraph mark complete or

correct. Slightly wrong not

punctuation. correct

Content Have details The content is Have details Have details

straight content very detailed, of content of content

with the manner but not little. very little.

very determined comprehensive.

the most. All.

Aspects: Materials

This activity is a writing assessment based on a teacher-defined criteria for

grading and systematic assessment of writing.

9.Publishing
- The teacher selects a few examples of the best student work to illustrate

a good and accurate resume with a summary. Techniques for writing resumes for
students to listen to again

- Students submit resumes to teachers for scoring and memorizing writing
techniques to further improve their work.
Aspects : Materials

This activity will help students to learn how to write correctly from the
writings of others, to be accurate and complete, and to develop their own writing.

10. Follow-up tasks
- The teacher retains the student's writing and advises the student's writing

again.
Aspects: -

Material :
1. Powwerpoint presention on the topic Resume writing.

2. Video clip from Youtube :

3. Sample resume :

Task: Develop listening materials

Students : Chumchonbankudmuang school grade 4
Time : 60 minutes
Topic : Clothes
Objective : 1. Students know and understand the meaning of the Clothes.

2. Students are able to listen and choose information that matches
what they hear.

3. Students can answer questions based on what they have hear.
4. Students can choose the meaning from what they hear correctly.
5. Students are able to assess and understand the meaning of what is
hear.
6. Students can assess their listening skills.

1. Pre-listening

Objective: Students know and understand the meaning of the Clothes.
T : Teacher plays music from youtube. What are you wearing ? The teacher

had the students perform the chords for the song.
S : Students make gestures to accompany the song and match the

vocabulary they hear from the song.
For example, in the song Children ,what are you wearing ? I am wearing socks. The
students grabbed their socks.

T: The teacher asked the students to listen to the words of clothes in each
picture.

S : Students listen to the words of clothes and memorize each picture.
Aspects : Learners
Students can make gestures to match the words in the song. Teachers can check
students' backgrounds during the activity. Whether or not the learners are able to
clothes according to the music they listen to.
Aspects : Learning
Students learn vocabulary and the meaning of words clothes from what they can
hear.

2. Listening for specific information

Objective : Students are able to listen and choose information that
matches what they hear.

T: The teacher open audio the information in each item to the students
and asks the students to choose A-H to fill in the corresponding information.

S : Students listen to information from audio and match them with the
correct information and what the students hear.

Aspects : Learning

Students are able to listen and choose information that matches what they hear
correctly. Learners learn from what they hear and understand the meaning of
sentences and the information provided and choose to identify them correctly.

3: Listening for gist

Objective: Students can answer questions based on what they have hear.
T : The teacher open audio the story of Jane. Let students listen.
S : students listen intently.
T : After that, the teacher asked the students to answer the question, yes

or no. from the stories hear.
S : Students answer yes or no questions correctly and in accordance with

what they have hear.

T : The teacher further explained the use of structure have / has In the
sentence of the question asked by the students to answer.

S : Students learn how to use of structure have / has.

Has - used with He/She/it = singular subjects.
Have - use with I/You/We/They = plural subjects
Ex = He has big eyes.

Aspects : Language
Students listen to stories from native speakers, comprehend long and narrative
sentences, and learn linguistic and grammatical structures through listening and
further explanations from the teacher.

4. Inferencing

Objective: Students can choose the meaning from what they hear correctly.
Involves the listening/pronunciation of similar words. Rt / I / Sh / H

T : The teacher open audio the vocabulary in the picture to the students
2 time (from a native speaker). The activity is for the students to choose the pictures
that match the vocabulary students hear.

S : Students choose pictures to match the words they hear correctly.
*** This activity trains listening skills and distinguishing words with similar
pronunciations. But have different meanings The students must distinguish the
sounds of the words they hear correctly and their meanings. By listening to the
native speaker's voice, it becomes more difficult.

Aspects : Social context
Students learn by listening to the pronunciation of a native speaker with the correct
and clear pronunciation of each word.
5: Listening and making evaluations

672565173.311064.mp4

672565173.311064.mp4

Objective: Students are able to assess and understand the meaning of what is hear.

T : The teacher distributed the worksheets for activities 1 and 2 to the
students and let the students listen carefully to the story from the video clip. along
with explaining the steps that

1. Teacher will open a video clip for students to listen to.

2. Teachers will not translate into Thai language. during listening At the
end there will be a detailed description of the activities in the video clip.

3. During listening, the teacher will not stop the video clip while listening
must listen continuously.

4. When finished listening, proceed to worksheets of activities 1 and 2 as
heard in the video clip.

S : The students did the activities as instructed by the teacher.

Aspects : Activities

This listening practice activity students can apply and practice on speaking skills to
use in real life when shopping for clothes.

6. Appreciation
Evaluate yourself listening skills

Explanation : Have students evaluate their listening comprehension of the activities in
this class.
By assessing as follows:

1. Understanding

Your feeling : ..................................................... feedback : ..................................................
2. Comprehension

Your feeling : ..................................................... feedback : ..................................................
3. Knowing the meaning vocabulary

Your feeling : ..................................................... feedback : ..................................................
4. How difficult is the listening activity?

Your feeling : ..................................................... feedback : ..................................................

***The teacher added the voice audio according to the feeling of the picture in
the worksheet to practice listening.

Objective: Students can assess their listening skills.

T : Teacher gives Evaluate yourself listening skills have students have
students assess their listening skills from all listening activities during this class.

S : Students take a realistic assessment.

T : Teachers collect assessment results and store data in order to
improve or supplement instruction in the next hour.

Aspects : Materials

This activity relates to the nature of the activity/category in terms of activities
intended for students to make realistic assessments. to know the strengths Or
improve and develop yourself in listening skills better.

Task: Develop reading materials
Students : Chumchonbankudmuang school grade 4
Time : 60 minutes
Topic : Animals
Objective : 1. Students can read and understand the meanings of animal .

2. Students can read vocabulary and identify synonyms of animals
and their babies.

3. Students can read according to Comprehension strategies
4. Students can read vocabulary animal fluently.
1: Activation of background knowledge

Objective: Students can know and understand the meanings of animal .
T : The teacher had the students look at the pictures the teacher showed them.
Then ask the students What can see animals in the pictures?
S : Students answer questions
Aspects : Learners

The students can answer the questions the teacher asks and the teacher knows
how much they know and memorize animal words.
2: Vocabulary instruction

Objective: Students can read vocabulary and identify synonyms of animals and
their babies.
T : The teacher shows the pictures to the students and trains the students to read
each word in the picture. with an explanation synonyms of animals and their
babies.
S : Students practice reading until they are fluent in the vocabulary in the
pictures.
T : The teacher rechecks the students' understanding. The teacher shows a picture
of the animal and asks the students to answer.

Aspects : Learning

The students can read vocabulary and identify synonyms of animals and their
babies. and can read words and memorize their meanings correctly.
3: Explicit strategy instruction

Objective: Students can read according to Comprehension strategies.
The teacher prepares according to this step.
Prepare

- Making predictions about the text
The teacher had the students look at the pictures while having the
students read the text provided by the teacher for a rough idea of what the topic
might be.
- Exploring what you already know

After the students have read it, the teacher asks the students the question:
What are the words in the passage they are reading and what words are students
familiar with and know their meanings?

- Asking questions about the text
The teacher writes the questions to the students and asks the students to
answer them in their notebooks as follows:
1. From the story that the students read, how many words do they come across
about animals?
2. Where did the events from the story take place?

Read
The teacher teaches how to read for comprehension as follows:
- Marking the text
The teacher tells the students to circle the words with a red pen on the

words they don't know the meaning. to find the meaning of words.
- Reading more than once
Teachers have students notice the repeating words so that they can learn

words from repetitions and encounters in the text to practice reading and
understand the text quickly.

- Using connectors (Nouns)
The teacher has the students circle the nouns and connecting words with a
blue pen. To practice learning different types of words from the story that the
teacher reads.
- Using signal words to predict ideas.
Finally, the teacher asks students to write a summary of what they have
read in their notebooks. And have students come out and read a brief summary
of their own story for the class to compare with their peers' other work. whether
from the story that each person has read the summary is similar or not

And finally, the teacher summarizes the main idea from the story to the students
again.
Remember

- Using pictures
The teacher divides the students into 4 groups to play the game. The
teacher brings together pictures of animals and words, and has each group play
the game. Match the pictures of animals to the correct words. With 5 minutes,
which group matched the pictures and words? And the most accurate reading is
the group that wins.
Finally, after group activities the teacher gave the story England's national animal
to let students know To enhance various knowledge for students to know the
culture of the country of the language students are studying.

England national animal
The Barbary lion is a national animal of England. In the Middle Ages, the lions kept
in the menagerie at the Tower of London were Barbary lions. English medieval
warrior rulers with a reputation for bravery attracted the nickname "the Lion": the
most famous example is Richard I of England, known as Richard the Lionheart.
Lions are frequently depicted in English heraldry, either as a device on shields
themselves, or as supporters. They also appear in sculpture, and sites of national
importance. The lion is used as a symbol of English sporting teams, such as the
England national cricket team.

Aspects : Language
Students learn and be able to distinguish the parts of speech, namely nouns and
conjunctions, from what they have read. By looking at the placement of words in
various sentences in the story by allowing students to practice reading
comprehension as well.
Aspects : Activities
The students did group activities to practice reading. Matching pictures and words
correctly and practice fluency in reading vocabulary through group activities
Aspects : Social context
Students read to increase their knowledge. About the England national animal In
order to learn the national symbols of Countries where you are learning the
language.

4: Building reading fluency

Cow Bear Bird Chicken

Donkey Duck Elephant Fish

Giraffe Monkey lion Penguin

Objective: Students can read vocabulary animal and fluently.

The teacher had the students come out with the words that the teacher

had made. and have each student Come out and read in 1 minute.

Teachers take notes of reading results to assess students' reading performance.

Aspects : Materials

This activity relates to the nature of the activity/category in terms of the activities

intended to be realistically assessed. to know the strengths and to enhance or

improve and let students know the direction of self-improvement in reading skills

better The teacher will help and analyze the results to find ways to practice with

each student individually.