Lesson PlanCourse: Fundamental English Course Code: (E 21102)Topic: Weather and Clothing Grade: Grade 7Time: 50 minutes Semester 2Academic Year 2025 Teacher: Miss Jiratchaya WichairamDesires Goals/ Result 1. Core concept Students will learn vocabulary and sentence structures used to ask for and give information about the surrounding environment, weather conditions, clothing, and how to choose appropriate clothes for different weather conditions and situations.2. Learning standard Standard T 1.2 Demonstrates effective English communication skills in exchanging information and expressing feelings and opinions.3 Indicator T 1.2 M 1/1 Speak and write to describe themselves, daily routines, experiences, and their immediate surroundings.4. Learning objectives Knowledge (K) Students can identify clothing suitable for different weather conditions correctly. Students will be able to use the sentence structures weather and clothingcorrectly.
Process (P) Students will be able to describe clothing according to the weather correctly.Attribute (A) Students show effective teamwork and cooperation skills.Learners Key Competencies Communication Capacity Thinking Capacity Problem-Solving Capacity for Teamwork Skills Capacity for Technological ApplicationDesired Characteristics Love of nation, religion, and the monarchy Honesty and integrity Self -discipline Avidity for learning Applying principles of Sufficiency Economy Philosophy in one’s way of life Dedication and commitment to work Public-mindedness Cherishing Thai nationalism5. Expected characteristic Students are focused on their activities and submit their work on time.6. Function Asking for Information about weather and clothing7. Content areas/ Learning strands 7.1 Vocabulary No. Vocabulary Part of Speech Meaning 1. sunny adj. แดดจัด 2. rainy adj. มีฝนตก
3. cold adj. หนาว 4. T-shirt n. เสื้อยืด 5. shorts n. กางเกงขายาว 6. raincoat n. เสื้อกันฝน 7. rainboots n. รองเท้าบูทยาง 8. scarf n. ผ้าพันคอ 9. sweater n. เสื้อสเวตเตอร์ 10. hat n. หมวก7.2 Sentence Structure Justine: What do you wear when it’s………………?Taylor: I wear…………………………. 8. Learning Activities/Procedures Stage Time Interaction Procedure 1 Warm up 3 mins T-Ss 1.1 Teacher greets the students, “Good morning/ afternoon everyone.” “How are you today?”1.2 The teacher introduces the students will play a game called “Mime and Guess.”The teacher uses gestures and body movements to mime different types of weather conditions and clothing,
using actions such as shivering while wearing a scarf, or wiping sweat while wearing sunglassesThe students compete to guess what the teacher is acting out by answering the following questions:T: “From my acting do you think, What’s the weather like?”S: It’s……………….2. Presentation 6 minsT-Ss2.1 Teacher present vocabulary about weather and clothing by showing pictures in the screen and modeling the correct pronunciation.2.2 Teacher presents the sentence structure,Justine: What do you wear when it’s ………………?Taylor: I wear………………………. 3. Practice 10 mins T-Ss 3.1 Activity 1: “Clothing for the Weather.” The teacher distributes one worksheet to each student. The worksheet asks students to classify clothing according to different types of weather.
3.2 Activity 2: Rearrange the sentence structure The teacher puts students into 3 groups of 4. Then theteacher gives each group sentence cards related to the weather and clothing and asks them to put the sentences in the correct order. Students work together to rearrange the sentences. After finishing the activity, the teacher asks students to check the answers as follows: Group 1 checks the answers of Group 2, Group 2 checks the answers of Group 3, and Group 3 checks the answers of Group 1.Teacher check student’s by using ICQTeacher: Do you work with your partner or group.Teacher: How much time do you have?4. Production 8 mins Ss 4.1 Activity 3: The teacher has students work in groups as before. There are three groups in the class. Each group sends a representative to the front of the class to randomly pick a weather topic: rainy, sunny, or cold.
Then, students brainstorm together within their group. Each student chooses one item of clothing or one accessory suitable for their weather topic. After that, the teacher asks each group to present their clothing to the class. Students present by using the sentence pattern “I wear …” followed by their chosen item of clothing or accessory.5. Wrap up 3 minsT-Ss 5. The teacher and students review the lesson on Weather and Clothing together. The teacher asks each student to give one vocabulary word they learned in the lesson to review and reinforce their understanding of the vocabulary. For example, the teacher asks,Teacher: “What vocabulary did we learn today? Tell me one word.”Students respond with words such as Student 1: sweaterStudent 2: hatStudent 3: rainyStudent 4: sunny“……………”
After that, the teacher gives students to review the question and answer of weather and clothing sentence.Teacher: What sentence did we learn today?Student: What do you when it’s……………..?Student: I wear………………………………Teacher: Everyone, great job!9. Materials- Canva materials about weather and clothing vocabulary- Canva materials about sentence structure - Worksheet 1: Clothing for the weather- Flashcards vocabulary weather and clothing vocabulary and sentence structure9. EvaluationLearning OutcomesHow to evaluateEvaluations toolsEvaluation criteriaAssessment criteriaKnowledge (K)Students can identify clothing suitable for different weather conditions correctly.Check the correct answeron worksheet 1Clothing for the Weather.Answer key Students answer correct vocabulary with pictures will receive 1-point, Incorrect answer receive 0-pointA score of 4-7Points are considered passing
Knowledge (K)Students will be able to use the sentence structuresweather and clothingcorrectly. Activity 2Rearrange the sentence structureScore on thebordStudents rearrange the sentence structure correct will receive 1-point, Incorrect answer receive 0-pointA score of 3-6Points are considered passingProcess(P)Students will be able to describe clothing according to the weather correctly.Observation Rubric score of students speaking Assessment Score Level 10 -12 Excellent7-9 Good4-6 Fair1-3. NeedsImprovementA quail to level of 3 or higher is considered passing.Attribute (A)Students are responsible for completing their tasks.Observation Rubric scoreFor classroomobservationScore Level 3 Excellent 2 Good1 Needs Improvement A quality level of 2 or higher is considered passing
Assessment of worksheet 1: Clothing for the Weather. (Knowledge)No. Name Total Score 7 Evaluation Pass Fail12.3.4.5.6.7.8.9.10.11. Evaluation criteria- Correct answers receive 1 point- Incorrect answers receive 0 point Assessment criteria - A score of 4-7 points considered passing
Assessment of worksheet 2: Rearrange the sentence structure (Knowledge)No. Name Total Score 6 Evaluation Pass Fail12.3.4.5.6.7.8.9.10.11. Evaluation criteria- Correct answers receive 1 point- Incorrect answers receive 0 point Assessment criteria - A score of 3-6 points considered passing
Assessment of speaking: Activity 3 (Process) No. Name Assessment Items TotalScore 12 Pass Fail Accuracy Fluency Tone of voice4 3 2 1 4 3 2 1 4 3 2 11.2.3.4.5.6.7.8.9.10.11.
Rubric: Speaking (Process) Evaluation Criteria Quality Description(4) Excellent (3) Good (2) Fair (1) Needs ImprovementAccuracy Uses correct pronunciation, vocabulary, and sentence structures with accurate word and sentence stress.Pronounces vocabulary and sentences mostly correctly according to pronunciation rules, with generally appropriate word and sentence stress.Pronounces vocabulary and sentences incorrectly, with little or no word and sentence stress.Pronounces words and sentences incorrectly, with pronunciation errors that make communication difficult.Fluency Speaks fluently and clearly, without hesitation, making communication effective.Speaks with some hesitation or pauses, but is still able to communicate.Speaks word by word with frequent pauses, making communication unclear.Can only speak a few words, making it impossible to convey meaning.Tone of voiceUses tone of voice appropriate to express. Emotion.Generally, use appropriate tone, with minorinconsistencies in expressing emotion or emphasis.Tone is inconsistent or flat, occasionally affecting understanding.Tone is inappropriate or flat, making communication difficult to follow.
Assessment criteria Range of scores Level of Quality 10-12 Excellent 7-9 Good 4-6 Fair 1-3 Needs ImprovementAssessment of Observation Attribute: (A)No. NameObservation ChecklistTotalScore3Pass Fail3 2 11.2.3.4.5.6.7.8.9.10.11.
Rubric: Observation (Attribute)Behavioral Indicators Quality DescriptionStudents show effective teamwork and cooperation skills.(3) Excellent (2) Good (1) Needs ImprovementStudents work very well with others, share responsibilities clearly, listen to others’ ideas, cooperate actively, and take full responsibility for their tasks.Students participate in group work but show limited cooperation or responsibility and often need encouragement or guidance.Students show little cooperation, do not take responsibility for their tasks, or disrupt group work.Assessment criteria scores Level of Quality 3 Excellent 2 Good 1 Needs Improvement
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