ວິ​ທີ​ສອນ​ອັງ​ກິດ1

ເອກະສານປະກອບການສອນ ວຊິ າ: ວທິ ສີ ອນ ພາສາອງັ ກດິ 1 ຮຽບຮຽງໂດຍ: ປທ ແສງອາພອນ ກງົ ພະວງົ ສກົ ຮຽນ 2018-2019

Preface Education is really essential to human resource development. According to the curriculum of Luangnamtha Teacher Training College, the textbook compilation has to be created belong to the course outline for using in teaching-learning Methodology in English of Primary Teacher Education. To reach the goal of that curriculum, the writer attempts to collect the contents of lesson that mix and match to the learners’ levels, for helping them to achieve goal. It means learners are able understand how to use English Methods basically. This textbook consists of 6 units. It can be used for teaching student of 12+4 system semester II in year 3. To combine the textbook, the writer had spent a semester to classify the appropriate information, to make the textbook completely. However, more or less, it may miss some essential points in this textbook. Therefore, I also hope that the users and readers will have a good cooperation by inform me for editing better in the future. Last but not least, as a writer I feel grateful to get the useful comments and recommendation to develop my writing in the future. i

Content pages Contents 1 1 Unit 1:Using Blackboard and classroom management 2 1. Using the blackboard 3 1.1. Organizing the blackboard 3 1.2. Dividing Blackboard into sections for an effective use 4 2. Classroom management 5 2.1. Control in the classroom 2.2. Using gestures 6 7 Revision 8 9 Unit 2:Teaching handwriting 1. How to write English letters 10 2. Writing sentence, shape and position of the letters 10 3. Practice writing sentences 11 12 Revision 14 Unit 3: Presenting new language 1. The new languages 15 2. Eliciting 15 3. Drilling 16 4. Technique of Showing the semantic 18 18 Revision 19 19 Unit 4:Teaching speaking and listening 20 I. Teaching speaking 21 1. Practice using drilling 22 2. Other control activity 22 3. Freer activity 23 4. Revision II. Teaching listening 25 1. Basic principles for listening 25 2. The stages of a listening lesson Putting all the stages together 38 Unit 5:Creating and Using teaching aids 1. Introduction 2. Set of pictures/flashcards 3. Creating materials Unit6: Planning a lesson 1. Stages of a lesson plan Activity 1: Stages of a lesson plan Activity 1: lesson plan preparation Activity 2: setting aims of a lesson ii

Lesson 1 Using blackboard and classroom management ກາຌຌາເຆກໄ ະຈາຌ ຾ລະ ກາຌ຃ວຍ຃ຓຸ ຫຬໄ ຄ ຽວລາ 3 ຆວໃ ຺ ຿ຓຄ Objective ຅ຈຸ ຎະສຄ຺ : students will be able to ເຫຌໄ ກັ ອຼຌສາຓາຈ  Use the blackboard (bb) correctly and effectively ຌາເຆກໄ ະຈາຌເຫໄ ຊກື ຉຬໄ ຄ ຾ລະ ຓຎີ ະສິຈ຋ິຑາຍ  Understand the techniques of classroom management to involve students in teaching-learning ຽຂ຺າໄ ເ຅ ຾ລະ ຓສີ ວໃ ຌອວໃ ຓກາຌອຼຌກາຌ ສຬຌຫົາງຂຌືໄ 1. Using Blackboard ກາຌຌາເຆກໄ ະຈາຌ 1.1. Organizing the blackboard ກາຌ຅ຈັ ລຼຄຂຓໄ ຌູ ດກໃູ ະຈາຌ  Why does a teacher use the blackboard? ຽຎັຌຫງຄັ ຃຅ູ ໃຄິ ຌາເຆກໄ ະຈາຌ? Activity 1 (ກຈິ ຅ະກາ1) Look at the blackboard 1 and answer the question. This is a blackboard that a teacher uses for writing cardinal number lesson. ຅ຄໃ ຺ ສຄັ ຽກຈຽຍໃ ຄິ ກະຈາຌ 1 ຾ລວໄ ຉຬຍ຃າຊາຌ຃ີໄ ກື ະຈາຌ຋ໃ ີ ຬາ຅າຌຌາເຆເໄ ຌກາຌສຬຌຌຍັ ຽລກ຅າຌວຌ Blackboard 1 (ກະຈາຌ຋ີ1) Question ຃າຊາຓ 1. Is the blackboard used correctly? Why/why not? ກາຌຌາເຆກໄ ະຈາຌຊກື ຉຬໄ ຄ຾ລວໄ ຍ? ງຬໄ ຌຫງັ ຄ? Activity 2 (ກຈິ ຅ະກາ 2) 1

Order the information in bb 1 to rewrite clearly in bb 2 ຅ຄໃ ຺ ຅ຈັ ລຼຄຂຓໄ ຌູ ເຌກະຈາຌ຋ີ 1 ຃ືຌ ເສໃ ກະຈາຌ຋ີ 2ເຫຊໄ ກື ຉຬໄ ຄ Blackboard 2 (ກະຈາຌ຋ີ 2) 1.2. Dividing blackboard in to sections for an effective information used ກາຌ຅ຈັ ຾ຍຄໃ ກະຈາຌຽຑໃ ືຬຌາສະຽໜີຂຓໄ ຌູ ເຫຊໄ ກື ຉຬໄ ຄ Activity 1 (ກຈິ ຅ກາ 1) Look at the sections of bb 3, and then answer questions. This is a bb that a teacher is using for presenting English letters. ຅ຄໃ ຺ ສຄັ ຽກຈຽຍໃ ິຄຉວ຺ ດາໃ ຄກາຌ຾ຍຄໃ ກະຈາຌລຓຸໃ ຌີໄ ຾ລວໄ ຉຬຍ຃າຊາຓ, ຌ຃ໄີ ກື ະຈາຌ຋ໃ ີ຃ກູ າລຄັ ຌາເຆສໄ ະຽໜີກາຌຂຼຌຉວ຺ ຬກັ ສຬຌຑາສາຬຄັ ກ.ິ Blackboard 3 (ກະຈາຌ຋ີ 3) A D E F A1 2 B C 3 1b2cd efab Questions (຃າຊາຓ) 1. Does the blackboard divide correctly? ກາຌ຅ຈັ ຾ຍຄໃ ກະຈາຌຊກື ຉຬໄ ຄ຾ລວໄ ຍ? 2. What should a teacher do to present how to write the letters to students correctly and understand easily by using the blackboard? ຃຅ູ ະຽອຈັ ຾ຌວເຈຽຑໃ ືຬເຫກໄ າຌຬະ຋ິຍາງກາຌຂຼຌ ຍຈ຺ ອຼຌເສກໃ ະຈາຌເຫຊໄ ກື ຉຬໄ ຄ ຾ລະ ຌກັ ອຼຌຽຂ຺າໄ ເ຅ຄາໃ ງ? Activity 2 (ກຈິ ຅ະກາ 2) Look at the above used blackboard and then practice writing the letters on the blackboard 4 ຅ຄໃ ຺ ສຄັ ຽກຈຽຍໃ ຄິ ກາຌຌາເຆກໄ ະຈາຌຂາໄ ຄຽ຋ິຄຌໄີ ຾ລວໄ ຽຐິກກາຌຂຼຌຉວ຺ ຬກັ ສຬຌເສໃ ກະຈາຌເຫຊໄ ກື ຉຬໄ ຄ. 2

-G H I J K L ; g h I j k l Blackboard 4 (ກະຈາຌ4) ກະຈາຌ ກະຈາຌ Checklist (ສໃ ຄ຋ໃ ຃ວຌຽຬາ຺ ເ຅ເສໃ ) Pay attention to the following sentences, these are what a teacher has to memorize when using the bb. ຅ຄໃ ຺ ຽຬ຺າເ຅ເສສໃ ຄັ ຽກຈຽຍໃ ຄິ ຎະ຿ຫງກຉາໃ ຄໂຉໃ ແຎຌຂີໄ ຓໄ ຌູ ຽຫໃ ຺ົາ຃ສື ໃ ຄິ ຃ວຌ຅ເື ຌຽວລາຌາເຆໄ ກະຈາຌ.  Don’t hide the blackboard, stand to the side and look at the students. ຍໃ ດືຌຍຄັ ກະຈາຌ, ດືຌດຂູໃ າໄ ຄກະຈາຌ ຾ລະ ຾ຌຓຽຍໃ ຄິ ຌກັ ອຼຌ  Talk as you write to involve the class by asking them to give you the words. ຽວ຺ໄາເຌຂະຌະ຋ໃ ີຂຼຌຽຑໃ ືຬຽຎັຌກາຌ຃ວຍ຃ຓຸ ຫຬໄ ຄ ຾ລະ ສາຓາຈຍຬກຌກັ ອຼຌສະກຈ຺ ຃າ/ຎະ ຿ຫງກຆວໃ ງ  Write large and clearly enough for the students at the back of the class to see. ຉຬໄ ຄຂຼຌ ຉວ຺ ໜຄັ ສເື ຫເໄ ຫງ,ໃ ຅ະ຾຅ຄໄ ຽຑໃ ືຬຌກັ ອຼຌດ຋ູໃ າຄຫົຄັ ຫຬໄ ຄຽຍໃ ິຄຽຫັຌສະຈວກ  Write in a straight line. ຂຼຌຽຎັຌ຾ຊວຆໃ .ື  Use sections of the blackboard, don’t use the whole blackboard for one sentence. ຌາເຆຑໄ າກສວໃ ຌເຈໜໃ ຶຄຂຬຄກະຈາຌຽຑໃ ືຬຂຼຌຂຓໄ ຌູ ຍໃ ຃ວຌຂຼຌກາງແຎຫາຑາກສວໃ ຌຬໃ ຌື . 2. Classroom management ກາຌ຃ວຍ຃ຓຸ ຫຬໄ ຄ 2.1. Control in the classroom ກາຌ຃ວຍ຃ຓຸ ຫຬໄ ຄຽວລາ຅ຈັ ກາຌອຼຌ-ກາຌສຬຌ Activity 1 (ກຈິ ຅ະກາ 1) Read the techniques of classroom management that a teacher might implement, and then considerate which appropriate or inappropriate. Finally, choose the best answers. ຅ຄໃ ຺ ຬາໃ ຌຽຍໃ ິຄວ຋ິ ີກາຌ຃ວຍ຃ຓຸໄ ຫຬໄ ຄ຋ໃ ີ຃ຬູ າຈ຅ະເຆດໄ ເໃູ ຌຫຬໄ ຄອຼຌ, ຾ລວໄ ຉຈັ ສິຌເ຅ຽລືຬກຽຍໃ ຄິ ວາໃ ຂເໄ ຈຽໝາະ ສຓ຺ ຾ລະ ຍໃ ຽໝາະສຓ຺ ຅າກຌຌັໄ ເຫຽໄ ລືຬກລຄ຺ ຓາເສ຾ໃ ຉລໃ ະຫຬໄ ຄເຫຊໄ ກື ຉຬໄ ຄ. 1. Speak English all the time ຽວ຺ໄາຑາສາຬຄັ ກຈິ ຉະຫົຬຈຽວລາ 2. Looking at the whole class while speaking ຽວລາຽວ຺ໄາສຄັ ຽກຈ຋ໃວ຺ ຫຬໄ ຄ 3. Laughing at the students ຫວ຺ ຂວັ ຌຌກັ ອຼຌ 4. Doing the same activities every lesson ຽອັຈກຈິ ຅ະກາຽຈຓີ ໂເຌ຾ຉລໃ ະຍຈ຺ ອຼຌ 5. Standing by the blackboard all lesson ດເູໃ ກກໄ ະຈາຌຉະຫົຬຈຽວລາ 3

6. Being friendly to the students ຽຎັຌກຌັ ຽຬຄກຍັ ຌກັ ອຼຌ 7. Speaking clearly ຽວ຺ໄາຆຈັ ຽ຅ຌ ຅ະ຾຅ຄໄ 8. Knowing and using the students’ names ຅ໃ ື ຾ລະ ຽຬີຌໄ ຆໃ ຌື ກັ ອຼຌ 9. Speaking during the whole lesson ຽວ຺າໄ ຉະຫົຬຈເຌຽວລາສຬຌ What can help control in the class What can’t help control in the class ສໃ ຄິ ຋ໃ ີຆວໃ ງ຃ວຍ຃ຓຸ ຫຬໄ ຄ ສໃ ຄິ ຋ໃ ີຍໃ ຆວໃ ງ຃ວຍ຃ຓຸ ຫຬໄ ຄ Checklist (ສໃ ຄ຋ໃ ຃ວຌຽຬາ຺ ເ຅ເສໃ )  Be friendly-laugh with the students, not at them. ຽຎັຌກຌັ ຽຬຄ຾ຉຍໃ ໃ ເຫຫໄ ວ຺ ຂວັ ຌຌກັ ອຼຌ  Be helpful/monitor-work with students. ຆວໃ ງຽຫົືຬຌກັ ອຼຌເຌຽວລາອຼຌ  Show interest and listen to your students. ຒຄັ ຃ວາຓ຃ິຽຫັຌ຅າກຌກັ ອຼຌ  Be patient. ຓ຃ີ ວາຓຬຈ຺ ຋ຌ຺  Always organize / demonstrate - don’t just tell students what to do. ຓກີ າຌສາ຋ິຈ ກຈິ ຅ະກາຉາໃ ຄໂກຬໃ ຌເຫຌໄ ກັ ອຼຌຽອັຈ ຍໃ ຃ວຌຍຬກຌກັ ອຼຌຽອັຈຽລີງ  Give students feedback. ຃ວຌຓກີ າຌ຋ຬຈຊຬຌຍຈ຺ ອຼຌຫົຄັ ກາຌສຬຌ 2.2. Using gestures ກາຌເຆຑໄ າສາຓື Activity 1 (ກຈ຅ະກາ 1) Work in groups, look at the phrases with discussion and rehearsal by using gestures. ຅ຄໃ ຺ ຽອັຈວຼກກຓຸໃ ຾ລວໄ ສຄັ ຽກຈຽຍໃ ິຄ຃າຽວ຺ໄາລຓຸໃ ຌໄີ ຑຬໄ ຓ຋ຄັ ສຌ຺ ຋ະຌາ ຾ລະ ຽອັຈຉວ຺ ຅ຄິ ກຼໃ ວກຍັ ກາຌຌາ ເຆຑໄ າສາຓເື ຌຽວລາສຬຌ. Stand up Listen Be quiet Work in groups Sit Louder Work in pairs down 4

Activity 2 (ກຈ຅ະກາ 2) Find out the phrases of classroom languages that can present as gestures ຅ໃ ຄ຺ ຆຬກຫາ ສາຌວຌ຃າຽວາ຺ໄ ຋ໃ ເຆເໄ ຌຫຬໄ ຄອຼຌຽຆໃ ຄສາຓາຈຽອຈັ ຽຎຌັ ຑາສາຓແື ຈໄ ຾ລວໄ ຂຼຌເສໃ ຆໃ ຬຄຫວໃ າຄ (bubble) 3. Revision ກາຌ຋ວຌ຃ຌື  ຅ຄໃ ຺ ຉຬຍ຃າຊາຓລຓຸໃ ຌ:ໄີ 1. Give four reasons why we use the blackboard? ຽຎັຌຫງຄັ ຃຅ູ ໃຄິ ຌາເຆກໄ ະຈາຌ? ເຫຽໄ ຫຈຏຌ຺ ຓາ 4 ດາໃ ຄ 2. Why does a teacher divide the blackboard in sections? ຽຎັຌຫງຄັ ຃຅ູ ໃຄິ ຾ຍຄໃ ກະຈາຌເຌຽວລາ ສຬຌ? 3. Write 3 techniques that can/can’t control in the classroom. ຅ຄໃ ຺ ຂຼຌ 3 ວ຋ິ ີ ຋ີສາຓາຈ/ຍໃ ສາຓາຈເຆເໄ ຌກາຌ຃ວຍ຃ຓຸ ຫຬໄ ຄ 4. Is using gesture important? Why? ກາຌເຆຑໄ າສາຓສື າ຃ຌັ ຍໃ ? ງຬໄ ຌຫງຄັ ? 5

Lesson 2 Teaching handwriting ກາຌສຬຌຂຼຌຉວ຺ ຬກັ ສຬຌ ຽວລາ 3 ຆວໃ ຺ ຿ຓຄ Objective ຅ຈຸ ຎະສຄ຺ Students will be able toເຫຌໄ ກັ ອຼຌສາຓາຈ: • To write English letter correctly ສຬຌຌກັ ອຼຌຂຼຌຉວ຺ ຬກັ ສຬຌຈວໄ ງວ຋ິ ີ຋ໃ ີຊກື ຉຬໄ ຄ. • To put the letter correct in sentences. ສຬຌເຫຌໄ ກັ ອຼຌຂຼຌ ຾ລະ ວາຄຉວ຺ ຬກັ ສຬຌເຫຊໄ ກື ຉຬໄ ຄຉາຓ຾ຍຍເຌຎະ຿ຫງກ. 1. How to write English letter ວ຋ິ ີຂຼຌຉວ຺ ຬກັ ສຬຌ Activity 1 (ກຈິ ຅ະກາ1) ຿ຈງ຋ໃວ຺ ແຎ຾ລວໄ ກາຌຂຼຌຉວ຺ ຬກັ ສຬຌເຫຽໄ ລຓີໄ ຾ຉຽໃ ຋ິຄລຄ຺ ລຓຸໃ ຾ລະ ຾ຉຆໃ າໄ ງຫາຂວາຉາຓລາຈຍັ 6

- 1.1. ຽຐິກຂຼຌຉວ຺ ຬກັ ສຬຌ຾ຉໃ A - Z ຉາຓລາຈຍັ ຂຬຄລກູ ສຬຌລຓຸໃ ຌ:ໄີ -------------------------------------------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------- -------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------- 1.2. Using capital letters ກາຌຌາເຆຉໄ ວ຺ ຬກັ ສຬຌເຫງໃ Activity 1 (ກຈິ ຅ະກາ 1) Language notes ສໃ ຄິ ຋ໃ ີ຃ວຌ຅ໃ ື ຫົກັ ກາຌຌາເຆ:ໄ 1. ຉວ຺ ຬກັ ສຬຌເຫງໃ ເຆກໄ ຍັ ຆໃ ສື ະຽຑາະຽຆໃ ັຌ; ຆໃ ຃ື ຌ຺ , ຆໃ ຎື ະຽ຋ຈ ຾ລະ ຂຌໄຶ ຉຌ຺ໄ ຎະ຿ຫງກ ງາຓເຈກໃຉຬໄ ຄຂຼຌຽຎຌັ ຉວ຺ ຬກັ ສຬຌເຫງໃ ຉວ຺ ດາໃ ຄ: ຆໃ ຃ື ຌ຺ ; ຃າຎະສຄ຺ , ວຼຄສະເໝ ... Khampasong, Viengsamai ຆໃ ຎື ະຽ຋ຈ; ຎະຽ຋ຈລາວ, ຎະຽ຋ຈຫວຼຈຌາຓ ... Laos, Vietnam ຂຌໄຶ ຉຌ຺ໄ ຎະ຿ຫງກ; This is my friend, Nice to meet you 2. ກາຌຂຼຌຎະ຿ຫງກ຾ຓຌໃ ຂຼຌ຾ຉຆໃ າໄ ງຫາຂວາເຫຽໄ ຎັຌ຾ຊວຆໃ ,ື ງະຫວາໃ ຄ຾ຉລໃ ະ຃າ ສຍັ 3. ຉວ຺ ຬກັ ສຬຌຌຬໄ ງເຆດໄ ກຸໃ າຄ ຾ລະ ຋າໄ ງ຃າສຍັ : ຉວ຺ ດາໃ ຄ an ant, a car ຂງໄ ກ຺ ຽວັຌໄ : ຃າວາໃ ( I ) ຋ໃ ີໝາງຽຊຄີ ຍກຸ ຃ຌ຺ ງາຓເຈກໃຉຬໄ ຄຂຼຌຽຎັຌຉວ຺ ຬກັ ສຬຌເຫງໃ ສະຽໝີ 2. Writing sentence, shape and position ກາຌຂຼຌຽຎຌັ ຎະ຿ຫງກ, ອຍູ ອາໃ ຄ ຾ລະ ກາຌວາຄຉວ຺ ຬກັ ສຬຌ Activity 1 (ກຈິ ຅ະກາ 1) 7

ເຫຌໄ ກັ ອຼຌສຄັ ຽກຈ 4 ຎະ຿ຫງກຂາໄ ຄລຓູໃ ຌວໄີ າໃ ຎະ຿ຫງກເຈຊກຶ ຉຬໄ ຄ, ຎະ຿ຫງກເຈຏິຈ ງຬໄ ຌ ຫງຄັ (ຽອຈັ ວຼກຽຎັຌ຃)ູໃ . These are your jackets. Activity 2 ( ກຈິ ຅ະກາ 2) ຅ຄໃ ຺ ຅ຍັ ຃຃ູໃ າສຍັ ເສອໃ ຍູ ຾ຍຍເຫຊໄ ກຶ ຉຬໄ ຄ. cat egg pot hen dog pen pig ill ram map 1. 2 3 4 56 7 89 10 Activity 3 (ກຈິ ຅ະກາ3) ຂຼຌຎະ຿ຫງກຽຫໃ ົ຺າຌ຃ໄີ ຌື ເໝ຿ໃ ຈງເສຉວ຺ ຬກັ ສຬຌເຫງເໃ ຫຊໄ ກຶ ຉຬໄ ຄ. 1. Is that Somdy’s bicycle? ຌຌັໄ ຾ຓຌໃ ລຈ຺ ຊຍີ ສຓ຺ ຈຍີ ? 2. Where’s Pakse? ຽຓຬື ຄຎາກຽຆດເໃູ ສ? 8

3. The first month is January. -ຽຈຬື ຌ຋ີໜໃ ຶຄຂຬຄຎີ຾ຓຌໃ ຽຈຬື ຌຓຄັ ກຬຌ. 4. My name is Thong. I live in Laos ຆໃ ຂື ຬຄຂຬໄ ງ຾ຓຌໃ ຋ຬຄ ຂຬໄ ງຬາເສດລໃູ າວ. 5. Tomorrow is Thursday ຓຬໄື ໃ ຌື ຾ຓຌໃ ວຌັ ຑະຫຈັ . 6. That’s the Mekong river ຌຌັໄ ຾ຓຌໃ ຾ຓຌໃ າໄ ຂຬຄ. 3. Practicing writing sentences ຽຐກຂຼຌຎະ຿ຫງກ Activity 1 (ກຈິ ຅ະກາ 1) ¥‰¤¢¼­£­õ ¯½-¹¨¡- ¢É¾¤-ì´È÷ ­- Ã-š ¹«-É ¡õ ªÉº¤-æÈ-Ã-¯- ›´¢¼­.- 1. How are these three styles different? ອຍູ ຾ຍຍກາຌຂຼຌ຾ຍຍຌ຾ໄີ ຉກຉາໃ ຄກຌັ ຾ຌວເຈ? 2. Which one do you think is ຬຌັ ເຈ຋ໃ ີຽ຅າ຺ໄ ຃ຈິ ວາໃ ຾ຓຌໃ : a. Easiest to learn? Why? ອຼຌຄາໃ ງ຋ໃ ີສຈຸ ? ງຬໄ ຌຫງຄັ ? b. Hardest to learn? Why? ອຼຌງາກ຋ໃ ີສຈຸ ? ງຬໄ ຌຫງຄັ ? c. Easiest to read? Why? ຬາໃ ຌຄາໃ ງ຋ໃ ີສຈຸ ? ງຬໄ ຌຫງຄັ ? 4. Revision ກາຌ຋ວຌ຃ຌື ຅ຄໃ ຺ ຉຬຍ຃າຊາຓລຸຓໃ ຌຽີໄ ຑໃ ືຬເຫອໄ ວູໄ າໃ ຽ຅າ຺ໄ ຅ໃກື ຼໃ ວກຍັ ກາຌສຬຌຂຼຌຉວ຺ ຬກັ ສຬຌຈວໄ ງຓຫື ົາງຎາຌ ເຈ ? 1. Give the steps of teaching a new letter. ຅ຄໃ ຺ ຍຬກຂຌັໄ ຉຬຌຂຬຄກາຌສຬຌຉວ຺ ຬກັ ສຬຌເໝໃ 2. Do you teach all of the letters at the same time? ຽ຅າ຺ໄ ສຬຌຉວ຺ ຬກັ ສຬຌ຋ຄັ ໝຈ຺ ຑຬໄ ຓກຌັ ຍາຈ ຈຼວຍ? 3. Which style of writing is easiest for students to learn? ກາຌຂຼຌ຾ຍຍເຈ຋ໃ ີຄາໃ ງ຋ໃ ີສຈຸ ສາລຍັ ຌກັ ອຼຌ? 4. What problems might your students have with their handwriting? ຍຌັ ຫາເຈ຋ໃ ີຌກັ ອຼຌ ຂຬຄ-ຽ຅າ຺ໄ ຬາຈ຅ະຓເີ ຌກາຌຂຼຌຈວໄ ງຓຂື ຬຄຽຂ຺າຽ຅າ຺ໄ ? 9

Lesson 3 Presenting new language ກາຌຌາສະຽໜີຍຈ຺ ອຼຌເໝໃ ຽວລາ 4 ຆວໃ ຺ ຿ຓຄ Objective ຅ຈຸ ຎະສຄ຺ : Students will be able to ເຫຌໄ ກັ ອຼຌສາຓາຈ:  Use techniques of presenting the new languages correctly and effectively. ຌາເຆວໄ ຋ິ ີກາຌຉາໃ ຄໂຽຂ຺ໄາເຌກາຌຌາສະຽໜີຍຈ຺ ອຼຌເໝເໃ ຫຊໄ ກື ຉຬໄ ຄ ຾ລະ ຓີ ຎະສຈິ ຋ິຑາຍ. 1. The new languages ຍຈ຺ ອຼຌເໝໃ 1. What are new languages? ຍຈ຺ ອຼຌເໝ຾ໃ ຓຌໃ ຫງຄັ ? 2. What do students need to know from the new languages ຌກັ ອຼຌຉຬໄ ຄກາຌອຼຌອຫູໄ ງຄັ ຅າກຍຈ຺ ອຼຌເໝ?ໃ 2. Eliciting ກາຌຈຄຶ ຂຓໄ ຌູ ຅າກຌກັ ອຼຌ 1. What is the elicit? Activity 1 (ກຈິ ຅ະກາ 1) The information in below table is the situations that a teacher uses to elicit. Look at those and match to what the teacher should do. ຂຓໄ ຌູ ຋ໃ ີຍຌັ ຅ດຸ ເູໃ ຌຉາຉະລາຄຉໃ ແຎຌ຾ໄີ ຓຌໃ ສະຊາຌ ຌະກາຌຉາໃ ຄໂ຋ໃ ີ຃ສູ າຓາຈຌາເຆຽໄ ຂ຺ໄາເຌກາຌຈຄຶ ຂຓໄ ຌູ ຅າກຌກັ ອຼຌ ຅ຄໃ ຺ ສຄັ ຽກຈຽຍໃ ຄິ ສະຊາຌະກາຌ ຽຫໃ ຺ົາຌຌັໄ ຾ລວໄ ຅ຍັ ຃ກູໃ ຍັ ສໃ ຄິ ຋ໃ ີ຃຃ູ ວຌຎະຉຍິ ຈັ When you try to elicit... What the teacher should do ຽວລາ຃ຊູ າຓຂຓໄ ຌູ ຅າກຌກັ ອຼຌ ຃຃ູ ວຌຎະຉຍຈັ ຾ຌວເຈ Only two students know the Quickly revise the word by asking for an example word sentence etc. Write it on the black board for those students who are not familiar with the word. ຓຑີ ຼຄຌກັ ອຼຌ 2 ຃ຌ຺ ຽ຋ໃ ຺າຌຌັໄ ອູໄ ຃າສຍັ ເໝໃ ຋ວຌ຃ຌື ຃າສຍັ ເໝແໃ ວໂ຿ຈງເຫຌໄ ກັ ອຼຌງກ຺ ຉວ຺ ດາໃ ຄຽຎັຌ ຎະ຿ຫງ.ຂຼຌ ຎະ຿ຫງກຽຫໃ ົ຺າຌຌັໄ ເສກໃ ະຈາຌຽຑໃ ຬື ເຫໄ ຌກັ ອຼຌຽຂ຺ໄາເ຅຃າສຍັ ຈຄໃ ັ ກາໃ ວຈຂີ ຌໄື 10

All the students know the Teach it ! word ສຬຌຍຈ຺ ອຼຌເໝຽໃ ລີງ! ຌກັ ອຼຌ຋ຄັ ໝຈ຺ ອ຃ູໄ າສຍັ ເໝໃ You cannot elicit something that the students do not know. ຃ຍູ ໃ ສາຓາຈຈຄຶ ຃າສຍັ ເໝໃ ຅າກຌກັ ອຼຌຽຑາະຑວກຽຂາ຺ ຍໃ ອູ຃ໄ າ ສຍັ ເໝໃ ຋ໃ ຃ູ຅ະສຬຌ Follow the drilling procedures. ຎະຉິຍຈັ ຉາຓຂຌັໄ ຉຬຌຂຬຄກາຌສຬຌຍຈ຺ ອຼຌເໝໃ Most of the students know the Do not present it again word ຍໃ ຉຬໄ ຄຌາສະຽໜີ຃ວາຓໝາງຂຬຄ຃າສຍັ ຌຌັໄ ຃ຌື ຬີກ ຌກັ ອຼຌຽກຬື ຍໝຈ຺ ຋ກຸ ຃ຌ຺ ອ຃ູໄ າສຍັ The students already know the word, Change your plan and move on to the next word / next activity. ຌກັ ອຼຌ຋ຄັ ໝຈ຺ ຽຂ຺າໄ ເ຅຃ວາຓໝາງຂຬຄ຃າສຍັ ຌຌັໄ ຾ລວໄ ສະຌຌັໄ ຃ວຌ຅ະຌາສະຽໜີຍຈ຺ ອຼຌຉໃ ແຎ None of the students know Praise the two students who know the word and the word then present the new word to the rest of the class using the drilling procedure. ຍໃ ຓຌີ ກັ ອຼຌ຅ກັ ຃ຌ຺ ອ຃ູໄ າສຍັ ເໝໃ ຆຓ຺ ຽຆງີ ຌກັ ອຼຌ 2 ຃ຌ຺ ຋ໃ ີອ຃ູໄ ວາຓໝາງຂຬຄ຃າສຍັ ເໝໃ ຅າກຌຌັໄ ກໃຌາຑາຌກັ ອຼຌ຋ໃ ີຍໃ ຋ຌັ ອຽູໄ ຐິກ຾ຬຍຉາຓຂຌັໄ ຉຬຌຂຬຄກາຌຐຶກ 3. Drilling ກາຌຽຐກ຾ຬຍ຃າສຍັ 1. What is drilling? 2. How many steps of drilling? Activity 1 (ກຈ຅ະກາ 1) Read the drilling techniques, and then match to the correct definitions. ຅ຄໃ ຺ ຬາໃ ຌວ຋ິ ີກາຌ ຽຐິກຽວ຺ໄາ ຾ລວໄ ຅ຍັ ຃ກູໃ ຍັ ຃ວາຓໝາງຂຬຄ຾ຉລໃ ະວ຋ິ ີເຫຊໄ ກື ຉຬໄ ຄ 11

Techniques ວ຋ິ ີກາຌ Definitions ຃ວາຓໝາງ Model ຃ູຽວາ຺ໄ ຽຎຌັ ຾ຍຍດໃ າຄ ກ) One student says word/sentence ຌກັ ອຼຌຽວາ຺ໄ ຎະ຿ຫງ choral drill ຌກັ ອຼຌຽວາ຺ໄ ຑຬໄ ຓກຌັ ຂ) The teacher says the word/sentence at natural speed ຃ຬູ ໃ າຌຎະ຿ຫງກເຫຊໄ ກື ຉຬໄ ຄ 2-3 ຃ຄັໄ Individual drill ຌກັ ອຼຌ ຃) Students say the word/sentence to their ຽວາ຺ໄ ຽຎຌັ ຍຸກ຃ຌ຺ partner- all pairs talk at the same time ຌກັ ອຼຌ ຽວາ຺ໄ ຃າສຍັ /ຎະ຿ຫງກຽຎຌັ ຃ໃ ູ 4. Closed pair drill ຌກັ ອຼຌ ຄ) All students repeat the word/sentence together ຽວາ຺ໄ ຽຎຌັ ຃ໃ ູ ຌກັ ອຼຌຽວາ຺ໄ ຃າສຍັ /ຎະ຿ຫງກຑຬໄ ຓກຌັ 4. Techniques of showing the sematic ວ຋ິ ີກາຌສະ຾ຈຄ຃ວາຓໝາງ ຂຬຄ຃າສຍັ Activity 1 (ກຈິ ຅ະກາ1)  Look at the following situation and find out the answer ເຫຌໄ ກັ ອຼຌຬາໃ ຌສະຊາຌະ ກາຌລຓຸໃ ຌີໄ ຫົຄັ ຅າກຌຌັໄ ເຫຆໄ ຬກຫາ຃າຉຬຍ. - You have a foreigner in your ຓ຃ີ ຌ຺ ຉາໃ ຄຎະຽ຋ຈດຽູໃ ອຬື ຌຂຬຄຽ຅າ຺ໄ house. - He doesn’t speak any Lao at ລາວຽວ຺າໄ ຑາສາລາວຍໃ ແຈໄ all. ຽ຅າ຺ໄ ຽວ຺າໄ ຑາສາຂຬຄລາວຍໃ ແຈໄ - You don’t speak his language. - You want him understand the ຽ຅າ຺ໄ ຉຬໄ ຄກາຌເຫລໄ າວຽຂ຺າໄ ເ຅຃າວາໃ ຅ຬກ word \"຅ຬກ\" - How can you help him to ຽ຅າ຺ໄ ຅ະຆວໃ ງລາວ຾ຌວເຈຽຑໃ ືຬເຫລໄ າວຽຂ຺າໄ ເ຅຃າ understand the word ? ສຍັ ຌຌັໄ Activity 2 (ກຈ຅ະກາ 2)  These are some techniques that can use in teaching for assisting learners comprehend the meaning of the word, match the techniques in the left hand to the examples on the right hand side. ຌ຾ໄີ ຓຌໃ ວ຋ິ ີ຋ກາຌສຬຌ຃າສຍັ ເໝ຅ໃ າຌວຌໜໃ ືຄ຋ໃ ີສາຓາຈຌາເຆຽໄ ຂ຺ໄາເຌກາຌສຬຌຽຑໃ ືຬຆວໃ ງເຫໄ ຌກັ ອຼຌຽຂ຺າໄ ເ຅຃ວາຓໝາງຂຬຄ຃າສຍັ ຌຌັໄ , ຅ຄໃ ຺ ຅ຍັ ຃ວູໃ ຋ິ ີກາຌຈຄໃ ັ ກາໃ ວ຋າຄຽຍຬໄື ຄຆາງຓື ຾ລະ ຉວ຺ ດາໃ ຄ຋າຄຽຍຬືໄ ຄຂວາຓື : TECHNIQUE EXAMPLE Visual (things help students can see) Hope in Lao is ¹ຫວຄັ ວໃ າ ສໃ ຄິ ຎະ຅ກັ ຉາ Hope ເຌຑາສາລາວ຾ຎວໃ າ ”ຫວຄັ ວໃ າ “ 12

Explaining a situation to put the A car, a motorbike, tuk - tuk are all types of word in the context vehicles ຬະ຋ິຍາງສະຊາຌະກາຌຽຑໃ ືຬຉໃ ືຓ຃າສຍັ ເສຽໃ ຌຬືໄ ຽລໃ ືຬຄ ລຈ຺ ຽກຄັ , ລຈ຺ ຅ກັ , ລຈ຺ ຉກຸ ໂ ສໃ ິຄຽຫໃ ົ຺າຌ຾ໄີ ຓຌໃ ຎະ ຽຑຈຂຬຄຑາຫະຌະ Synonym / antonym ຃ວາຓໝາງ຃ກື ຌັ /ຉາໃ ຄກຌັ Mime / show a picture / draw a picture on the black board / realia Giving an example ກາຌງກ຺ ຉວ຺ ດາໃ ຄ ກາຌສະ຾ຈຄຬຬກ຋າຄສໜີ າໄ /ອຍູ ຑາຍ/ ຾ຉຓໄ ອຍູ ເສກໃ ະຈາຌ/ວຈັ ຊ຅ຸ ຄິ Good-looking. It’s the same as handsome. The opposite is ugly Good-looking ຾ລະ handsome ຓ຃ີ ວາຓໝ າງ ຽ຅າ຺ໄ ຆູໄ ຃ກື ຌັ ຾ຉຓໃ ີ ຃ວາຓໝາງຉາໃ ຄກຌັ ກຍັ ugly ຂອີໄ າໄ ງ Translations Honest. I don’t lie. I don’t cheat in exams. I tell ກາຌ຾ຎ຃ວາຓໝາງ the truth all the time ສຈັ ຆໃ ,ື ຂຬໄ ງຍໃ ຉວ຺ ະຂຬໄ ງຍໃ ກາງຽວລາສຬຍຽສັຄ ຂຬໄ ງ ຽວ຺ໄາ຃ວາຓ຅ຄິ ຉະຫົຬຈຽວລາ Activity 3 (ກຈ຅ະກາ 3) Work in pairs; match the names of the stages in the box below with the steps of demonstration. The first one has been done for you. ຽອຈັ ວຼກຽຎຌັ ຃ໃ ,ູ ຅ໃ ຄ຺ ຅ຍັ ຃ໃ ຂູ ຬຄຍາຈກາໄ ວຉໃ າຄໂເສໃ ຉວ຺ ດໃ າຄກາຌສຬຌສາ຋ຈເຫຊໄ ກື ຉຬໄ ຄ.  Present  Writing on the  Model repetition meaning blackboard ຃ຬູ ຬກສຼຄ຃າສຍັ ຊກື ຉຬໄ ຄ  ຌາສະຽໜ຃ວາຓໝ ກາຌຂຼຌເສໃ ກະຈາຌ າງ Translating ກາຌ຾ຎ຃ວາຓໝາງ  Individaul repetition (Listening carefully to pronunciation), 13

 ກາຌຽຐກ຃າສຍັ ຽຎຌັ ຍຸກ຃ຌ຺  Checking the new vocabulary ກວຈ຃ຌື ຃ວາຓຽຂ຺ໄາເ຅ຂຬຄຌກັ ອຼຌກຼໃ ວກຍັ ຃າສຍັ ເໝໃ  Choral repetition ຌກັ ອຼຌ຋ຄັ ໝຈ຺ ຽວ຺າໄ ຉາຓຫົຄັ ຃ູ Stage Example T: (Shows realia): a ruler T: Listen. A ruler ....... a ruler ....... a ruler T: Everybody repeat. Ss: A ruler T: Again Ss: A ruler T: Vong Vong: A ruler T: Kham Kham: A ruler T: Who knows the word in Lao? come and write it on the black board After teaching the words, Teacher erases them, but leaves the translation. T: What’s this again? Can you remember?  Micro-teaching Work in groups of 4, prepare an activity to teach. Your teacher will tell you which materials from English for Lao Primary Schools book 1 to use. You have 10 minutes  Lesson 1 A-E, page 1-8  Lesson 2 I-O, page 9-16  Lesson page 17-243 U-B Revision ກາຌ຋ວຌ຃ຌື ຅ໃ ຄ຺ ຉຬຍ຃າຊາຓລໃ ຸຓຌໄ : 1. What four things must we include when we teach vocabulary? ຽຓໃຬື ຽວລາ຃ສູ ຬຌ຃າສຍັ ເໝ ຃ວຌ຃າຌຄື ຽຊຄີ 4 ວ຋ິ ີກາຌຫງຄັ ຾ຈໃ ? 2. Give five teachniques that you can use to show the meaning of vocabulary? ເຫຂໄ ຼຌ 5 ວ຋ິ ີກາຌ ຋ໃ ີ຃ສູ າຓາຈສະ຾ຈຄເຫຽໄ ຫັຌ຃ວາຓໝາງຂຬຄ຃າສຍັ ເໝໃ ? 3. What is the difference between \"presenting\" vocabulary and \"eliciting\" vocabulary? ຈ່ົ ງ ຂຼຌ຃ວາຓ຾ຉກຉາໃ ຄລະຫວາໃ ຄກາຌຌາສະຽໜີ຃າສຍັ ເໝໃ ຾ລະ ຊາຓຽຬ຺າຂຓໄ ຌູ ກຼໃ ວກຍັ ຃າ ສຍັ ເໝໃ ? Why doss a teacher make elicitting? ຽຎັຌຫງຄັ ຃຅ູ ໃຄິ ຊາຓຂຓໄ ຌູ ເໝ຅ໃ າກຌກັ ອຼຌ ? 14

Unit 4 Teaching Speaking and Listening ກາຌສຬຌຽວໄ຺າ ຾ລະ ກາຌຒຄັ ຽວລາ 3 ຆໃວ຺ ຿ຓຄ ຅ຈຸ ຎະສຄ຺ ເຫຌໄ ກັ ອຼຌສາຓາຈ : - ສຌ຺ ຋ະຌາ຿ຈງ຿ຈງຏາໃ ຌຂຌັໄ ຉຬຌກາຌຌາເຆຎໄ ະ຿ຫງກ຋ໃ ີສຓ຺ ຍຌູ . - ຃ຈັ ຽລືຬກຽຬ຺າກຈິ ຅ະກາກຼໃ ວກຍັ ກາຌຽວ຺າໄ ຋ໃ ີຫົາກຫົາງເຫ຾ໄ ຋ຈຽໝາະກຍັ ສະຑາຍ຃ວາຓ ຽຎັຌ຅ຄິ ຂຬຄ຋ຬໄ ຄຊໃ ຌິ . - ຌາເຆ຋ໄ ກັ ສະກາຌຒຄັ ຂຌັໄ ຑືໄຌຊາຌ. I. Teaching Speaking 1. Practice using drilling ຽຐິກ຾ຬຍກາຌຽວ຺າໄ 1. Observation task ກາຌສຄັ ຽກຈ ຅ຄໃ ຺ ສຄັ ຽກຈກຈິ ຅ະກາ ຾ລະ ກາຌສຬຌສາ຋ິຈຂຬຄ຃ູ 3 ອຍູ ຾ຍຍລຓຸໃ ຌ:ໄີ a. Repetition drilling ກາຌຽຐິກຽວ຺ໄາຉາຓຫົຄັ ຃ູ ກາຌສຬຌສາ຋ິຈ ຃ຄັໄ ຋ີ 1 T. says : I can ride a horse Ss : I can ride a horse T. says : I can read a book Ss : I can read a book b. Substitution drilling ຽຐິກ຾ຍຍຎຼໃ ຌ຾຋ຌ ກາຌສຬຌສາ຋ິຈ ຃ຄັໄ ຋ີ 2 T. says : I can ride a horse T : Shows the picture about bicycle Ss : I can ride a bicycle c. Transformation drilling ກາຌຽຐິກ຾ຍຍຎໃຼຌອຍູ ກາຌສຬຌສາ຋ິຈ ຃ຄັໄ ຋ີ 3 T. showsອຍູ ຃ຌ຺ ຬາໃ ຌໜຄັ ສື຃ຌ຺ ໜໃ ຶຄ Ss. say : I can read a book Change positive to negative ຎໃຼຌຎະ຿ຫງກຍຬກຽລໃ ຺າຽຎັຌຎະ຿ຫງກຎະຉຽິ ສຈ 15

T. shows: ອຍູ ຃ຌ຺ ຍໃ ຬາໃ ຌໜຄັ ສ຃ື ຌ຺ ໜໃ ຶຄ Ss. say : I can’t read a book Activity 1 (ກຈິ ຅ະກາ 1) ເຫຌໄ ກັ ອຼຌຽອຈັ ວຼກຽຎັຌ຃ູໃ ຾ລະ ຉຬຍ຃າຊາຓລຓຸໃ ຌຈໄີ ວໄ ງກາຌສຄັ ຽກຈກຈິ ຅ະກາຂາໄ ຄຽ຋ິຄ 1. What was the aim of demonstration 1 and what type of drilling? ຅ຈຸ ຎະສຄ຺ ຂຬຄກາຌສຬຌສາ຋ິຈ຃ຄັໄ ຋ີ 1 ຾ຓຌໃ ຽຑໃ ືຬຫງຄັ ຾ລະ ອຍູ ຾ຍຍເຈ? 2. Demonstration 2 is called substitution drilling. What do the students have to change? ກາຌສຬຌສາ຋ິຈ຃ຄັໄ ຋ີ 2 ຽຬຌີໄ ວາໃ “ກາຌຽຐິກ຾ຍຍຎໃຼຌ຾຋ຌ” ຌກັ ອຼຌແຈຎໄ ໃຼຌ ຑາກສວໃ ຌເຈຂຬຄຎະ຿ຫງກ? 3. Demonstration 3 is called transformation drilling. What do the students have to change? ກາຌສຬຌສາ຋ິຈ຃ຄັໄ ຋ີ 3 ຽຬີໄຌວາໃ “ກາຌຽຐິກ຾ຬຍ຾ຍຍຎໃຼຌອຍູ ຾ຍຍ” ຌກັ ອຼຌແຈຎໄ ໃຼຌອຍູ ຾ຍຍຂຬຄຎະ຿ຫງກ຾ຌວເຈ? Activity 2 (ກຈ຅ະກາ 2) ຅ຄໃ ຺ ຅ຍັ ຃ອູໃ ຍູ ຾ຍຍວ຋ິ ີກາຌຽຐິກຆຬໄ ຓກາຌຎາກຽວ຺າໄ ເສກໃ ຍັ ຃ວາຓໝາງຂຬຄກາຌຽຐິກ຾ຬຍເຫຊໄ ກຶ ຉຬໄ ຄ. Repetition drilling The students change positive to negative or a ກາຌຽວ຺ໄາຉາຓຫົຄັ ຃ູ question or change the subject ຌກັ ອຼຌຎຼໃ ຌຎະ຿ຫງກຍຬກຽລໃ ຺າຓາຽຎັຌຎະ຿ຫງກຎະຉຽິ ສຈ, Substitution drilling ກາຌຎຼໃ ຌ຾຋ຌ ຎະ຿ຫງກ຃າຊາຓ ຫົື ຎຼໃ ຌຎະ຋າຌຂຬຄຎະ຿ຫງກ The students repeat exactly what the teacher Transformation says ກາຌຎຼໃ ຌອຍູ ຾ຍຍ ຌກັ ອຼຌຽວ຺ໄາຉາຓຫົຄັ ຃ູ The students change words and phrases to fit the model sentence ຌກັ ອຼຌຎຼໃ ຌ຃າສຍັ ຫົື ຎະ຿ຫງກ ຽຑໃ ືຬເຫຽໄ ໝາະສຓ຺ ກຍັ ຎະ ຿ຫງກຽຈຓີ 2. Other controlled activities ກຈິ ຅ະກາຬໃ ຌຶ ໂຽຑໃ ືຬຽຐິກກາຌຽວ຺ໄາ 1.1. Observation task ກາຌສຄັ ຽກຈ ຅ຄໃ ຺ ສຄັ ຽກຈກາຌສຬຌສາ຋ິຈຂຬຄ຃຋ູ ຄັ ສຬຄ຾ຍຍ ຾ລວໄ ຉຬຍ຃າຊາຓລຓຸໃ ຌ:ີໄ ຃ສູ າ຋ິຈກຈິ ຅ະກາ຋ີ 1 ເຫຌໄ ກັ ອຼຌຽຐິກຽວ຺າໄ ຊາຓຉຬຍຽຎັຌ຃ຉູໃ າຓຂຓໄ ຌູ ເຌຉາຉະລາຄ຋ໃ ີ຃ກູ າຌຈ຺ ເຫໄ Demo 1. Teacher models: Can Davanh drink coffee? Yes, she can 16

Can she eat a banana? No, she can’t ຃ສູ າ຋ິຈກຈິ ຅ະກາ຋ີ 2 ເຫຌໄ ກັ ອຼຌຽຐິກຽວ຺ໄາຊາຓຉຬຍຽຎັຌ຃ເູໃ ຌ 2 ຉາຉະລາຄ຋ໃ ີ຃ກູ າຌຈ຺ ເຫໄ ຌກັ ອຼຌສຌ຺ ຋ະຌາຽຎັຌ຃ຽູໃ ຑໃ ືຬຉໃ ຓື ຂຓໄ ຌູ ເສຉໃ າຉະລາຄ A ຾ລະ B ເຫຊໄ ກື ຉຬໄ ຄ AB ຏາໃ ຌກາຌສຄັ ຽກຈກາຌສຬຌສາ຋ິຈຂຬຄ຃຋ູ ຄັ ສຬຄ຾ຍຍ ຌກັ ອຼຌສຌ຺ ຋ະຌາຽຎັຌ຃ຽູໃ ຑໃ ືຬຉຬຍ຃າຊາຓ ລຓຸໃ ຌ:ໄີ 1. Did the two demonstrations practise the same language? ກາຌສຬຌສາ຋ິຈ຋ຄັ 2 ຃ຄັໄ ຓຽີ ຎ຺ໄາໝາງເຌກາຌຐຶກຑາສາ»ø®຾ຍຍຈຼວກຌັ ຍ? 2. Why did the students speak in demonstration 1? ຽຎັຌຫງຄັ ຌກັ ອຼຌ຅ໃຄິ ແຈຐໄ ຶກກາຌຽວ຺ໄາດເູໃ ຌກາຌສຬຌສາ຋ິຈ຃ຄັໄ ຋ີ1 ? 3. Why did the students speak in demonstration 2? ຽຎັຌຫງຄັ ຌກັ ອຼຌ຅ໃຄິ ແຈຐໄ ຶກກາຌຽວ຺ໄາດເໃູ ຌກາຌສຬຌສາ຋ິຈ຃ຄັໄ ຋ີ2 ? 17

4. Which demonstration do you think students would find more interesting? why? ກາຌສຬຌສາ຋ິຈຬຌັ ເຈ຋ໃ ີຽ຅າ຺ໄ ຃ິຈວາໃ ຌກັ ອຼຌ຅ະສຌ຺ ເ຅ຫົາງກວາໃ ກຌັ ງຬໄ ຌຫງຄັ ? 3. Freer activities ກຈິ ຅ະກາ຋ໃ ີຽອັຈຈວໄ ງຉຌ຺ ຽຬຄ Activity 1 (ກຈິ ຅ະກາ1) ສຄັ ຽກຈຽຍໃ ິຄສຬຄ ກຈິ ຅ະກາລຓຸໃ ຌີໄ ຾ລວໄ ສຌ຺ ຋ະຌາກຼໃ ວກຍັ ຃າຊາຓ. ກຈິ ຅ະກາ 1 Class survey who can……………….. Yes No Can you …….. You S1 ……………. S2 …………….. drink coffee eat a banana eat fish eat chicken drink milk ຏາໃ ຌກາຌສຄັ ຽກຈກາຌສຬຌສາ຋ິຈຂຬຄ຃,ູ ຌກັ ອຼຌສຌ຺ ຋ະຌາຽຎັຌ຃ຽູໃ ຑໃ ືຬຉຬຍ຃າຊາຓລຓຸໃ ຌ:ີໄ 1. ຽຎັຌຫງຄັ ຃ຍູ ໃ ເຫຂໄ ຓໄ ຌູ ເຌຉາຉະລາຄ You, S1 ຾ລະ S2 2. ກຈິ ຅ະກາເຌຂຌັໄ Controlled Practice ຾ລະ Free Practice ຓ຃ີ ວາຓ຾ຉກຉາໃ ຄກຌັ ຃ື ຾ຌວເຈ? ຬະ຋ິຍາງ 4.Revision ກາຌ຋ວຌ຃ຌື 1. Complete the following sentences with the correct word from the box below ຅ຄໃ ຺ ຉໃ ືຓເສຆໃ ຬໃ ຄຫວາໃ ຄເຫຎໄ ະ຿ຫງກສຓ຺ ຍຌຸ ຿ຈງຽລຶຬກ຃າສຍັ ຋ໃ ີຽໝາະສຓ຺ ລຓຸ ຌ:ໄີ Positive Repeat Words Phrases Subject Negative a. Repetition drilling is when the students _________ exactly. What the teacher says ? b. Substitution drilling is when the students change ___________ and ________ to fit the ///// c. Transformation drilling is when the students change ___________ to ____________ or a question or when you change the ____________ 18

II. Teaching Listening ¡¾--¦º-³- ñ¤ 1. Basic principles for listening ຫກົັ ກາຌຒຄັ ຂຌັໄ ຑຌືໄ ຊາຌ Activity 1 (ກຈິ ຅ະກາ 1) ສຄັ ຽກຈຎະ຿ຫງກ 1-5, ຫົຄັ ຅າກຌຌັໄ ເຫເໄ ສຽໃ ຃ໃ ຬື ຄ  ເສຂໃ ຋ໄ ໃ ີ ຽຫັຌຈີ ຫົື ຍໃ ຽຫັຌຈີ Statement ຎະ຿ຫງກ Agree Disagree ຽ- ຫັຌຈີ ຍໃ ຽຫັຌຈີ 1. It is not necessary to understand every word when we listen. - ຍໃ ຅າຽຎັຌ຋ໃ ີ຅ະຉຬໄ ຄຽຂ຺າໄ ເ຅ເຌ຋ກຸ ໂ຃າສຍັ ເຌຽວລາຒຄັ 2. It is not possible to do listening activities without a cassette recorder.ເຌຽວລາຒຄັ ຍໃ ຅າຽຎັຌ຋ໃ ີ຅ະຉຬໄ ຄເຆຽໄ ຋ຍສະຽໝີ 3. We can not do listening practice because the students’ English is too low. ຑວກຽອາ຺ ຍໃ ສາຓາຈຐຶກກາຌຒຄັ ຊາໄ ຌກັ ອຼຌຓີ ຃ວາຓອøູໄ Éຈາໄ ຌຑາສາຬຄັ ກຈິ ໜຬໄ ງ 4. Teaching listening without giving the students activities is useless. ກາຌສຬຌກາຌຒຄັ ຿ຈງຍໃ ເຆກໄ ຈິ ຅ະກາ ຊວື າໃ ຍໃ ຓຎີ ະ຿ຫງຈ 5. A good listening activity helps students to improve their listening skills. ກຈິ ຅ະກາ຋ໃ ີຆວໃ ງເຌກາຌຒຄັ ຋ໃ ີສາຓາຈຽອຈັ ເຫຌໄ ກັ ອຼຌຑຈັ ຋ະຌາ຋ກັ ສະເຌກາຌຒຄັ 2. Examples of a listening lesson ຉວ຺ ດໃ າຄຍຈ຺ ອຼຌຂຬຄກາຌຒຄັ 2.1. Observation task ກາຌສຄັ ຽກຈ ສຄັ ຽກຈກາຌສາ຋ິຈຂຬຄ຃຋ູ ຄັ 2 ຾ຍຍ. ຫົຄັ ຅າກຌຌັໄ ໝາງ  ເສຎໃ ະ຿ຫງກ຋ໃ ີຽຫັງວາໃ ຊກຶ ຉຬໄ ຄ Statement ຎະ຿ຫງກ Demo 1 Demo 2 ກາຌສາ຋ິຈ1 ກາຌສາ຋ິຈ2 1. The lesson has activities before, during and after listening to the text. ກາຌສຬຌຒຄັ ຉຬໄ ຄຓກີ ຈິ ຅ະກາ ກຬໃ ຌ ຒຄັ ຂະຌະ຋ໃ ຒີ ຄັ ຾ລະ ຫົຄັ ກາຌຒຄັ 2. The teacher uses a variety of intonation. ຃຃ູ ວຌຬຬກສຼຄຫົາງ຾ຍຍ 3. The students can do the tasks. ຌກັ ອຼຌສາຓາຈຽອຈັ ກຈິ ຅ະກາ 4. The lesson is interesting and motivating. ຍຈ຺ ອຼຌໜາໄ ສຌ຺ ເ຅ -຾ລະຈຄຶ ຈຈູ ຃ວາຓສຌ຺ ເ຅ 5. The teacher asks questions like a test. ຃ເູ ຆ຃ໄ າຊາຓ຃າໄ ງ຃ກື ຍັ ຍຈ຺ ຋ຈ຺ ສຬຍ 6. The students have a reason to listening. ຌກັ ອຼຌຓຽີ ຫຈຏຌ຺ ເຌກາຌຒຄັ 7. The students do nothing before listening. ຌກັ ອຼຌຍໃ ແຈຽໄ ອຈັ ຫງຄັ ກຬໃ ຌກາຌຒຄັ 19

8. It is easy for the students to give their answers. ຓຌັ ຄາໃ ງສາລຍັ ຌກັ ອຼຌ຋ໃ ຃ີ ເູ ຫ຃ໄ າຉຬຍຑວກຽຂ຺າ 9. The students have to think while they listening. ຌກັ ອຼຌແຈ຃ໄ ຈິ ເຌຂະຌະ຋ໃ ີຽຑໃ ືຬຽຂາ຺ ກາລຄັ ຒຄັ 10. The students listening to the text several times. ຌກັ ອຼຌແຈຒໄ ຄັ ຫົາງ຃ຄັໄ 2.2. Listening ກາຌຒຄັ Activity 1: ກຈິ ຅ະກາ ( 1 ) ຅ຄໃ ຺ ສຄັ ຽກຈອຍູ ຑາຍລຓຸໃ ຌ຾ໄີ ລວໄ ຅ຈັ ລຼຄລາຈຍັ ເຫຊໄ ກື ຉຬໄ ຄ ຉາຓຽຫຈກາຌ຋ໃ ີຽ຃ງີ ຎະຉິຍຈັ ເຌຆວີ ຈິ ຎະ຅າວຌັ A:…………. B: ……… C: ……….. D: ……1…… E: ……… ຒຄັ ຃ຬູ າໃ ຌຽລຬຶໄ ຄ຾ລວໄ ຌກັ ອຼຌກກວຈ຃ຌື ວາໃ ກາຌ຅ຈັ ລຼຄລາຈຍັ ອຍູ ຑາຍຌຌັໄ ຊກື ຉຬໄ ຄຉາຓ ຽຫຈກາຌຫົືຍໃ Activity 2 : ກຈິ ຅ະກາ ( 2 ) ຒຄັ ຃ຬູ າໃ ຌຽລໄຶຬຄຬກີ ຽ຋ໃ ືຬໜໃ ຶຄ,຾ລວໄ ຌກັ ອຼຌ຃ຈິ ຫາຎະ຿ຫງກ຾ລວໄ ຂຼຌເສ຾ໃ ຉລໃ ະອຍູ ເຫຊໄ ກື ຉຬໄ ຄ ອູຍ ( A ) --------------------------------------------------- ອູຍ ( B ) --------------------------------------------------- ອູຍ ( C ) --------------------------------------------------- ອຍູ ( D ) --------------------------------------------------- ອຍູ ( E ) --------------------------------------------------- Activity 3 (ກຈິ ຅ະກາ 3) ຋ຈ຺ ລຬຄຽລ຺າຽລໃ ືຬຄເຫໝໄ ຑໃູ າງເຌກຓຸໃ ຒຄັ ຿ຈງຉຬຍ຃າຊາຓ ຾ລະ ເຆ຃ໄ າຉຬຍເຌອຍູ ຑາຍຂາໄ ຄ ຽ຋ີຄຌຌັໄ . 2.3. The stages of a Listening lesson ຂຌັໄ ຉຬຌຂຬຄກາຌສຬຌຒຄັ Activity 1 (ກຈິ ຅ະກາ 1) ສຄັ ຽກຈກຈິ ຅ະກາເຌຉາຉະລາຄລໃຓຸ ຌີໄ ຾ລວໄ ຃ິຈ຃ືຌວາໃ ກາຌສາ຋ິຈກາຌຒຄັ ຿ຈງເຆກໄ ຈິ ຅ະກາ ຽຫໃ ຺ົາຌີໄ ເຌກາຌສາ຋ິຈຉຬຌເຈ 1 ຫົື 2 20

a. Putting pictures in order. ຅ຈັ ລຼຄອຍູ ຑາຍຉາຓລາຈຍັ b. Predicting the story from words. ຽຈ຺າຍຈ຺ ຽລໃ ືຬຄ຅າກ຃າສຍັ c. Discussing a picture. ຎຶກສາຫາລື ຫົື ສຌັ ຋ະຌາກຼໃ ວກຍັ ອຍູ ຑາຍ d. Predicting the story from pictures. ກາຌຽຈາ຺ ຍຈ຺ ຽລໃ ືຬຄ຅າກອຍູ ຑາຍ 2.4. Putting all the stages together ກາຌ຅ຈັ ວາຄຂຌັໄ ຉຬຌຂຬຄກາຌສຬຌຒຄັ ກຬໃ ຌ຅ະສາໄ ຄ຾ຏຌກາຌສຬຌຒຄັ ຉຬໄ ຄຽຬ຺າເ຅ເສ຅ຈຸ ສາ຃ຌັ ລຓຸໃ ຌໄີ :  Choose a pre-listening activity to prepare your students’ mind and to pre-teach difficult vocabularyຽລຶຬກກຈິ ຅ະກາກຬໃ ຌກາຌຬາໃ ຌ -຾ລະ ກະກຼຓກາຌ ສຬຌ຃າສຍັ ຋ໃ ີງາກຽຑໃ ືຬຈຄຶ ຈຈູ ຃ວາຓສຌ຺ ເ຅ຂຬຄຌກັ ອຼຌ  Make sure that the students have an activity to do while they listen. ເຌຂະຌະ຋ໃ ີຒຄັ , ຃ຉູ ຬໄ ຄ຾ຌເໃ ຅ວາໃ ຌກັ ອຼຌຓກີ ຈິ ຅ະກາຽອຈັ  Make sure the students will be able to give short, simple answers. ຃ຉູ ຬໄ ຄ຾ຌເໃ ຅ວາໃ ຌກັ ອຼຌສາຓາຈເຫ຃ໄ າຉຬຍສຌັໄ ຾ລະ ຄາໃ ຍ  Let the students listen to the text several times and always with an activity. ເຫຌໄ ກັ ອຼຌຒຄັ ຍຈ຺ ຽລໃ ືຬຄຫົາງໂ຃ຄັໄ ຾ລະ ຓກີ ຈິ ຅ະກາຽອັຈສະຽໝີ  Make sure you have an activity to do after listening which lets students use any new language or ideas from the text. ຃ຉູ ຬໄ ຄ຾ຌເໃ ຅ວາໃ ຓກີ ຈິ ຅ະກາຽອັຈຫົຄັ ກາຌສຬຌຒຄັ ຽຑໃ ືຬເຫຌໄ ກັ ອຼຌຓ຾ີ ຌວ຃ຈິ ເໝໂໃ ຅າກກາຌ ຒຄັ . 21

Lesson 5 Creating and Using Materials ກາຌສຬຌຏະລຈິ ຾ລະ ຌາເຆຬໄ ຎຸ ະກຬຌ ຽວລາ 3 ຆໃວ຺ ຿ຓຄ Objective ຅ຈຸ ຎະສຄ຺ students will be able to ເຫຌໄ ກັ ອຼຌສາຓາຈ: - How to create different kinds of materials. . - How to use different kinds of materials. . 1. Introduction:  Discuss this question  ສຌ຺ ຋ະຌາ຃າຊາຓຌີໄ : ຓຬີ ຎຸ ະກຬຌຫງຄັ ຾ຈ຋ໃ ໃ ີຽ຅າ຺ໄ ເຆຽໄ ຂ຺າໄ ເຌກາຌສຬຌ? ຿ຈງສະຽຑາະ຾ຓຌໃ ກາຌສຬຌຑາສາຬຄັ ກຈິ . Pictures of people Materials Board  Observation task:  You will watch your teacher demonstration how to use alphabet cards.  While you’re watching each demonstration, think about the following questions. 1. ກາຌສາ຋ິຈກາຌອຼຌຉວ຺ ຬກັ ສຬຌຓວີ ຋ິ ີ຾ຉກຉາໃ ຄກຌັ ຾ຌວເຈ? 2. ຬຎຸ ະກຬຌເຈ຋ໃ ີແຈຊໄ ກື ຌາເຆໄ ຾ລະ ຌາເຆຈໄ ວໄ ງວ຋ິ ີເຈ຾ຈ?ໃ 3. ຽ຅າ຺ໄ ສາຓາຈຏະລິຈ ຾ລະ ຌາເຆຬໄ ຎຸ ະກຬຌຈຄໃ ັ ກາໃ ວເຌຫຬໄ ຄອຼຌແຈຍໄ ໃ? 4. ຅ຄໃ ຺ ສາຓາຈເຆຬໄ ຎຸ ະກຬຌຬຌັ ຽກໃ າ຺ ຽຑໃ ືຬແຎຌາເຆກໄ ຍັ ກຈິ ຅ະກາເຫຓຬໃ ໃ ຌື ໂຬີກແຈໄ ຍໃ ? 22

2. Set of pictures/flashcards:  Discuss this question  ສຌ຺ ຋ະຌາ຃າຊາຓຌໄີ : ຆຸຈຬຎຸ ະກຬຌກາຌອຼຌ-ກາຌສຬຌ຋ໃ ີຽ຃ງີ ຌາຓາສຬຌຓຫີ ງຄັ ຾ຈ? Transportation Set of pictures/flashcards Board EXAMPLE: Set of transportation  Observation task  Your teacher will show you the demonstration of using materials. After demonstration, work in small groups and discuss the following questions 1. ແຈຌໄ າເຆອໄ ຍູ ຑາຍຽຂ຺າໄ ເຌກາຌສຬຌຍຈ຺ ອຼຌເຫຓ຾ໃ ຌວເຈ? 2. ອຍູ ຑາຍຈຄໃ ັ ກາໃ ວແຈຊໄ ກື ຌາເຆຽໄ ຂ຺ໄາເຌຍຈ຺ ອຼຌເຫຓ຾ໃ ຌວເຈ? 3. ຌຬກ຅າກກຈິ ຅ະກາ຋ໃ ີກາໃ ວຓາຂຬໄ ຄຽ຋ິຄງຄັ ຓວີ ຋ິ ີເຈ຋ໃ ີສາຓາຈຌາເຆສໄ ຬຌ຃າສຍັ , ສຬຌແວງາກຬຌຬໃ ຌື ໂ. 3. Creating materials 1. Before you create your own materials:  Complete the following sentences with the correct word to make a checklist of things to remember about creating materials. 23

຅ະ຾຅ຄໄ ຈຈັ ຾ຎຄແຈໄ ຃ວາຓ຋ຌ຺ ຋າຌ ສຍັ ສຌ຺ ຫົາງ ເຫງຑໃ ຼຄຑ ຓສີ ສີ ຌັ 1. ອຍູ ຑາຍຉາໃ ຄໂ຃ວຌເຫ…ໄ ຅ະ຾຅ຄໄ ……ຄາໃ ງສາລຍັ ຌກັ ອຼຌເຫອໄ ແູໄ ຈວໄ າໃ ຾ຓຌໃ ຫງຄັ 2. ກາຌຂຼຌ຃ວຌເຫ…ໄ ………..ຽຑໃ ືຬເຫ຋ໄ ກຸ ຃ຌ຺ ເຌຫຬໄ ຄອຼຌ຾ຌຓຽຫັຌ 3. ກາຌ຾ຉຓໄ ຍໃ ຃ວຌເຫ…ໄ …… ຽຑາະຓຌັ ຅ະຽຂ຺ໄາ຾ຉຌໃ ກັ ອຼຌ຋ໃ ີອຼຌຽກໃຄັ 4. ຋າ຋ໃ ີຈ຃ີ ວຌເຫສໄ າຓາຈ…………ຽຑາະຓຌັ ສາຓາຈສະຽໜີຍຈ຺ ອຼຌແຈຫໄ ົາງອຍູ ຾ຍຍ 5. ຬຎຸ ະກຬຌ຋ກຸ ດາໃ ຄ຃ວຌເຫ…ໄ ……….. ຾ລະ ຈຄຶ ຈຈູ ເ຅, ຍໃ ຽກໃ າ຺ ຾ລະ ຽຎືໄຬຌຽກຌີ ແຎ 6. ຬຎຸ ະກຬຌ຋ໃ ີສາໄ ຄ຃ວຌເຫຓໄ …ີ ………ຍໃ ວາໃ ຅ະຽຎັຌຽ຅ງໄ ຾ຍຍເຈຽຑໃ ືຬຌາເຆເໄ ຫແໄ ຈງໄ າວຌາຌ 2. Creating your own materials:  Look at the following exercises from “English for Lao Primary School book 1, 2 & 3”. Design how to create the materials. Book 1: Book 2: Book 3: Lesson 1: p.4 Lesson 2: p. 11 Lesson 1: p. 2 Lesson 7: p. 48 Lesson 6: p. 40 Lesson 4 p. 33 Lesson 12: p. 85 Lesson 14: p. 106 Lesson 9: p. 68 24

Lesson 6 Planning a lesson ກາຌສາໄ ຄ຾ຏຌກາຌສຬຌ ຽວລາ 3 ຆວໃ ຺ ຿ຓຄ Objective ຅ຈຸ ຎະສຄ຺ students will be able to ເຫຌໄ ກັ ອຼຌສາຓາຈ:  Set the aim, organize correct activity and corresponsive content ກາຌຈ຺ ຅ຈຸ ຎະສຄ຺ , ວາຄກຈິ ຅ະກາແຈດໄ າໃ ຄຊກື ຉຬໄ ຄ ຾ລະ ສຬຈ຃ຬໃ ຄກຍັ ຽຌຬືໄ ເຌຍຈ຺ ອຼຌ.  Set the assessment to the aims ກາຌຈ຺ ກາຌຎະຽຓຌີ ຏຌ຺ ເຫສໄ ຬຈ຃ຬໃ ຄກຍັ ຅ຈຸ ຎະສຄ຺ ຂຬຄຍຈ຺ ອຼຌ.  Summarize the lesson by mind mapping ສະຫຸົຍຍຈ຺ ອຼຌ຿ຈງຌາເຆ຾ໄ ຏຌ ວາຈຆວໃ ງ຅ໃ.ື  Make 5 steps of lesson plan correctly and correspond to the content຾ຉຄໃ ຍຈ຺ ສຬຌຉາຓ 5 ຍາຈກາໄ ວແຈດໄ າໃ ຄຊກື ຉຬໄ ຄ ຾ລະ ສຬຈ຃ຬໃ ຄກຍັ ຽຌຬໄື ເຌ ຍຈ຺ ອຼຌ 1. Stages of a lesson plan ຂຌັໄ ຉຬຌຂຬຄຍຈ຺ ສຬຌ Activity 1 (ກຈ຅ະກາ 1) Mat຾h the stages of a lesson plan in English with the meanings in Lao. (ເຫ຅ໄ ຍັ ຃ຂູໃ ຬຄກາຌ຾ຉຄໃ ຍຈ຺ ສຬຌເສກໃ ຍັ ຃ວາຓໝາງ຋ໃ ີຽຎັຌຑາສາລາວ, ເຫສໄ ຄັ ຽກຈຽຍໃ ີຄຉວ຺ ດາໃ ຄຂຬຄຂ຋ໄ ີ ຌໃ ຄື ). 1. Warming-up / Revision a……. ກາຌຎະຽຓຌີ ຏຌ຺ ,ສະຫົູຍ ຾ລະ ຓຬຍ ວຼກຍາໄ ຌ b…1…ກາຌ຋ວຌ຃ືຌຍຈ຺ ອຼຌຽກໃ າ຺ 2. Presentation c …….ກາຌສະຽໜີຍຈ຺ ອຼຌເໝໃ 3. Controlled practice d……..ກາຌຐຶກຆຬໄ ຓ຿ຈງຑາງເຉກໄ າຌ຃ວຍ຃ຓຸ ຂຬຄ 4. Free practice(production) ຃.ູ 5. Evaluation Summarizing e…… ຌກັ ອຼຌຐຶກຆຬໄ ຓ຾ຍຍຬິຈສະຫົະ຿ຈງ and setting home work. ຌາເຆຫໄ ວ຺ ຃ຈິ ຎະຈຈິ ສາໄ ຄຂຬຄ ຽຂ຺າຽຬຄ 1.1. Lesson plan préparation ກາຌກະກຼຓກາຌສາໄ ຄ຾ຏຌກາຌສຬຌ Activity 1 (ກຈິ ຅ະກາ 1) 25

ຽຍໃ ີຄຉາຉະລາຄຌ຾ີໄ ລວໄ ຃ິຈເສ຃ໃ າຉຬຍ຋ໃ ີສາຓາຈຊາຓກຼໃ ວກຍັ ຾ຉລໃ ະຈາໄ ຌຽຑໃ ືຬຆວໃ ງເຌກາຌກະ ກຼຓ຾ຏຌກາຌສຬຌ. ຂ຋ໄ ໃ ີໜໃ ຶຄແຈຽໄ ອຈັ ຽຎັຌຉວ຺ ດາໃ ຄເຫ຾ໄ ລວໄ . Aspects (ຈາໄ ຌຉາໃ ຄໂ) Questions to ask yourself (຃າຊາຓຉໃ ຉຌ຺ ຽຬຄ) Aims (຅ຈຸ ຎະສຄ຺ ) ຌກັ ອຼຌ຅ະສາຓາຈຌາເຆຫໄ ງຄັ ຽຓໃຬື ຌກັ ອຼຌ ອຼຌ຅ຍ຺ ຍຈ຺ ຌ?ີໄ Stages of the lesson( ຂຌັໄ ຉຬຌ ຂຬຄຍຈ຺ ອຼຌ) TTT/STT (ຽວລາຽວ຺າໄ ຂຬຄ຃ູ ຾ລະ ຌກັ ອຼຌ) Lao /English (ລາວ/ຬຄັ ກຈິ ) Communicative activities (ກຈິ ຅ະກາສໃ ືສາຌ) Time (ຽວລາ) Skills (຋ກັ ສະ) The blackboard (ກະຈາຌ) Organization of the students (ກາຌ຅ຈັ ຉຄັໄ ຌກັ ອຼຌ) Materials (ຬຎຸ ະກຬຌ) Activity 2 (ກຈ຅ະກາ຋ 2) ກາຌກາຌຈ຺ ຅ຈຸ ຎະສຄ຺ ຂຬຄຍຈ຺ ສຬຌ (Pair work) Aims of a lesson plan:  ຅ໃ ຄ຺ ສກຶ ສາຽຍໃ ຄ຃າຽວາ຺ໄ ລໃ ຸຓຌວໄ ໃ າຬຌັ ເຈ຅ະຽໝາະສຓ຺ ຋ໃ ຅ະຓາຌາເຆເໄ ຌກາຌກາຌຈ຺ ຅ຈຸ ຎະສຄ຺ ຂຬຄຍຈ຺ ອຼຌ,຅ໃ ຄ຺ ໝາງວຄ຺ ຓຌ຺ ຬຬໄ ຓຽຬາ຺ ຂ຋ໄ ໃ ຊກື ຉຬໄ ຄ຋ໃ ສຸຈ. ຽຓໃ ຬື ອຼຌ຅ຍ຺ ຍຈ຺ ອຼຌ຾ລວໄ ຌກັ ອຼຌ຅ະ: 1 a. ແຈສໄ ຌ຺ ຋ະຌາກໃ ຼວກຍັ ……… b. ສາຓາຈສຌ຺ ຋ະຌາກໃ ຼວກຍັ ……. 2. a. ສາຓາຈຌາເຆໄ ……… b. ແຈຌໄ າເຆ…ໄ ….. 3. a. ແຈຂໄ ຼຌຉວ຺ ຬກັ ສຬຌ຾ຉໃ A – Z ---------- b. ສາຓາຈຂຼຌຉວ຺ ຬກັ ສຬຌ຾ຉໃ A-Z ແຈດໄ ໃ າຄຊກື ຉຬໄ ຄ. A. ຉວ຺ ດໃ າຄ: ກາຌກາຌຈ຺ ຅ຈຸ ຎະສຄ຺ ຂຬຄຍຈ຺ ອຼຌເຌຎຓືໄ ຂຬຄ English for Lao primary schools book 1  ຫວ຺ ຂໄ (Topic) Lesson 1: ກາຌສຬຌຉວ຺ ຬກັ ສຬຌ A - E  ຅ຈຸ ຎະສຄ຺ (aims) ຌກັ ອຼຌສາຓາຈ: - ຬໃ າຌ ຾ລະ ຂຼຌຉວ຺ ຬກັ ສຬຌ A ຾ລະ E ຉາຓວ຋຋ໃ ຊກື ຉຬໄ ຄແຈ.ໄ - ຬໃ າຌ຃າສຍັ ຋ໃ ຂຌືໄ ຈວໄ ງຉວ຺ ຬກັ ສຬຌ A ຾ລະ E ແຈໄ ຽຆໃ ຌັ : ant, apple, arm, egg, eye ຾ລະ elephant. 26

- ອູ຃ໄ ວາຓໝາງຂຬຄ຃າສຍັ ຽຫໃ າົ຺ ຌ຿ໄ ຈງຏໃ າຌສໃ ກື າຌສຬຌ - ຋ກັ ຋າງ , ຊາຓຆໃ ຏື ູຬໄ ໃ ຌື ຾ລະ ຍຬກຆໃ ຂື ຬຄຉຌ຺ ຽຬຄເຫ຾ໄ ກໃ ໝໃ ແູ ຈໄ B. Group work ວຼກກໃ ຸຓ ຅ຄໃ ຺ ຂຼຌ຅ຈຸ ຎະສຄ຺ ຂຬຄຍຈ຺ ອຼຌ ຋ີ 7 section A ເຌຎືໄຓ຾ຍຍອຼຌ ຎ3 (English for Lao Primary Schools, Book 1). 2. The organization of a lesson plan ກາຌ຅ຈັ ລຼຄດໃ ູເຌຍຈ຺ ສຬຌ 2.1. ຍຈ຺ ສຬຌຉວ຺ ດໃ າຄ ຌ຾ໄ ຓໃ ຌຉວ຺ ດໃ າຄຂຬຄຍຈ຺ ສຬຌຑາສາຬຄັ ກຈຍຈ຺ ຋ 7 section A ເຌຎຓືໄ ຾ຍຍອຼຌ ຎ.3 (English for Lao Primary Schools, Book 1) Lesson plan ຍຈ຺ ສຬຌ Teacher’s name ຆໃ ຏື ສໄູ ຬຌ ---------- Time/ຽວລາ: 90’ ຌາ຋ີ Class/ຫຬໄ ຄ: ຎ 3 Date/ ວຌັ ຋ີ:--------- Lesson/ ຍຈ຺ ຋ີ 7 ກາຌສຬຌຉວ຺ ຬກັ ສຬຌ T ຾ລະ V. Section A: ກາຌສຬຌຉວ຺ ຬກັ ສຬຌ T t Aims/຅ຈຸ ຎະສຄ຺ : ຽຓໃ ຬື ອຼຌຍຈ຺ ອຼຌຌ຾ໄ ລວໄ ຌກັ ອຼຌ຅ະສາຓາຈ: - ຬໃ າຌ ຾ລະ ຂຼຌຉວ຺ ຬກັ ສຬຌ T ແຈຉໄ າຓວ຋຋ໃ ຊກື ຉຬໄ ຄ - ຬໃ າຌ຃າສຍັ ຋ໃ ຂຌືໄ ຉຌ຺ໄ ຈວໄ ງຉວ຺ ຬກັ ສຬຌ T ແຈໄ ຽຆໃ ຌັ : tiger, table ຾ລະ tree . - ອູ຃ໄ ວາຓໝາງຂຬຄ຃າສຍັ ຾ລະຽວາ຺ໄ ຎະ຿ຫງກ຿ຈງຌາເຆ຃ໄ າສຍັ ຽຫໃ ົາ຺ ຌຏໄ ໃ າຌສໃ ກື າຌສຬຌ. - ຊາຓ ຾ລະ ຉຬຍ຃າຊາຓກໃ ຼວກຍັ ສ ແຈຽໄ ຆໃ ຌັ : green, white ຾ລະ black. Teaching Methods/ວ຋ິ ີສຬຌ: Eliciting, Drilling, Explaining and Asking questions. Teaching aids / ສໃ ກື າຌສຬຌ: Flashcards and blackboard Teaching and Learning Activities Stages ຂຌັໄ Teacher activity ກຈິ ຅ະກາ຃ູ Student activity Materi Ti ກຈິ ຅ະກາຌກັ ອຼຌ als me ຉຬຌ Good morning/afternoon I’m fine, thank you . 5’ Checking ຓຌໄື ຂີໄ າຈ຅ກັ ຃ຌ຺ , ລາວຽຎັຌຫງັ ຄ ? ຌກັ ອຼຌຉຬຍ຃າຊາຓ຃ູ attendance ຃ເູ ຫຌໄ ກັ ອຼຌຌຍັ ຽລກ຾ຉໃ 1-10 ---ຌກັ ອຼຌຌຍັ ຽລກ຾ຉໃ and ຃ເູ ຫຌໄ ກັ ອຼຌຌຍັ ຽຎັຌຍກຸ ຃ຌ຺ 1-10 ຑຬໄ ຓກຌັ ໝຈ຺ Revision (3຃ຌ຺ ). ຫຬໄ ຄ ກາຌ຅ຈັ ຉຄັໄ ຫຬໄ ຄ ຾ລະ 27

຋ວຌ ຃ຌື ຌກັ ອຼຌຌຍັ ຾ຉໃ 1-10 ຍຈ຺ ອຼຌຽກໃ າ຺ ● ຃ສູ ະຽໜີ຃າສຍັ ເໝໃ Presentatio n 1 (presenting new words). ສະຽ Section A ໜີຍຈ຺ ອຼຌ 1. Look, listen and repeat ● ຌກັ ອຼຌຽຍໃ ຄີ ອຍູ ຾ລະ ເໝໃ ● ຃ງູ ກ຺ flashcards ຂຌຶໄ ຾ລວໄ ຒຄັ ຽວ຺ໄາ຃າສຍັ ຈວໄ ງ຃ວາຓຉຄັໄ ເ຅ ຌຌັໄ ຈວໄ ງສຼຄ຋ໃ ີຊກື ຉຬໄ ຄ. Ex: table ( 2 ຃ຄັໄ ) ● ຃ຽູ ວ຺າໄ ຃າສຍັ ຌຌັໄ ຬີກ ຾ລະ ຍຬກ ● ຌກັ ອຼຌຽວ຺າໄ ຌາຫົຄັ ຌກັ ອຼຌ ຃ູ ຽວ຺າໄ ຉາຓ (repeat) ● ຃ເູ ຫຌໄ ກັ ອຼຌ repeat ໝຈ຺ ຫຬໄ ຄ, ຽຎັຌກຓຸໃ , ● ຌກັ ອຼຌຽຍໃ ຄີ ອຍູ ,ຒຄັ 15’ ຽຎັຌຍກຸ ຃ຌ຺ ຉາຓຂຌັໄ ຉຬຌຂຬຄ , Flash drilling ຾ລະ ຽວ຺ໄາຉາຓຫລັ ຄ -cards ● ຃ສູ ືຍຉໃ ຎະຉິຍຈັ ຅ຌ຺ ໝຈ຺ 3 ຃າ ຃.ູ ສຍັ ຃ື: table, tiger, tree ● ຌກັ ອຼຌຽວ຺ໄາ຃າສຍັ table, tiger, tree ຬຬກ ● ຃ງູ ກ຺ ອຍູ ຂຌຶໄ ຽ຋ໃ ືຬລະອຍູ ຽຑໃ ືຬ຋ວຌ ຃ວາຓ຅າ ຓາຑຬໄ ຓກຌັ ຂຬຄຌກັ ອຼຌ. ● ຃ຎູ ໄີຌ flashcard ແຎຽຍືຬໄ ຄຉວ຺ ໜຄັ ສ຾ື ລວໄ ● ຌກັ ອຼຌຽຍໃ ິຄຉວ຺ ຊາຓຌກັ ອຼຌວາໃ : ຬກັ ສຬຌ How do you spell `table’ ຾ລະ ສະກຈ຺ ຃າວາໃ 28

ຽຑໃ ືຬ຋ວຌ຃ຌື Alphabet. table (ສຶຍຉໃ ຽອຈັ ຅ຌ຺ ກວໃ າ຅ະໝຈ຺ 3 ຃າ t-a-b-l-e ສຍັ ). ● ຌກັ ອຼຌກາໃ ງ຃າສຍັ ● ຃ຉູ ຈິ flashcards ເສກໃ ະຈາຌ ເສໃ ຎໄຶຓຍຌັ ຋ຶກ. ● ຃ູ Elicits ຃າສຍັ ຅າຌວຌໜຬໄ ງ- ຅າຌວຌ singular plural ຫົາງ (singular & plural)຅າກ a tiger ຌກັ ອຼຌຉາຓຫົກັ ກາຌ຋ໃ ີຽຂ຺າຽ຅າ຺ໄ ອຼຌ tigers ຏາໃ ຌຓາ. a tree trees a tiger ● ຃ຌູ າຑາຌກັ ອຼຌຬາໃ ຌ tigers Practice 2. look and say (pair work). ● ຌກັ ອຼຌຬາໃ ຌຉາຓ຃ູ 10’ saying ● ຃ງູ ກ຺ ອຍູ ຂຌືໄ ຽ຋ໃ ືຬລະເຍ຾ລວໄ ຊາຓ 7’ sentences ຌກອຼຌ ● ຌກັ ອຼຌຉຬຍ: It’s a tree ຽຐິກຽວ຺າໄ ຽຎັຌ What is it? ຎະ ● ຃ງູ ກ຺ ອຍູ ຽສືຬຫົາງ຿ຉຂຌືໄ ຾ລວໄ They are tigers. ຿ຫງກ ຊາຓ ● ຌກັ ອຼຌ A ຆອໄີ ຍູ What are they? ● ຌກັ ອຼຌ B ຽວ຺ໄາ ● ຃ເູ ຫຌໄ ກັ ອຼຌຽອຈັ ກຈິ ຅ະກາຽຎັຌ຃ູໃ ຽຎັຌຎະ (pair work) ຿ຫງກ.(຾ລວໄ ຑຈັ ● ຃ເູ ຫ຃ໄ າ຾ຌະຌາວາໃ ຌກັ ອຼຌ A ຎຼໃ ຌກຌັ ) ຾ລະ B ຅ະ ແຈຽໄ ອຈັ ວຼກຽຎັຌ຃ຉູໃ າຓກຈິ ຅ະກາ (2) ຿ຈງ Practice ຏຈັ ຎໃຼຌກຌັ ຆອໄີ ຍູ ຾ລະ ຽວ຺ໄາຎະ ຿ຫງກ. 3. Listen and tick 29

listening ● ຃ເູ ຫ຃ໄ າ຾ຌະຌາຌກັ ອຼຌວາໃ ● ຌກັ ອຼຌຽຍໃ ຄີ ອຍູ ເຌ ຽຐິກ຋ກັ ຌກັ ອຼຌ຅ະແຈໄ ກຈິ ຅ະກາ(3) ສະກາຌຒຄັ ຒຄັ ຃າສຍັ ຾ລະ ໝາງ ()ເສໃ ● ຌກັ ອຼຌໝາງ () box ຋ໃ ີ ຽຫັຌວາໃ ຓອີ ຍູ ກຄ຺ ກຍັ ຃າສຍັ . ເສອໃ ຍູ ● ຃ຬູ າໃ ຌ຃າສຍັ 3຃ຄັໄ ● ຌກັ ອຼຌສຓ຺ ຋ຼຍ຃າ ● ຃ຍູ ຬກຌກັ ອຼຌສຓ຺ ຋ຼຍ຃າຉຬຍ ຉຬຍ ກຍັ ໝດໃູ ຋ໃູ າຄ ຂາໄ ຄ. ● ຌກັ ອຼຌຉຬຍ຃າ ● ຃ກູ ວຈ຃ຌື ຃າຉຬຍ຿ຈງກາຌຊາຓ ຊາຓ຃ູ ຌກັ ອຼຌ Practice ໝຈ຺ ຫຬໄ ຄຫົືຽຎັຌຍກຸ ຃ຌ຺ . ● ຌກັ ອຼຌສຄັ ຽກຈຽຍໃ ີ 10’ ● ຃຾ູ ຌະຌາຂຌັໄ ຉຬຌກາຌ writing ຂຼຌຉວ຺ T ເຫຌໄ ກັ ອຼຌດາໃ ຄຊກື ຄ຃ຂູ ຼຌ ຐຶກ຋ກັ ວ຋ິ ີ ຈວໄ ງ຃ວາຓຉຄັໄ ເ຅ ສະກາຌ (ຂຈີ ກະຈາຌຽຎັຌຉາຉາຓ຾ຍຍຂຬຄ board ຂຼຌ ຎໄືຓຉາກະ຿ລ)ໃ . ● ຃ຍູ ຬກຌກັ ອຼຌຂຈີ ຾ຊວຉາຓຎືໄຉາ ● ຌກັ ອຼຌຽຐິກຂຼຌ ກະ຿ລໃ ຈວໄ ງຉວ຺ (ຊາໄ ເຏເຆຎໄ ໄືຓຉາກະ຿ລ຾ໃ ລວໄ ກໃຍໃ ຂຈີ ) ຽຬຄ ຾ລວໄ ຐຶກ ຂຼຌຫົາງຽ຋ໃ ືຬ. Presentatio ● ຃ຌູ າຑາຌກັ ອຼຌຫົໄິຌ ● ຌກັ ຫົິໄຌຽກຓ 9’ n2 ຽກຓ຾ຂຌ຃ board colo ຑາກສະຽໜີ (hangman game) r ● ຃ຌູ າຑາຌກັ ອຼຌຬາໃ ຌ຃າສຍັ ● ຌກັ ອຼຌຬາໃ ຌຌາຫົຄັ ຍຈ຺ ອຼຌເໝໃ ‘color’ 2 ● ຃ງູ ກ຺ flashcards of colors ຃ູ ຂຌໄຶ ຾ລວໄ ● ຌກັ ອຼຌຽຍໃ ີຄອຍູ ຑາຍ 30

ຽອັຈ drilling ຉາຓຂຌັໄ ຉຬຌ຋ໃ ີ ຒຄັ ຊກື ຉຬໄ ຄ. ຾ລະຽວ຺າໄ ຉາຓ. Practice (green ,white, black). 10’ speaking 5. Let’s talk Pre-talking ● ຃ງູ ກ຺ flashcard ຃າວາໃ What ● ຌກັ ອຼຌຬາໃ ຌ຾ລວໄ Flashcards ຍຬກ຃ວາຓໝາງວາໃ : ຂຌໄື ເຫຌໄ ກັ ອຼຌຬາໃ ຌ຾ລວໄ ຾ຎ ຾ຓຌໃ ຃ວາຓໝາງ. ຫງັ ຄ? ● ຃ງູ ກ຺ flashcard ຃າວາໃ ● ຌກັ ອຼຌຬາໃ ຌ຾ລວໄ COLOR ຍຬກ຃ວາຓໝາງວາໃ : ສີ ຂຌໄື ເຫຌໄ ກັ ອຼຌຬາໃ ຌ຾ລວໄ ຾ຎ ຃ວາຓໝາງ ● ຌກັ ອຼຌຬາໃ ຌຎະ ● ຃ຂູ ຼຌຎະ຿ຫງກ What color ຿ຫງກ is it? ເສກໃ ະຈາຌ຾ລວໄ ຌາຑາ What color is it? ຌກັ ອຼຌຬາໃ ຌ 3 ຃ຄັໄ . 3 ຃ຄັໄ . ● ຃ງູ ກ຺ ຽ຅ງັໄ ສີຂຼວຂຌໄຶ ຾ລວໄ ຊາຓ ● ຌກັ ອຼຌຉຬຍ ຌກັ ອຼຌວາໃ : It’s green What color is it?  ຌກັ ອຼຌ຅ຍັ ຽຎັຌ຃ູໃ ● ຃ເູ ຫ຃ໄ າ຾ຌະຌາວາໃ ຌກັ ອຼຌ຅ະແຈໄ ຾ລະ ຑຈັ ຎໃຼຌກຌັ ຅ຍັ ຽຎັຌ຃ູໃ ຾ລະ ຑຈັ ຎຼໃ ຌກຌັ ຊາຓ- ຊາຓ-ຉຬຍກຼໃ ວ ຉຬຍກຼໃ ວກຍັ ກຍັ ສາຓສີ ຋ໃ ີແຈໄ ສາຓສີ ຋ໃ ີແຈອໄ ຼຌເຌຆວໃ ຺ ຿ຓຄຌ.ໄີ ອຼຌເຌຆໃວ຺ ຿ຓຄຌ.ີໄ (ຌາເຆອໄ ຍູ ເຌຂ5ໄ ໜາໄ ຋ີ 51). A: What color is it? A: What color is it? B: It’s black B: It’s black A: What color is it? A: What color is it? B: It’s green B: It’s green A: What color is it? A: What color is it? B: It’s white B: It’s white 31

● ຃ງູ າໃ ຄຽລາະຽຑໃ ືຬຆວໃ ງຽຫົືຬ ຌກັ ອຼຌ(monitoring) Free ● ຃຾ູ ຌະຌາຌກັ ອຼຌເຫຽໄ ອຈັ ວຼກ ● ຌກັ ອຼຌຒຄັ ຃າ Real 10’ practice ຽຎັຌ຃຾ູໃ ລວໄ ຑຈັ ຾ຌະຌາ຾ລະຽຍໃ ີຄຉວ຺ objects ກາຌຐຶກຆຬໄ ຓ ດາໃ ຄຂຬຄ຃.ູ and ຎຼໃ ຌກຌັ ຊາຓ-ຉຬຍກຼໃ ວກຍັ Pictures ຾ຍຍ ຍຈ຺ ອຼຌ຋ີອຼຌເຌ ຬິຈສະຫົະ ຓຌໄື ໄີ (ຌາເຆວໄ ຈັ ຊຎຸ ະ຅ກັ ເກຉໄ ວ຺ ຫົື ອຍູ ຑາຍຉາຓ ຃ວາຓຽໝາະສຓ຺ ). ຉວ຺ ດາໃ ຄ: A: What is it ? B: It’s a tree A: What color is it ? ● ຌກັ ອຼຌຽກໃຄັ ຽອັຈ ຽຎັຌ຾ຍຍ B: It’s green ດາໃ ຄ ● ຃ເູ ຫຌໄ ກັ ອຼຌຽກໃຄັ ສຬຄ຃ຌ຺ ຽອັຈ ● ຌກັ ອຼຌຊາຓຉຬຍ ຉາຓກາຌ ຽຎັຌ຾ຍຍດາໃ ຄ(model). ● ຃຅ູ ຍັ ຃ເູໃ ຫຌໄ ກັ ອຼຌຽຑໃ ືຬຐຶກຆຬໄ ຓ ຾ຌະຌ າຂຬຄ຃ູ ຾ລະຉາຓ open pair ● ຃ຽູ ຬໄີຌຌກັ ຃ຌູໃ ໃ ຄື ດືຌຂຌືໄ ຾ລວໄ ຊາຓ ຍຈ຺ ອຼຌ຋ໃ ີແຈອໄ ຼຌ ກຌັ ຓາ (ຎະຓາຌ 3຃ູໃ ) ● ຌກັ ອຼຌລກຸ ຂຌໄື ຊາຓ ● ຃ສູ ຄັ ຽກຈກາຌຊາຓ-ຉຬຍຂຬຄ ຾ລະ ຌກັ ອຼຌ ● ຃ຊູ ຬຈຊຬຌຍຈ຺ ອຼຌກາຌຊາຓ ຉຬຍກຌັ ດກູໃ ະຈາຌ. ຉຬຍຂຬຄຌກັ ອຼຌ ● ຃ຌູ າຑາຌກັ ອຼຌອຬໄ ຄຽຑັຄ຾ລະ ● ຌກັ ອຼຌອຬໄ ຄຑຬໄ ຓ ຉຍ຺ ຓຽື ຎັຌ຅ຄັ 32

ຫວະ ກຌັ Let’s sing What color is it ? It’s green, black and white. What color is it ? It’s green, black and white. What color is it ? It’s green, black and white .(ຆາໄ 3຃ຄັໄ ) - ຃ູເຫໄ ຌກັ ອຼຌຂຼຌຉວ຺ ຬກັ ສຬຌ T - ຌກັ ອຼຌຂຼຌຉວ຺ 15’ Evaluation , ຾ລະ t ຾ລວໄ ງກ຺ ຂຌຶໄ ຑຬໄ ຓກຌັ . ຬກັ ສຬຌ T ຾ລະ t ຾ລວໄ Summarizin g - ຃ູງກ຺ flashcards tiger, table, ງກ຺ ຂຌຶໄ ຑຬໄ ຓກຌັ and setting home work tree ຂຌຶໄ ຽ຋ໃ ຬື ລະ຾ຏໃ ຌ຾ລວໄ ເຫໄ - ຌກັ ອຼຌຬໃ າຌ຃າສຍັ ກາຌຎະຽຓຌີ ຌກັ ອຼຌຬໃ າຌຬຬກສຼຄຑຬໄ ຓ ກຌັ ໝຈ຺ tiger, table, tree ຏຌ຺ ,ກາຌສະ ຫຬໄ ຄ ຾ລະ ຽຎຌັ ລາງຍຸກ຃ຌ຺ ຬຬກສຼຄຑຬໄ ຓ ກຌັ ໝຈ຺ ຫົຍູ ຾ລະ ຃ງູ ກ຺ flashcard ຂຌືໄ ຾ລວໄ ຊາຓ ຫຬໄ ຄ ຾ລະ ຽຎຌັ ລາງ ຓຬຍ ຌກັ ອຼຌໝຈ຺ ຫຬໄ ຄ, ຊາຓຽຎັຌຍກຸ ຃ຌ຺ ຍຸກ຃ຌ຺ . ວຼກຍາໄ ຌ What is it ? It’s a tiger What color is it ? It’s black What is it ? It’s a table What color is it ? It’s white What is it ? It’s a tree What color is it ? It’s green Summarizing the lesson ● ຃ຌູ າຑາຌກັ ອຼຌສະຫົູຍຍຈ຺ ອຼຌ ຿ຈງຌາເຆໄ Semantic map ຾ລະ UBD Semantic map 33

Green Colors White black It’s a tiger UBD a tiger tigers They are tigers tiger It’s a T table a table table tree They are tables tables a It’s a tree tree trees They are trees ● ຃຾ູ ຌະຌາຌກັ ອຼຌຽອັຈວຼກຍາໄ ຌ ຈຄໃ ັ ຌ:ີໄ 1.ຂຼຌຉວ຺ ຬກັ ສຬຌ T t ເຫແໄ ຈໄ ຾ຌວລະ 5 ຾ຊວ T T T TT TT t t t tt ttt ● ຃຾ູ ຌະຌາເຫຌໄ ກັ ອຼຌຽຍໃ ີຄອຍູ ຾ລວໄ ຂຼຌຎະ຿ຫງກ຃າຊາຓ຾ລະ຃າ 34

ຉຬຍຂຬຄກຈິ ຅ະກາ຋ີ 2 ໜາໄ ຋ີ 49 Date:……………… ຉວ຺ ດາໃ ຄ A: What is it ?. Trainee’s signature ລາງຽຆັຌຌກັ ຽຐິກຫຈັ ສຬຌ B: It’s a tiger Teacher’s signature /ລາງຽຆັຌ຃ສູ ຬຌ 2.2. ສກຶ ສາຍຈ຺ ສຬຌ ● ຌກັ ອຼຌຽຍໃ ຄ຾ຏຌກາຌສຬຌ ຾ລະ ຉຬຍ຃າຊາຓ 1. ຾ຏຌກາຌສຬຌຌຎໄ ະກຬຍຓ຅ກັ ຂຌັໄ ຉຬຌ? ຃ຂື ຌັໄ ຉຬຌເຈ຾ຈໃ ? 2. ຅ຈຸ ຎະສຄ຺ ຂຬຄຍຈ຺ ສຬຌຌສໄ ຬຈ຃ໃ ຬຄກຍັ ສຬຈຽຌຬືໄ ເຌຍຈ຺ ອຼຌຍ? ຅ໃ ຄ຺ ຆເໄ ຫຽໄ ຫຌັ ວໃ າ຅ຈຸ ຎະສຄ຺ ເຈສຬຈ຃ໃ ຬຄກຍັ ຽຌຬືໄ ເຌເຈ? 3. ກຈ຅ະກາຂຬຄຍຈ຺ ສຬຈ຃ໃ ຬຄກຍັ ຅ຈຸ ຎະສຄ຺ ຍ?຅ໃ ຄ຺ ຍຬກວໃ າກຈ຅ະກາເຈສຬຈ຃ໃ ຬຄກຍັ ຅ຈຸ ຎະສຄ຺ ເຈ? 4. ຊາໄ ຎະຽຓຌຏຌ຺ ຾ຌວຌ຅ໄ ະຎະຽຓຌແຈຍໄ ວໃ າຍຈ຺ ອຼຌຌ຅ໄ ະຍຌັ ລຸ຅ຈຸ ຎະສຄ຺ ຫົື ຍໃ ? 2.3. ກາຌສຬຌສາ຋ຈ ຃ູຉຄັໄ ຃າຊາຓເຫຌໄ ກັ ອຼຌກໃ ຬຌ຅ະສຬຌສາ຋ຈ (Demonstration) 1. ຃ແູ ຈຎໄ ະຉຍຈັ ຉາຓ 5 ຍາຈກາໄ ວຍ ? ຓຍາຈກາໄ ວເຈ຾ຈໃ ? 2. ຃ູແຈຌໄ າສະຽໜຍຈ຺ ອຼຌເໝໃ ຅ກັ ຃ຄັໄ ? ຃ູແຈສໄ ະຽໜຫງັ ຄ຾ຈໃ ? 3. ກຈ຅ະກາຐກຶ ຎະຉຍຈັ ຋ໃ ຃ູເຆຓໄ ຫງັ ຄ຾ຈໃ ? 4. ຃ຎູ ະຽຓຌ຃ວາຓຽຂາ຺ໄ ເ຅ ຾ລະ ຃ວາຓສາຓາຈຂຬຄຌກັ ອຼຌຈວໄ ງວ຋ເຈ ? 5. ຽວລາ຋ໃ ເຆເໄ ຌກາຌສຬຌຑຼຄຑຍ ? 6. ຑວກຌກັ ອຼຌຽຫຌັ ວໃ າ຃ູສຬຌແຈຍໄ ຌັ ລຸ຅ຈຸ ຎະສຄ຺ ຂຬຄຍຈ຺ ອຼຌຍ ? ຈວໄ ງຽຫຈເຈ ? (ເຫຆໄ ຾ໄ ຅ຄຽຫຈຏຌ຺ ). 35

Example Lesson 2: Section A : I i Level : P 3  Communicative aims: - ຌກັ ອຼຌສາຓາຈ ຊາຓ- ຉຬຍ ສະຍາງຈກີ ຌັ ແຈໄ - ຌກັ ອຼຌ ສາຓາຈ ຬາໃ ຌ- ຂຼຌຉວ຺ ຬກັ ສຬຌ I i ຾ລະ ອອູໄ ຼຌ຃າສຍັ ຅າຌວຌໜໃ ຶຄກຼໃ ວກຍັ ຉວ຺ ຬກັ ສຬຌ I  Educative aims: ສາຓາຈຌາເຆຉໄ ວ຺ ຬກັ ສຬຌຽຑໃ ືຬຎະກຬຍຽຎັຌ຃າສຍັ ເຌຂຌັໄ ຉໃ ແຎ. Teaching materials: ຍຈັ ຃າ, (ຍຈັ ຃າສຍັ , ຍຈັ ອຍູ ຾ລະ ຎືໄຓ຾ຍຍອຼຌ) Time: 9o mn Teacher’s activity Students Teaching aids Time ‘activities ● Greeting Assessment - ຊາຓສະຍາງຈຌີ ກັ ອຼຌ (Good morning/Good) - ສະຍາງຈ຃ີ ູ 5’  Warm up - ຌກັ ອຼຌຽອັຈ 5’ Revision/ Checking ຉາຓ຃ູ homework - ສຄັ ຽກຈກາຌ ຬຬກສຼຄ  Presentation (Section A) ຂຬຄຌກັ ອຼຌ - ຃ຂູ ຼຌຉວ຺ ໜຄັ ສື ຬກັ ສຬຌ I - ຌກັ ອຼຌຬາໃ ຌ - ສຄັ ຽກຈຽຍໃ ຄິ ຉາຓ຃ູ 15’ ກາຌຬຬກ ຾ລະ i ເສກໃ ະຈາຌ຾ລວໄ ຑາ - ຌກັ ອຼຌຬາໃ ຌຌາ ສຼຄຂຬຄຌກັ ຌກັ ອຼຌຬາໃ ຌ ຃ູ ອຼຌ - ຃ງູ ກ຺ ຍຈັ ຃າ ຾ລະ ອຍູ ຑາຍ - ຌກັ ອຼຌຬຬກຓາ ຬາໃ ຌ ຾ຉລໃ ະຆຸຈກຼໃ ວກຍັ ຉວ຺ ຬກັ ສຬຌ i ຾ລວໄ ຑາຌກັ ອຼຌຬາໃ ຌ 3-4 ຃ຄັໄ ( insect, ຍຈັ ຃າ ຾ລະ ຍຈັ ອຍູ ຑາຍ ice-cream, island ) - ຃ຉູ ຈິ ຍຈັ ຃າສຍັ ເສກໃ ະຈາຌ ຾ລວໄ ຽຬີຌໄ ຌກັ ອຼຌຬຬກຓາຬາໃ ຌ 36

- ຃ຽູ ຬຌີໄ ຌກັ ອຼຌ ຽ຋ໃ ືຬລະ຃ຌ຺ ຓາ - ຌກັ ອຼຌຽຬ຺າອຍູ - ສຄັ ຽກຈຽຍໃ ຄິ ຽລຬື ກ຃າສຍັ ເຫຊໄ ກື ກຍັ ອຍູ ຑາຍຓາຉຈິ ເສຉໃ າຓ ວາໃ ຽຬ຺າ຃າ ຑາຍ ຋ໃ ີຓເີ ຌກະຈາຌ ຃າສຍັ ຬາໃ ຌ຾ລວໄ ສຍັ ເສຊໃ ກື ຫົື ຬາໃ ຌ ຍໃ  Practice ກຈິ ຅ະກາ 1: Look, listen - ຌກັ ອຼຌຽຎີຈຎໄືຓ ຎືໄຓ຾ຍຍອຼຌ - ຃ຉູ ຈິ ຉາຓ and repeat ຾ຍຍອຼຌໜາໄ ຋ີ9 ຎໄືຓ຾ຍຍອຼຌ ກາຌຬາໃ ຌ - ຃ເູ ຫຌໄ ກັ ອຼຌຽຎີຈຎືໄຓໜາໄ ຋ີ - ຌກັ ອຼຌຒຄັ ຾ລະ ຂຬຄຌກັ ອຼຌ (9) ຬາໃ ຌຉາຓຫົຄັ - ຌກັ ອຼຌຬາໃ ຌຎະ 40’ - ຃ຑູ າຌກັ ອຼຌຬາໃ ຌ຃າສຍັ ຋ໃ ີຓເີ ຌ ຓາຌ 2-3຃ຌ຺ - ຃ດູ າໃ ຄຬຬໄ ຓ ຎືໄຓ຾ຍຍອຼຌ ຒຄັ ກາຌ - ຃ຽູ ຬຌີໄ ຌກັ ອຼຌຬາໃ ຌຎະຓາຌ 2- ຬຬກສຼຄ 3຃ຌ຺ ຂຬຄຌກັ ອຼຌ ກຈິ ຅ະກາ 2: Look and say - ຃ຍູ ຬກ຃າ ຉຬຍຎາກ - ຃ຂູ ຼຌ It’s an…. .ເສກໃ ະ - ຌກັ ອຼຌຽຍໃ ຄິ ຑາຍ ຽຎໃ າ຺ ຫົື ຈາຌ ຾ລວໄ ຑາຌກັ ອຼຌຬາໃ ຌ ຾ລວໄ ຎຼໃ ຌກຌັ ຬາໃ ຌ ຂຼຌເສໃ ຑຬໄ ຓງກ຺ ອຍູ ຑາຍເຫຌໄ ກັ ອຼຌ ຽຎຌັ ຃ູໃ ກະຈາຌ ຽຍໃ ຄິ ຾ລວໄ ຬາໃ ຌຉາຓຫົຄັ (ຽຎຌັ ຎະ຿ຫງກ) ຃ສູ ຄັ ຽກຈຽຍໃ ຄິ ກາຌຂຼຌຂຬຄ - ຃ເູ ຫຌໄ ກັ ອຼຌຽຎີຈຎໄືຓໜາໄ ຋ໃ ີ 10 ຌກັ ອຼຌ ກຈິ ຅ະກາ 3 : Listen and - ຌກັ ອຼຌຽຎີຈຎຶໄຓ tick ໜາໄ ຋ີ 11 ຾ລະ - ຃ເູ ຫຌໄ ກັ ອຼຌຽຎີຈຎໄືຓໜາໄ ຋ີ 11 ຒຄັ ກາຌຬະ຋ິຍາງ ຾ລະ ຽຍໃ ຄິ ອຍູ ຑາຍ ຾ລວໄ ຬະ ຂຬຄ຃ູ ຋ິຍາງວ຋ິ ີຽອຈັ ກຈິ ຅ະກາ - ຃ຬູ າໃ ຌ຃າສຍັ (ink ice- - ຌກັ ອຼຌຉກິ ເສໃ cream ivory) ອຍູ ຉາຓ຋ໃ ີແຈງໄ ຌິ - ຃ຬູ າໃ ຌ຃ຌື ຽຑໃ ືຬຌເຫຌໃ ກັ ອຼຌ - ຌກັ ອຼຌກວຈ຃ຌື ກວຈ຃ຌື - ຃ຂູ ຼຌ຃າຉຬຍເສກໃ ະຈາຌ - ຌກັ ອຼຌສຄັ ຽກຈ຃ູ ກຈິ ຅ະກາ 4 : Look and ຂຼຌ write - ຃ຂູ ຈີ ຽສັຌໄ ຂະໜາຌເສກໃ ະຈາຌ - ຌກັ ອຼຌ2-3຃ຌ຺ ຾ລວໄ ຂຼຌຉວ຺ ຬກັ ສຬຌ I i ຬຬກຓາຂຼຌດໃູ ຾ຍຍ຋ໃ ີຊກື ຉຬໄ ຄເສກໃ ະຈາຌ 37

- ຃ຽູ ຬຌີໄ ຌກັ ອຼຌຬຬກຓາຂຼຌດໃູ ກະຈາຌ 15’ ກະຈາຌ ຎະຓາຌ 2-3 ຃ຌ຺ - ຌກັ ອຼຌ຋ຄັ ໝຈ຺ ຃ງູ າໃ ຄຬຬໄ ຓຫຬໄ ຄ ຂຼຌເສຎໃ ຶໄຓ ຽຑໃ ືຬກວຈ ຽຍໃ ຄິ - ຃ເູ ຫຌໄ ກັ ຂຼຌເສເໃ ຌຎໄຶຓ Production - ຌກັ ອຼຌຒຄັ ຃ູ ວາໃ ຌກັ ອຼຌ ກຈິ ຅ະກາ 5 : Let’s talk ຬຬກສຼຄ ຫົື - ຃຋ູ ກັ ຋າງຌກັ ອຼຌຽຎັຌຑາສາ - ຌກັ ອຼຌຬາໃ ຌຉາຓ ຽຂາ຺ໄ ເ຅ກຈິ ຅ະ ຬຄັ ກຈິ ຃ູ ກາຫົືຍໃ (Hello. How are you?) - ຌກັ ອຼຌ ຾ລະ ຉຬຍຽຎຌັ ຑາສາຬຄັ ກຈິ ສຌ຺ ຋ະຌາຽຎັຌກຓຸໃ Hello, I’m fine. ຾ລວໄ ຾ຎ ຽຎັຌ຃ູໃ ຽຎັຌຑາສາລາວ. - ຌກັ ອຼຌ 2-3 ຃ູໃ - ຃ຂູ ຼຌ Hello. How are ຓາສຌ຺ ຋ະຌາດຉູໃ ໃ you? ໜາໄ ກະຈາຌ - ຌກັ ອຼຌຒຄັ Hello. I’m fine. ເສກໃ ະຈາຌ ຾ລວໄ ຑາຌກັ ອຼຌ ຬາໃ ຌ 2-3 ຃ຄັໄ ຾ລະ຃຾ູ ຍຄໃ ຌກັ ອຼຌຽຎັຌສຬຄກຓຸໃ ສຌ຺ ຋ະຌາ ຅າກຌຌັໄ ຃ເູ ຫໄ ຌກັ ອຼຌ຅ຍັ ຃ສູໃ ຌ຺ ຋ະຌາ - ຃ເູ ຫຌໄ ກັ ອຼຌ 2-3 ຃ຓູໃ າ ສຌ຺ ຋ະຌາດຉໃູ ໃ ໜາໄ ກະຈາຌ HW -຃ເູ ຫຌໄ ກັ ອຼຌຂຼຌຉວ຺ I i ດາໃ ຄ ລະ5 ຾ຊວ 38

຿຃ຄອໃ າຄລາງວຆິ າ ຆໃ ວຆິ າ: ວ຋ິ ສີ ຬຌຑາສາຬຄັ ກຈິ 1 ຫົກັ ສູຈສາໄ ຄ຃ຎູ ະຊມ຺ ຎະລຌິ ງາຉີ 12+4 ຑາກອຼຌ 6 ຎີ 3 ລະຫຈັ :0208604 ຑາກອຼຌ ຾ລະ ຎອີ ຼຌ ຑາກອຼຌ຋ີ 6 ຎ຋ີ 3ີ Semester and Year 48 ຆໃ ວ຺ ຿ມຄ ຅າຌວຌຆໃ ວ຺ ຿ມຄ Time 2(1-2-2) ຅າຌວຌໜໃ ວງກຈິ ວຆິ າຌມີໄ ີ 2 ໜໃ ວງກຈິ , ຅ຈັ ກາຌອຼຌ-ກາຌສຬຌຑາງເຌ 16 ຬາ຋ຈິ (3 ຆໃ ວ຺ ຿ມຄຉໃ Credit ຬາ຋ຈິ ); ເຌຌຌັໄ 1 ຆໃ ວ຺ ຿ມຄ ສຬຌ຋ຈິ ສະຈ,ີ 2 ຆໃ ວ຺ ຿ມຄ ຑາກຎະຉຍິ ຈັ ຉວ຺ ຅ຄິ ຾ລະ 2 ຆໃ ວ຺ ຿ມຄ຾ມໃ ຌເຫວໄ ຼກຍາໄ ຌ. ຬະ຋ຍິ າງ຃ໃ າໜໃ ວງກຈິ ຽມໃ ຬອຼຌວຆິ າຌ຅ີໄ ຍ຺ ຾ລວໄ ຌກັ ສກຶ ສາ຃຅ູ ະສາມາຈ: Credit Explanation - ຌາເຆກໄ ະຈາຌເຌຽວລາສຈິ ສຬຌຢໃ າຄມຎີ ະສຈິ ຋ຑິ າຍ. ຅ຈຸ ຎະສຄ຺ - ຽຂາ຺ໄ ເ຅ຽ຋ກັ ຌກິ ຉໃ າຄໂກໃ ຼວກຍັ ກາຌສຬຌຑາສາຬຄັ ກຈິ ຂຌັໄ ຑຌໄ ຊາຌ. Objectives - ຌາເຆຽໄ ຋ກັ ຌກິ ກາຌສຬຌຽຂາ຺ໄ ເຌຂຌັໄ ຉຬຌຉໃ າຄໂຂຬຄກາຌ຅ຈັ ກຈິ ຅ະກາຢໃ າຄຽໝາະ ຽຌຬໄ ເຌຫງໄ ສມ຺ . Course Description - ຾ຉໃ ຄຍຈ຺ ສຬຌ ຾ລະ ວາຄກຈິ ຅ະກາຽຂາ຺ໄ ເຌກາຌສຬຌແຈຢໄ ໃ າຄ຾຋ຈຽໝາະກຍັ ວ຋ິ ຈີ າຽຌຌີ ກາຌສຬຌ ລະຈຍັ ຂຬຄຌກັ ອຼຌຆຌັໄ ຎະຊມ຺ ສກຶ ສາ. Methodology - ຏະລຈິ ຾ລະ ຌາເຆຬໄ ຸຎະກຬຌຽຂາ຺ໄ ເຌກາຌສຈິ ສຬຌຢໃ າຄຽໝາະສມ຺ . ວຆິ າຌ຾ີໄ ມໃ ຌວຆິ າ຋ໃ ເີ ຫ຃ໄ ວາມອູກໄ ໃ ຼວກຍັ ວ຋ິ ີ ຾ລະ ຋ກັ ສະກາຌສຬຌຑາສາຬຄັ ກຈິ ຂຌັໄ ຑຌໄ ສໃ ກາຌອຼຌ-ກາຌສຬຌ ຊາຌຢໃ ູເຌຆຌັໄ ຎະຊມ຺ ສກຶ ສາ ຽຆໃ ຄິ ຅ະຽຌຌັໄ ເສໃ ກາຌ຾ຉໃ ຄຍຈ຺ ສຬຌ, ກາຌສຈິ ສຬຌຉວ຺ Teaching Aids ຬກັ ສຬຌຑາສາຬຄັ ກຈິ , ສຬຌ຃າສຍັ ເໝໃ , ກາຌສຬຌສໃ ຋ີ ກັ ສະເຌຑາສາຬຄັ ກຈິ , ກາຌຌາ ເຆກໄ ະຈາຌ ຾ລະ ວາຄກຈິ ຅ະກາຽຂາ຺ໄ ເຌກາຌສຬຌ, ກາຌຏະລຈິ ຾ລະ ຌາເຆຬໄ ຸຎະກຬຌ ຬາ຋ຈິ ຋1ີ ຽຂາ຺ໄ ເຌກາຌ຅ຈັ ກຈິ ຅ະກາ ກາຌອຼຌ-ກາຌສຬຌ. Week 1 ວຆິ າ ວ຋ິ ສີ ຈິ ສຬຌຑາສາຬຄັ ກຈິ ຆຌັໄ ຎະຊມ຺ ຌ຾ີໄ ມໃ ຌສຬຌຢໃ ູຑາກອຼຌ຋ີ 1 ຂຬຄຎ຋ີ ີ 2 ຿ຈງ ເຆຽໄ ວລາສຈິ ສຬຌ຋ຄັ ໝຈ຺ 16 ຬາ຋ຈິ , ຾ຉໃ ລະຬາ຋ຈິ ສຬຌ 3 ຆໃ ວ຺ ຿ມຄ ຽຆໃ ຄິ ວໃ າ຃ສູ າມາຈ ເຆວໄ ຋ິ ກີ າຌສຈິ ສຬຌຫາົ ງວ຋ິ ຅ີ າກຽຬກະສາຌຉໃ າຄໂ຋ໃ ກີ ໃ ຼວຂຬໄ ຄກຍັ ກາຌສຈິ ສຬຌຑາສາ ຬຄັ ກຈິ ຋ໃ ສີ ຬຌເຫຌໄ ກັ ອຼຌ຃ສູ າງຎະຊມ຺ ຢໃ ູເຌສະຊາຍຌັ ສາໄ ຄ຃.ູ Text book, Flash card , picture card, TV, VIDEO and LCD Unit 1 Using Blackboard and classroom management 1. Using the blackboard 1.1. Organizing the blackboard 1.2. Dividing Blackboard into sections for an effective use 2. Classroom management 2.1. Control in the classroom 2.2. Using gestures ຬາ຋ຈິ 2 Unit 2 Teaching handwriting

Week 2 1. How to write English letters 2. Writing sentence, shape and position of the letters ຬາ຋ຈິ ຋3ີ 3. Practice writing sentences Week 3 Revision ຬາ຋ຈິ ຋4ີ Week 4 Unit: 3 Presenting new language ຬາ຋ຈິ ຋5ີ 1. The new languages Week 5 2. Eliciting 3. Drilling ຬາ຋ຈິ ຋6ີ 4. Technique of Showing the semantic Week 6 Revision ຬາ຋ຈິ ຋7ີ Week 7 Unit: 4 Teaching speaking and listening ຬາ຋ຈິ ຋8ີ I. Teaching speaking Week 8 1. Practice using drilling ຬາ຋ຈິ ຋9ີ 2. Other control activity Week 9 3. Freer activity ຬາ຋ຈິ ຋1ີ 0 4. Revision Week 10 II. Teaching listening 1. Basic principles for listening 2. The stages of a listening lesson Putting all the stages together Unit: 5 Creating and Using teaching aids 1. Introduction 2. Set of pictures/flashcards 3. Creating materials Revision 1-5 revision Unit: 6 Planning a lesson 1. Stages of a lesson plan Activity 1: Stages of a lesson plan a. Other thing to think about Activity 1: lesson plan preparation Activity 2: setting aims of a lesson 1. The organization in a lesson plan a. Lesson plan model b. Lesson plan discussion c. Teaching demonstration Planning a lesson: (Continue) Practice making lesson plan Practice making lesson plan

ຬາ຋ຈິ ຋1ີ 2 Practice making lesson plan Week 12 ຬາ຋ຈິ ຋1ີ 3 Practice making lesson plan Week 13 ຬາ຋ຈິ ຋1ີ 4 Practice making lesson plan Week 14 ຬາ຋ຈິ ຋1ີ 5 Practice making lesson plan Week 15 ຬາ຋ຈິ ຋1ີ 6 Over all revision Week 16 ວ຋ິ ຎີ ະຽມຌີ : - ອໃ ວມອຼຌ 10% - ກຈິ ຅ະກາກໃ ຸມ 5% - ຾ຉໃ ຄຍຈ຺ ສຬຌ-ຽຐກິ ສຬຌ 30% - ກາຄຑາກ 25% - ຋າໄ ງຑາກ 30% ຽຬກະສາຌຬາໄ ຄຬຄິ  Tracey-Anne Garraghan (2009), Methodology Textbook Year 2 & 3, Student’s book and Teacher’s guide, Teacher Training Colleges Lao PDR; Teacher Training Department; Ministry of Education and Sports.  Bounchanh XAIVOUTH, Sihnnakohn SRIMOUANG, Sinnouan KEOBOUNMA, Phomma XAYAVONG, Syphong SATCHAVONG, Bouaphan CHANHKEO, Nouanchanh DOUANGBOUDDA, (2015), Methodology Textbook Year 2 Students book, Teacher Training Colleges Lao PDR; Teacher Training Department; Ministry of Education and Sports.  Carolyn Conway (2002), The alphabet Book, The Ministry of Education Printing House. Vientiane.  Bouasavanh KUOVILAY al et. (2011, 2012) English for Lao Primary Schools, student’s book 2,3, Research Institute for Educational Science, Ministry of Education and Sports,  Khamphanh PHIMSIPASOM al.et (2012) English for Lao Primary Schools, student’s book 1 , Research Institute for Educational Science, Ministry of Education and Sports.