ພາສາອັງກິດ ມ.5 (Eng TGM5 V1eesdp)

ENGLISH 5 M5, Vol. 1 FOR SECONDARY SCHOOLS ຊັ້ນມັດທະຍມົ ສກຶ ສາ ປທີ ີ 5 Written by: Sitthattha TAIKEOPHITHOUN Vongmani SITHA Somphone VILAYSOM Manivone PHAXAYAVONG Vatsana VONGSILA Manivone PHONGSA Kor THAMMAKOT Consultants: Bounheng SIHARATH Faith Ruth VILLANUEVA Edited by: Onekeo NUANNAVONG Sitthattha TAIKEOPHITHOUN Layout: Koland SOLATTANAVONG In cooperation with: Education for Employment Sector Development Program (EESDP) Ministry of Education and Sports Research Institute for Educational Sciences 2022 i

INTRODUCTION This Teacher’s Guide (M5, Vol. 1) is the fifth in a series of seven teacher’s guides that were developed and compiled to guide teachers in adopting the student/learner-centered approach and to improve the inconsistent contents of previous materials. This new Teacher’s Guide will h elp t each ers conduct their teaching methodology effectively. It includes the necessary steps of teach in g wit h clear instructions that teachers can follow easily. Moreover, this Teacher’s Guide will give useful ideas to teachers in preparing the teaching aids to use in their classes by themselves. It also includes the key learning competencies of the lesson, reading texts for listening, songs, and classroom games. Therefore, the teaching methodology will be more effective if the teachers read the Teacher’s Guide before teaching. Additionally, it is necessary for teachers to follow the Teacher’s Guide as this was thoughtfully developed and compiled by curriculum development specialists from the Employment Education Sector Development Project (EESDP) and the Research Institute for Educational Sciences (RIES) teams to guide teachers in instructional delivery. However, the Teacher’s Guide is produced under time constraints and thus may fail to probe into every needed learning gap. Some minor errors might be possible in some instructions. Thus, the Foreign Languages Resource Centre highly appreciates all comments and suggestions from users, and those are considered a great contribu t ion t o the development of the Lao National Education. The Research Institute for Educational Sciences avails itself of this opportunity to express its sincere thanks to all contributors. Research Institute for Educational Sciences ປມ້ຶັ ຄູ່ມືພາສາອັງກິດຊັ້ນມັດທະຍົມສຶກສາ (ປີທີ 5 ເຫັ້ມ 1) ເຫັ້ມນີັ້ ແມູ່ນຫົວທີຫັ້າໃນປັ້ຶມຄູ່ມື 7 ຫົວ ທີູ່ ໄດັ້ຮຽບຮຽງຂ້ັຶນເພືູອ່ ຊວູ່ ຍໃຫຄ້ັ ສອນຕາມຮບແບບການສອນເອົານກັ ຮຽນເປັນໃຈກາງ ແລະ ປບັ ປຸງເນືັອ້ ໃນປມ້ັຶ ເກົູ່າ ທູ່ີບູ່ສອດຄູ່ອງ. ປຶັ້ມຄູ່ມືຄເຫັ້ມໃໝູ່ນີັ້ຈະຊູ່ວຍໃຫ້ັຄປະຕິບັດການສອນຂອງຕົນຢູາ່ ງມີປະສດິ ທພິ າບ. ມັນໄດລ້ັ ວມ ເອາົ ບາງຂນັ້ ຕອນທ່ຈີູ າເປັນຂອງການສອນພ້ັອມດວັ້ ຍຄາແນະນາທຊູີ່ ັດເຈນ ເຊູ່ງິ ຄສາມາດປະຕບິ ັດຕາມໄດັ້ຢູາ່ ງ ງູ່າຍດາຍ. ພ້ັອມກັນນັນ້ , ມນັ ຍັງໄດັ້ໃຫັ້ແນວຄວາມຄດິ ອັນເປັນປະໂຫຍດໃນການກະກຽມອປຸ ະກອນການສອນແກູ່ ຄ ເພູອ່ື ນາໃຊັປ້ ະກອບການສອນໃນຫັອ້ ງຮຽນດັ້ວຍຕົນເອງ. ປັ້ຶມຄູມ່ ືເຫ້ັມນັີ້ຍງັ ປະກອບມີສະມັດຖະພາບຕັນົ້ ຕຂອງ ບດົ , ບົດອາູ່ ນສາລບັ ການຟັງ, ບາງບົດເພງ ແລະ ເກມອີກດ້ັວຍ. ສະນນ້ັ , ການສອນຈະມປີ ະສິດທິພາບຫາຍຂຶັ້ນ ຖາ້ັ ຫາກວູ່າຄໄດອັ້ ູ່ານປັ້ມຶ ຄູ່ມຄື ກູ່ອນຂນ້ັຶ ຫັ້ອງສອນ ແລະ ໃນເວລາສອນຈະຕ້ັອງປະຕິບັດຕາມຄາແນະນາ ເນ່ອືູ ງ ຈາກວູ່າປ້ຶມັ ຄູ່ມືຄເຫັ້ມນ້ີັໄດຮ້ັ ຽບຮຽງ ແລະ ພັດທະນາຂັ້ຶນໂດຍຊູ່ຽວຊານພດັ ທະນາຫກັ ສດຂອງໂຄງການພັດທະນາ ການສກຶ ສາເພ່ືອູ ການຈັ້າງງານ (EESDP) ແລະ ໄດັ້ກວດຜູ່ານໂດຍທີມງານຂອງສະຖາບນັ ຄັົ້ນຄວາ້ັ ວິທະຍາສາດ ການສຶກສາ. ເຖງິ ຢ່າູ ງໄດກູ່ດີ ປມຶ້ັ ຄູ່ມືຄເຫ້ັມນໄ້ີັ ດ້ັສ້າັ ງຂຶນ້ັ ໃນເວລາຮບີ ດູ່ວນ, ເຊູິ່ງບອູ່ າດປາສະຈາກໄດ້ັຄວາມຂາດ ຕົກບົກ ພູ່ອງບ າງປ ະການ ຢູ່ໃນບາງຄ າແນະນ າ ທີູ່ບູ່ ສາມາດ ກວດ ເຫັ ນໄດ້ັໝົ ດ. ສ ະນ້ັນ , ສນສູ່ົ ງເສີ ມພາສ າ ຕາູ່ ງປະເທດຍນິ ດຮີ ັບເອາົ ຄາຕານິຕຊິ ົມ ແລະ ຄາເຫນັ ຕາູ່ ງໆຈາກຄ ແລະ ຜັ້ຊມົ ໃຊ້ປັ ້ມຶັ ທັງຫາຍ ເພອືູ່ ຈະໄດປ້ັ ັບປຸງ ປ້ັຶມເຫ້ັມນັ້ີໃຫ້ັ ມີ ຄວ າມສົ ມບ ນ ຍູິ່ງຂຶ້ັ ນໃ ນກ ານຈັ ດພິ ມຄັ້ງຕູ່ ໆໄປ ທຸກ ຄາ ເຫັ ນ ຂອ ງທູ່າ ນລັ້ ວນ ແຕູ່ ເປັນ ກາ ນ ປະກອບສູ່ວນທູີ່ສາຄັນເຂັ້ົາໃນການພດັ ທະນາການສຶກສາຂອງລາວໃຫ້ັນບັ ມືັ້ນັບມີຄນຸ ນະພາບຍູິ່ງຂັນ້ຶ . ສະຖາບັນ ຄັ້ົນຄວ້າັ ວທິ ະຍາສາດການສຶກສາ ຂສະແດງຄວາມຂອບໃຈລູ່ວງໜັາ້ ມາຍັງທກຸ ໆທາູ່ ນນະໂອກາດນດີ້ັ ້ວັ ຍ. ສະຖາບັນຄນ້ັົ ຄວາ້ັ ວິທະຍາສາດການສຶກສາ ii

TABLE OF CONTENTS Page INTRODUCTION: ………………..………………………………...………………… ii TABLE OF CONTENTS: ……………………………………………………………... iii Unit 1: FAMILIES 4 18 Lesson 1: My family ..……………………………….……….……………………......... 30 Lesson 2: Lao traditional families ………………………………………………………. Lesson 3: Modern and traditional families .………………………………………..……. Unit 2: HOMES Lesson 1: Lao traditional houses ………………………………………………………… 48 Lesson 2: Modern houses ………………………………………………………………... 65 Lesson 3: Looking for an accommodation ………………………………………………. 88 Unit 3: AT SCHOOL Lesson 1: School timetable ……………………………………………………….……… 107 Lesson 2: School disciplines ……………….………………………………………..…… 122 Lesson 3: School activities …............................…………………………………………. 135 Unit 4: ANIMALS Lesson 1: Pets ………………………………………….………………………………… 152 Lesson 2: Wild animals ………………………………………………………………….. 166 Lesson 3: A Lao traditional story ………………………………………………………... 179 Unit 5: JOBS Lesson 1: What’s your job? ………….…………………………………………………... 196 Lesson 2: Job interview ………………..……………………………………………..….. 215 Lesson 3: Leaving school ….…………………………………………………………….. 229 Unit 6: WORLD OF WORK IN THE 21ST CENTURY Lesson 1: Job opportunities in the global world ……………….……………………….... 244 Lesson 2: Job skills in the 21st century …………………………………………………... 263 Lesson 3: Using ICT for work and work opportunities ………………………………….. 27 iii

Unit 1: FAMILIES I. Desired Learning Outcomes Content Standards: The learner demonstrates clear understanding of: • new vocabulary when describing family members; development of reading comprehension skill through various reading texts; and the review 0f key concepts of contractions of pronouns and to be / have verbs (is, are, has or have). • new vocabulary when describing family relationships; development of reading comprehension skill through various reading texts; and review key concepts of present simple tense and coordinating conjunctions (and, but, because, and so). • new vocabulary when describing family relationships, community and society; development reading comprehension skill through various reading texts; and review key concepts of past simple tense (positive, negative, and question sentences) for regular and irregular verbs. Performance Standards: By the end of this unit, the learner can … • review key concepts of contractions of pronouns and to be / have verbs (is, are, has or have); present simple tense and coordinating conjunctions (and, but, because, and so); and past simple tense (positive, negative, and question sentences) for regular and irregular verbs in writing and conversational activities. • analyse the application of contractions of pronouns and to be / have verbs (is, are, has or have); present simple tense and coordinating conjunctions (and, but, because, and so); and past simple tense (positive, negative, and question sentences) for regular and irregular verbs in sentences and in reading texts. • listen and speak using additional vocabularies regarding family relationships, community, and society in sentences and conversational activities. • answer additional written exercises to check and monitor learning of application of contractions of pronouns and to be / have verbs (is, are, has or have); present simple tense and coordinating conjunctions (and, but, because, and so); and past simple tense (positive, negative, and question sentences) for regular and irregular verbs in particular contexts and situations. 1

II. Learning Competencies UNPACKING THE STANDARDS FOR UNDERSTANDING Contents Learning Competencies Lesson 1: My family The learner is able to … 1. differentiate when to use the to be / • Verb to be / have (is, are, has, have) • Contraction of Pronouns have verbs (is, are, has or have) and contraction of pronouns. 2. create a family tree chart with correct label of relationships observing the correct grammar notes. 3. expand vocabulary by learning names of family relations. 4. show teamwork through group activities. 5. show confidence in asking and answering questions and having simple conversations inside the classroom via a role play session. Lesson 2: Lao traditional families The learner is able to … • Present Simple Tense (Positive, 1. differentiate when to use the present Negative and Question Sentences) simple tense (positive, negative, and • Coordinating Conjunctions (and, but, question sentences) and coordinating conjunctions (and, but, because and because, and so) so). 2. expand vocabulary by learning about past tense of certain verbs. 3. show teamwork through group and paired activities. 4. show confidence in asking and answering questions inside the classroom or in a group setting. Lesson 3: Modern and traditional The learner is able to … families 1. differentiate when to use the past • Past Simple Tense (Positive, simple tense (positive, negative, and Negative and Question Sentences for question sentences for regular and 2

regular verbs) irregular verbs) • Past Simple Tense (Positive, 2. expand vocabulary by learning about Negative and Question Sentences for past tense of certain verbs. irregular verbs) 3. show teamwork through group and paired activities. 4. show confidence in asking and answering questions inside the classroom or in a group setting. III. Learning Activities In Lesson 1, a number of activities will be used as follows: • Warm up activity • Writing Activity/Think, Pair and Share Session • Speaking and Listening Drills • Buzz Session • Homework Check • Role Play Session In Lesson 2, a number of activities will be used as follows: • Warm up activity • Writing Activity/ Buzz Session • Writing Activity/Think, Pair and Share Session • Speaking and Listening Drills • Gamified Learning. • Buzz Session In Lesson 3, a number of activities will be used as follows: • Warm up activity • Speaking and Listening Drills • Writing Activity/Think, Pair and Share Session 3

Lesson 1: My family (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • review when to apply the to be / have verbs (is, are, has, have) as well as contraction of pronouns in sentences through speaking drills, Buzz Sessions, Think, Pair and Share Session, and Role Play Session. • expand their vocabularies with words related to family relations and how to use it in sentences. They will also know how to draw a family tree chart. • interact with others and show teamwork through various group activities. • show confidence in asking and answering questions and having simple conversations inside the classroom or in a group setting. Target Products/Performances: The following are products and/or performances that students will do or perform to assess their learning: • answers to exercises 1 and 2 in the application of to be / have verbs (is, are, has, have) in sentences and contractions of pronouns • participation in a buzz session to clearly understand correct usage of contractions of pronouns and to be verbs • drawing of a family tree chart to expand their vocabulary with words related to family relations • participation in a role play to better understand how words are used to describe famil y relationships Learning Resources: • Visual aids • Masking tape • Five (5) to eight (8) copies of Kham and Aliya’s Family Tree (provided in the Buzz Session section) • Exercise 1 (page 4 in the textbook) • Exercise 2 (page 4 in the textbook) • Written worksheets for exercise 3 4

First session (50 minutes) 1. Warm up Activity (5 minutes) a. Before the start of the lesson, the teacher needs to ask these questions to anybody in the class. • How many people in your family? • Who are they? 2. Grammar Note (20 minutes) The teacher must write this Grammar Note in advance on a big piece of paper before the class and then post it on the board OR write this on the board before the class to save time. Students will then just copy this immediately during class time. a. Explain the Grammar Note: to be / have verbs (is, are, has, and have) is are • used when your subject is a singular • used when your subject is a plural noun, noun, he, she, or it AND in the present we, you, or they AND in the present tense. tense. Examples: Examples: Xayaphet is a good son. Khoun and Phet are brothers. subject subject Cooking is what I do. We are always very happy. subject subject He is the tallest in the family. You are the breadwinner. subject subject She is my younger sister. They are family member. subject subject It is a very beautiful house. subject 5

has have • used when your subject is a singular noun, •used when your subject is a plural noun, I, he, she, or it and in the present tense. you, we, or they and in the present tense. Examples: Examples: Xayaphet has football skills. Nan and Phet have nice cars. subject subject Pathou has a good job. I have a smart phone. Our village has many houses. You have been welcomed by us. He has a lot of money. We have dinner every day. She has good cooking skills. They have a large garden. It has thick fur. b. Explain the Grammar Note: Contraction of Pronouns Pronoun + verb Contraction Pronoun + verb Contraction I am I’m I have I’ve He is He’s He has He’s She is She’s She has She’s It is It’s It has It’s You are You’re You have You’ve They are They’re We have We’ve We are We’re They have They’ve Examples: = He’s tall. = She’s long hair. He is tall. = They’ve a wedding today. She has long hair. = You’re the middle child. They have a wedding today. You are the middle child. 6

3. Writing Activity / Think, Pair and Share Session (25 minutes) • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • Each pair must exercise 1, exercise 2 (both from the textbook, Page 4 and exercise 3 (shown in the next page) for fifteen (15) minutes. (Note: The teacher must give each pair a copy of exercise 3 OR write on the board before the class to save on time so pairs can just immediately answer in their notebooks.) • During the activity, the teacher must roam around the room and check that all students are participating. • Once time is up, the teacher will then require all pairs to exchange their papers with other pairs. • The teacher will then write the answers on the board while pairs check their papers. • Each correct answer is equal to one (1) point. • Once checking is done, pairs should return the papers to the original pairs for rechecking. • The teacher must grade this activity as part of QUIZZES. 7

Exercise 3: Contraction of pronouns _____I’ve_____ _____________ Write the contraction of the underlined words _____________ _____________ a. I have always loved gardening. _____________ b. She is the eldest in the family. _____________ c. It is already a happy and contented cat. d. He has never been to Vientiane Capital. e. You have to come to my party, ok? f. You are always loved by us. 8

Answer Key: Exercise 1: Is, are, has, have 1. is 5. has 2. has 6. is 3. has 7. is 4. is 8. has Exercise 2: Is, are, has, have 1. are 5. is, has 2. has 6. is, has 3. have 7. is, has 4. is Exercise 3: Contraction of pronouns a. I’ve d. He’s b. She’s e. You’ve c. It’s f. You’re --- END OF SESSION --- 9

Second session (50 minutes) 1. Speaking and Listening Drills (5 minutes) • The teacher reads out the word first and let students repeat it twice using the words found in the 1. Vocabulary Box (page 1). • The teacher will explain the words that students do not understand. 2. Buzz Session (30 minutes) • The teacher will divide the class into five (5) groups. (Note: Group strong students with weak students.) • For each group, the teacher will give these pieces of papers. Group 1: Kham and Aliya are siblings. Aliya’s Kham’s sister. Kham’s Aliya’s brother. Kham and Aliya’s father is Xang. He has two siblings. They’re Uncle Khong and Aunt Vone. Kham and Aliya’s mother is Xena. She has two siblings. They’re Uncle Chanh and Aunt Noi. On the father’s side, Kham and Aliya’s grandmother’s Phone and their grandfather’s Deng. On the mother’s side, Kham and Aliya’s grandmother’s Nita and their grandfather’s Moud. Group 2: Xang’s wife’s Xena. His brother-in-law’s Chanh and his sister-in-law’s Noi. Xang’s father’s Deng and his mother’s Phone. Xang’s father-in-law’s Moud and his mother-in-law’s Nita. Xang’s siblings are Khong and Vone. Xang’s children are Kham and Aliya. 10

Group 3: Xena’s husband’s Xang. Her brother-in-law’s Vhong and her sister-in-law’s Vone. Xena’s father’s Moud and her mother’s Nita. Xena’s father-in-law’s Deng and her mother-in-law’s Phone. Xena’s children are Kham and Aliya. Group 4: Moud and Nita’s daughter’s Xena and their son-in-law’s Xang. The parents of their son-in-law are Father Deng and Mother Phone. Their grandchildren are Kham and Aliya. Group 5: Deng and Phone’s son is Xang and their daughter-in-law’s Xena. The parents of their daughter-in-law are Father Moud and Mother Nita. Their grandchildren are Kham and Aliya. • The teacher will remind the class that the sentences follow the correct Grammar Notes: Contraction of Pronouns, and the use of the to be verbs (is, are, has, and have). • Using the list on each group’s paper, each group will then draw a family tree (father’s side and mother’s side) with family relationship labels on a big piece(s) of paper for fifteen (15) minutes. • Once time is up, each group will now post their family tree drawings on different sides of the classroom. • Groups will then do an exhibit walk where they look at the other group’s drawings for ten (10) minutes and see how they drew their family tree and discuss among themselves. • After the exhibit walk, the teacher then draws the correct family tree (as shown in the next page) on the board and let students check their own drawings against it. • Each correct answer is equal to one (1) point. • The teacher must grade this activity as part of PARTICIPATION. 11

Answer Key: Kham and Aliya’s Family Tree Father’s side Mother’s side Grandmother Grandfather Grandmother Grandfather Nita Moud Phone Deng Uncle Aunt Father Mother Uncle Aunt Khong Vone Xang Xena Chanh Noi Kham Aliya 12

3. Writing Activity / Think, Pair and Share Session (15 minutes) • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • For fifteen (15) minutes, each pair will help each other draw his/her own family tree chart in their notebooks starting from their grandparents on both sides (father and mother’s sides) up to their line. • Make sure to properly label the names of each person and their relationship. • During the activity, the teacher must roam around the room and check that all students are participating. • The teacher will give it as homework if students do not finish on time. --- END OF SESSION --- 13

Third session (50 minutes) 1. Speaking and Listening Drills (5 minutes) • The teacher reads out the words in the table and students repeat them twice. • If necessary, the teacher points at the family tree drawing on the board to emphasise the words. grandfather grandmother brother uncle aunt sister father mother siblings eldest youngest oldest 2. Homework Check (15 minutes) • The teacher will ask four (4) students to draw on the board their own family tree. • They will also write two (2) sentences describing their family and family members using the Grammar Notes: Contraction of Pronouns and to be/have verbs (is, are, has and have). The grammar notes need to be underlined. • The teacher checks immediately to see if the grammar notes are correct. Students will also correct their own homework and ask assistance from the teacher if necessary. • All students are then required to submit their homework to the teacher for points. • Each correct answer is equal to one (1) point. • The teacher must grade this activity as part of HOMEWORK. 14

3. Role Play Session (30 minutes) Step 1: Identifying the problem • The teacher must explain to the class that this activity will make them better understand how words are used to describe family relationships. Step 2: Establishing the situation for role play • The teacher instructs the class to group themselves into twelve (12) members for each group. (Note: Group strong students with weak students.) Step 3: Establishing roles and selecting participants • Using the same family tree in the second session (Kham and Aliya’s family tree), each group must assign one (1) member for the following characters: Grandmother Phone Grandmother Nita Grandfather Deng Grandfather Moud Uncle Khong Uncle Chanh Aunt Vone Aunt Noi Father Xang Mother Xena Kham Aliya Step 4: Presenting the act • Each team member must write three (3) sentences that describe their assigned characters and how they are related to others. They must use the Grammar Notes: Contraction of Pronouns and the to be/have verbs (is, are, has, and have) in their sentences. A sample below is given: Example: Kham: Hello everyone! I’m Kham. I have one sister and she’s Aliya. I have parents. They’re Xang and Xena. Step 5: Playing the situation • When it’s a group’s turn to present, they will go to the front of the class. • One by one, each group member will introduce themselves using the three (3) sentences they wrote to describe themselves. 15

Step 6: Analysing and evaluating the presentation • The teacher will now ask the class if it was easy to observe the grammar notes and even write sentences which use vocabulary related to family relationships using a role play activity. • The teacher should also ask if there were other ways or activities where it will help the students to observe the correct use of the grammar notes. • The teacher should grade each group member individually based on how well they act their given role. (Follow the SCORE GUIDE FOR ROLE PLAY below in grading a student’s performance.) • The teacher must grade this activity as part of PARTICIPATION. SCORE GUIDE FOR ROLE PLAY CRITERIA RATING 1. Speech was clear. 5432 1 1 2. The role was played in a convincing, 5 4 3 2 1 consistent manner. 1 1 3. Expressions fitted in the role. 5432 4. The contraction of pronouns and to be/have verbs (is, are, has, have) were 5 4 3 2 used correctly in the sentences. 5. The role play was organised. 5432 TOTAL SCORE -- END OF SESSION --- 16

Lesson 2: Lao traditional families (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • review when to apply the present simple tense (positive, negative, and question sentences) using Buzz Session and Think, Pair and Share Session. • review when to use the coordinating conjunctions (and, but, because, so) using speaking drills, Buzz Session, Think, Pair and Share Session, and Gamified Learning. • expand their vocabulary words related to past simple tense of certain verbs. • interact with others and show teamwork through various group activities. • show confidence in asking and answering questions and having simple conversations inside the classroom or in a group setting. Target Products/Performances: The following are products and/or performances that students will do or perform to assess their learning: • answers to exercises 4 and 5 in writing present simple tense (positive, negative, and question sentences) and when to use them • formed sentences to describe a Lao traditional family and each member’s role using the present simple tense and coordinating conjunctions (and, but, because, so) • participation in the game ‘Who am I?’ where each group will guess which family member is described in a sentence • participation in a buzz session describing the usual role of each member of a Lao traditional family to expand their vocabulary related to past simple tense of certain verbs Learning Resources: • Visual aids • Masking tape • Sixteen (16) large sheets of paper/poster • Eight (8) markers • Written worksheets for exercises 4 and 5 17

First session (50 minutes) 1. Warm up Activity (5 minutes) a. Before the start of the lesson, the teacher needs to ask these questions to anybody in the class. • What is a usual traditional family in Laos? What kind of work/roles do family members usually do? What are the usual roles of the father? Or mother? Or the children? 2. Grammar Notes (20 minutes) The teacher must write this Grammar Note in advance on a big piece of paper before the class and then post it on the board OR write this on the board before the class to save time. Students will then just copy this immediately during class time. a. Explain the Grammar Note: Present Simple Tense Present Simple Tense - uses a verb to talk about events that are happening right now or happening regularly. Present Simple Tense Positive sentence Negative sentence Question sentence subject + verb + object subject + does/do + not + Does/Do + subject + verb + object verb + object? Vilaypanh drives a car. Vilaypanh does not drive a car. Does Vilaypanh drive a car? subject does not verb object Does subject verb object subject verb object Kanthavong’s wife sets the Kanthavong’s wife does not Does Kanthavong’s wife set the table? table. set the table. Do I like fruits? I like fruits. I do not like fruits. Do we love to play football? We love to play football. We do not love to play football. Does my son clean the yard? My son cleans the yard. My son does not clean the Do you play pétanque? yard. Does the room look good? You play pétanque. You do not play pétanque. Do they speak English very well? The room looks good. The room does not look good. Are you well-respected? They speak English very They do not speak English well. very well. You are well-respected. You are not well-respected. 18

b. Explain the Grammar Note: Coordinating Conjunctions (and, but, because, and so) Coordinating Conjunctions • are used to join words to make sentences longer. ➢ We use and to join two similar ideas. Examples: Phetmixay is Lao. He comes from Luang Prabang. Conjunction: Phetmixay is Lao and he comes from Luang Prabang. • We use but to join two contrasting ideas. Examples: My father is talented. He is very shy. Conjunction: My father is talented but he is very shy. • We use because to give the reasons. Examples: Lungnapah is happy. Today is her birthday. Conjunction: Lungnapah is happy because today is her birthday. • We use so to give the results. Examples: It started to rain. We decided to eat at home. Conjunction: It started to rain so we decided to eat at home. 3. Writing Activity / Buzz Session (25 minutes) • The teacher will divide the class into groups of four (4) or five (5) students each. (Note: Group strong students with weak students.) • Each group must answer exercise 4 and exercise 5 (shown in the next pages) for fifteen (15) minutes. (Note: The teacher must give each group a copy of exercise 4 and exercise 5 OR write on the board before the class to save on time so groups can just immediately answer in their notebooks.) • During the activity, the teacher must roam around the room and check that all students are participating. • Once time is up, the teacher will then require all groups to exchange their papers with other groups. • The teacher will then write the answers on the board while groups check their papers. • Each correct answer is equal to one (1) point. • Once checking is done, groups should return the papers to the original groups for rechecking. • The teacher will also give bonus points to the group with the highest score. • The teacher must grade this activity as part of QUIZZES. 19

Exercise 4: Present Simple Tense Fill in the blanks for the positive, negative, and question sentences. Example: Positive: Manotham likes bananas. Negative: Manotham doesn’t like eggs. Question: Does Manotham like pizza? 1. Positive: My sister plays the guitar Negative: __________________ the drums. Question: __________________ the piano? 2. Positive: __________________ read Science books. Negative: Our children do not read comics. Question: __________________ magazines? 3. Positive: __________________ eat grass. Negative: __________________ meat. Question: Do cows and goats eat fruit? 4. Positive: Xay eats breakfast every morning. Negative: __________________ lunch. Question: __________________ dinner? 5. Positive: __________________ by tuktuk. Negative: Manoly and Meenoy do not go to work by bus. Question: __________________ by tuktuk? 6. Positive: __________________ at five o’clock. Negative: __________________ at seven o’clock. Question: Do I come home at ten o’clock? 20

Exercise 5: Coordinating conjunctions A. Choose the best coordinating conjunction (and, but, because, and so) to complete the following sentences: 1. Lao families are simple _________ but very close to one another. a. but b. so 2. I’m living with my parents _________ I am not married yet. a. and b. because 3. Anousone is still learning English _________ speak to him slowly. a. so b. but 4. We like our village _________ everyone is helpful. a. because b. and 5. Cats _________ dogs make good pets. a. and b. because 6. Sonesack went home early _________ he always eats dinner with his family. a. because b. and 7. My grandfather _________ grandmother stay with us. a. so b. and 8. Sisouk finished his schooling _________ his parents will be proud of him. a. but b. so 9. Dad took me to the shop _________ he wants me to learn his trade. a. because b. and 10. Chansouda is the eldest in the family _________ she is the shortest. a. but b. so 21

B. Connect the two sentences using the coordinating conjunction and, but, because, or so. 1. My brother cannot speak Chinese. He can speak Vietnamese. Answer: Boua cannot speak Chinese but she can speak Vietnamese. 2. Lao families are conservative. They follow traditional customs and practices. _____________________________________________________________________ 3. My brother is getting married today. We will be busy with the ceremony _____________________________________________________________________ 4. My mother hurried home. She needs to prepare our dinner. _____________________________________________________________________ 5. Our country is famous for silk clothing. It is also famous for wooden furniture. _____________________________________________________________________ 22

Answer Key: Exercise 4: Present Simple Tense 1. Positive: My sister plays the guitar Negative: My sister does not play the drums. Question: Does my sister play the piano? 2. Positive: Our children read Science books Negative: Our children do not read comics Question: Do our children read magazines? 3. Positive: Cows and goats eat grass. Negative: Cows and goats do not eat meat. Question: Do cows and goats eat fruit? 4. Positive: Xay eats breakfast every morning. Negative: Xay does not eat lunch. Question: Does Xay eat dinner? 5. Positive: Manoly and Meenoy go to work by tuktuk. Negative: Manoly and Meenoy do not go to work by bus. Question: Do Manoly and Meenoy go to work by tuktuk? 6. Positive: I come home at five o’clock. Negative: I do not come home at seven o’clock. Question: Do I come home at ten o’clock? Exercise 5: Coordinating conjunctions A. 6. because 1. but 7. and 2. because 8. so 3. so 9. because 4. because 10. but 5. and B. 1. My brother cannot speak Chinese but he can speak Vietnamese. 2. Lao families are traditional because they follow traditional customs and practices. 3. My brother is getting married today so we will be busy with the ceremony. 4. My mother hurried home because she needs to prepare our dinner. 5. Our country is famous for silk clothing and wooden furniture. --- END OF SESSION --- 23

Second session (50 minutes) 1. Writing Activity / Think, Pair and Share Session (25 minutes) • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • For fifteen (15) minutes, each member must write in their notebooks three (3) sentences of what they think a Lao traditional family is and each member’s role. Make sure that the sentences use present simple tense and coordinating conjunctions (and, but, because, and so). Underline it. Example 1: The husband is the leader and usually the oldest member of a Lao traditional family. Example 2: The wife takes care of the home because the husband works outside. • During the activity, the teacher must roam around the room and check that all students are participating. • Once time is up, the teacher calls four (4) students to write at least two (2) sentences on the board. The students need to underline the present simple tense and coordinating conjunction in their sentences. • The teacher encourages the students to check their own work and ask questions if needed. 2. Speaking and Listening Drills (25 minutes) a. Reading Text: The Lao traditional family (20 minutes) • The teacher reads loudly first the reading text Title: The Lao traditional family (page 7) while students follow by reading silently the text from their seats. • After that, the teacher groups the students into pairs. Each pair will then do a pair reading using the same text. If students have any questions about vocabulary, the teacher needs to answer these questions right away. Pair Reading: The first student reads the first paragraph, second student reads the next paragraph, first student reads the third paragraph and then second student reads the next one, and so on… 24

b. Vocabulary Box (5 minutes) • From the Reading Text, the teacher reads out the words in the table and students repeat them twice. Explain the words that students do not understand. mutual [ເຊງ່ິູ ກນັ ແລະກນັ ] = commonly shared. domestic task [ວຽກເຮອື ນ] = household chores. child-minding [ສູ່ງັ ສອນລກຫານ] = look after the children. self-reliant [ເພງູິ່ ຕນົ ເອງ] = confident to look after oneself. behaviour [ພດຶ ຕກິ າ] = how one conducts himself. imitating [ການຮຽນແບບ] = copy others. responsibility [ຄວາມຮບັ ຜດິ ຊອບ] = having more tasks. --- END OF SESSION --- 25

Third session (50 minutes) 1. Speaking and Listening Drills (5 minutes) • The teacher reads out the words in the Vocabulary Box (page 14) and students repeat them twice. • Explain the words that students do not understand. 2. Gamified Learning (25 minutes) Who am I? • The teacher divides the class into eight (8) groups. (Note: Group strong students with weak students.) • Each group will face a wall (north, south, east, and west walls). They will face a large sheet of paper. Each group will be given a marker (or pen if there is no marker). • The teacher will stand in the middle of the room and will read loudly from the Who am I? box (shown in the next page). • Each group will guess what family member is described in a sentence. Example: Father, mother, brother, sister, grandmother, aunt, uncle, grandfather, son, daughter, etc.) • Groups will then write their answer on the paper. Each member must take turns writing answers on their paper. • The teacher will then check if a group’s answer is correct. Wrong spelling will not be considered. • Each correct answer is equal to one (1) point. • The teacher gives bonus points to the winning group. • The teacher must grade this activity as part of PARTICIPATION. 26

Who am I? (Lao traditional family) a. I take care of the household chores and prepare food every day. Who am I? (Answer: Father/Mother/Parent) b. We always give respect and obey our elders. Who are we? (Answer: Children) c. We do lighter work because we are already old. We mostly do child-minding. Who are we? (Answer: Grandparents) d. I am the head of the family. Most family decisions are done by me. Who am I? (Answer: Father) e. When I become older, I usually go with my father to do farming. Who am I? (Answer: Son) f. When my mother is busy doing household work, I also help her like carrying water or preparing the family meal. Who am I? (Answer: Daughter/Son) g. I usually help my sister and mother in taking care of the household work. I live with my family and only separate when I get married. Who am I? (Answer: Sister/aunt) h. I am the one who does the hunting, fishing, farming, or fixing tools for the family. Who am I? (Answer: Father) i. When I was young, I did a lot of physical work like farming or fishing. But now I already retired from doing all that because I am old. Who am I? (Answer: Grandfather) j. I help my brother do farm work in the field. I live with the family and only separate when I get married. Who am I? (Answer: Brother/uncle) 27

3. Buzz Session (20 minutes) • With the same eight (8) groups, the teacher will give them a new blank piece of paper. • For ten (10) minutes, each group will write a sentence describing the usual role and description of each member of a Lao traditional family: i. Grandfather ii. Father iii. Mother iv. Aunt v. Daughter vi. Son vii. Grandmother viii. Uncle • The groups need to use the Grammar Notes: Present simple tense and Coordinating conjunctions (and, but, because, so) used for each sentence. The grammar notes must be underlined. • Once time is up, the teacher checks immediately each group’s output, especially how the grammar notes are used. • Each group will now do an exhibit walk where they go and visit other groups’ papers and see if the sentences are correctly using the grammar notes. • The teacher should give points for every correct sentence for each group member. • Each correct answer is equal to one (1) point. • The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 28

Lesson 3: Modern and traditional families (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • review when to apply the past simple tense (positive, negative, and question sentences) for regular verbs using speaking drills. • review when to apply the past simple tense (positive, negative, and question sentences) for irregular verbs using speaking drills and Think, Pair and Share Session. • expand their vocabulary words related to past simple tense of certain regular and irregular verbs. • interact with others and show teamwork through various group activities. • show confidence in asking and answering questions and having simple conversations inside the classroom or in a group setting. Target Products/Performances: The following are products and/or performances that students will do or perform to assess their learning: • answers to exercises 6, 7, and 8 in the application of past simple tense (positive, negative, and question sentences) for regular and irregular verbs Learning Resources: • Visual aids • Masking tape • Written worksheets for exercises 6, 7, and 8 29

First session (50 minutes) 1. Warm up Activity (5 minutes) a. Before the start of the lesson, the teacher needs to ask these questions to anybody in the class. • How was family life before in Laos? How about family life now? • How is life different in the city compared to the countryside? 2. Grammar Notes (30 minutes) The teacher must write this Grammar Note in advance on a big piece of paper before the class and then post it on the board OR write this on the board before the class to save time. Students will then just copy this immediately during class time. a. Explain the Grammar Note: Past Simple Tense (Regular Verbs) Past Simple Tense (Regular Verbs) Past Simple Tense (regular verbs) Spelling rules Examples base form of verb = add ed walk = walked, play = played verbs ending in e = add d live = lived, stare = stared like = liked, fire = fired verbs ending in vowel + y = add ed stay = stayed, play = played try = tried, carry = carried verbs ending in consonant + y = change y hurry = hurried, cry = cried to i and add ed verbs with one syllable, single vowel, and nod = nodded, rip = ripped ending in single consonant = double the plan = planned, stop = stopped final consonant and add ed verbs with two syllables, stress on second commit = committed, prefer = preferred syllable, and ending in single consonant remit = remitted, shovel = shoveled = double the final consonant and add ed 30

Writing positive sentences using Past Simple Tense (regular verbs) Verb Positive Sentence (subject + verb + object) (can also add adverb) walk = walked My father walks to coffee shop every day. (Present Simple Tense) love = subject verb object adverb loved clean = My father walked to coffee shop yesterday. (Past Simple Tense) cleaned subject verb object adverb We love playing football. (Present Simple Tense) We loved playing football. (Past Simple Tense) My son cleans the room. (Present Simple Tense) My son cleaned the room. (Past Simple Tense) offer = I offer some coffee to you. (Present Simple Tense) offered I offered some coffee to you. (Past Simple Tense) remember = My parents remember my birthday. (Present Simple Tense) remembered My parents remembered my birthday. (Past Simple Tense) Writing negative sentences using Past Simple Tense (regular verbs) Negative Sentence subject + did not/didn’t + verb + object (can also add adverb) My father does not like coffee. (Present Simple Tense) subject does not verb object My father did not like coffee. (Past Simple Tense) subject did not verb object We do not love playing football. (Present Simple Tense) We did not/didn’t love playing football. (Past Simple Tense) My son does not clean the room every day. (Present Simple Tense) My son did not/didn’t clean the room yesterday. (Past Simple Tense) The new house does not locate in a good location. (Present Simple Tense) The new house did not / didn’t’ locate in a good location. (Past Simple Tense) My parents do not celebrate my birthday. (Present Simple Tense) My parents did not/didn’t celebrate my birthday. (Past Simple Tense) 31

Writing question sentences using Past Simple Tense (regular verbs) Question Sentence Did + subject + verb + object (can also add adverb) Does my father serve coffee every day? (Present Simple Tense) Does subject verb object adverb Did my father serve coffee last week? (Past Simple Tense) Did subject verb object adverb Do we love playing football? (Present Simple Tense) Did we love playing football? (Past Simple Tense) Does my son clean the room every day? (Present Simple Tense) Did my son clean the room yesterday? (Past Simple Tense) Does the new house locate in a good location? (Present Simple Tense) Did the new house locate in a good location? (Past Simple Tense) Do my parents celebrate my birthday? (Present Simple Tense) Did my parents celebrate my birthday? (Past Simple Tense) 3. Speaking and Listening Drills (15 minutes) • The teacher will read the list of common regular verbs in past simple tense form (shown in the next page) and students repeat them twice. • The teacher will do a review of the grammar note or words that students do not understand. 32

Common regular verbs in past simple tense Verb Past Simple Verb Past Simple Verb Past Simple Tense Tense Tense want look use work wanted call looked try used ask worked need called seem tried help asked talk needed turn seemed talk helped turn talked start turned play talked move turned believe started happen played provide moved include believed continue happened change provided watch included follow continued stop changed allow watched add followed open stopped offer allowed remember added love opened consider offered appear remembered wait loved serve considered die appeared expect waited stay served raise died pass expected require stayed report raised decide passed pull required hope reported receive decided pick pulled thank hoped join received support picked develop thanked base joined produce supported face developed cover based describe produced cause faced listen covered place described involve caused close listened open placed increase involved represent closed focus opened drop increased push represented reduce focused save dropped protect pushed occur reduced accept saved argue protected prepare occurred accepted argued prepared --- END OF SESSION --- 33

Second session (50 minutes) 1. Grammar Notes (30 minutes) The teacher must write this Grammar Note in advance on a big piece of paper before the class and then post it on the board OR write this on the board before the class to save time. Students will then just copy this immediately during class time. a. Explain the Grammar Note: Past Simple Tense (Irregular Verbs) Past Simple Tense (Irregular Verbs) Irregular Verbs = do not follow the same rules as regular verbs. Writing positive sentences using Past Simple Tense (irregular verbs) Verb Positive sentence eat = ate (subject + verb + object) (can also add adverb) meet = met give = gave I eat papaya salad every day. (Present Simple Tense) think = thought speak = spoke subj. verb object adverb I ate papaya salad yesterday. (Past Simple Tense) subj verb object adverb We meet visitors in our house. (Present Simple Tense) We met to have visitors in our house. (Past Simple Tense) My father gives me some advice about my work. (Present Simple Tense) My father gave me some advice about my work. (Past Simple Tense) We always think about family decisions.(Present Simple Tense) We always thought about family decisions.(Past Simple Tense) My brother speaks clearly always. (Present Simple Tense) My brother spoke clearly last week.(Past Simple Tense) 34

Writing negative sentences using Past Simple Tense (irregular verbs) Negative Sentence subject + did not/didn’t + verb + object (can also add adverb) I do not eat papaya salad every day. (Present Simple Tense) subj do not verb object adverb I did not eat papaya salad yesterday. (Past Simple Tense) subj did not verb object adverb We do not meet visitors in our house. (Present Simple Tense) We did not/didn’t meet to have visitors in our house. (Past Simple Tense) My father gives me some advice in my work. (Present Simple Tense) My father did not/didn’t give me any advice in my work. (Past Simple Tense) We do not think about family decisions always. (Present Simple Tense) We did not/didn’t think about family decisions always. (Past Simple Tense) My brother does not speak clearly always. (Present Simple Tense) My brother did not/didn’t speak clearly last week. (Past Simple Tense) Writing question sentences using Past Simple Tense (irregular verbs) Question Sentence Did+ subject + verb + object (can also add adverb) Do I eat papaya salad every day? (Present Simple Tense) Do subj verb object adverb Did I eat papaya salad last week? (Past Simple Tense) Did subj verb object adverb Do we meet visitors in our house? (Present Simple Tense) Did we meet have visitors in our house? (Past Simple Tense) Does my father give me any advice in my work? (Present Simple Tense) Did my father give me any advice in my work? (Past Simple Tense) Do we think about family decisions always? (Present Simple Tense) Did we think about family decisions always? (Past Simple Tense) Does my brother speak clearly? (Present Simple Tense) Did my brother speak clearly last week? (Past Simple Tense) 35

2. Speaking and Listening Drills (20 minutes) • The teacher will read the list of common irregular verbs in past simple tense form (shown in the next page) and students repeat them twice. • The teacher will do a review of the grammar note or words that students do not understand. Note: Memorise these irregular verbs. Common irregular verbs in past simple tense Infinitive Past Simple Past Infinitive Past Simple Past beat Tense Participle light Tense Participle become lose begin beat beaten make lit lit became become mean lost lost blow began begun meet made made break blown overtake meant meant bring blew broken pay met met build broke brought prove overtook overtaken buy brought put paid paid catch built built read proved proven choose bought bought ride put put cling caught caught ring read read come chose chosen rise rode ridden cost clung clung run rang rung came come say rose risen cut cost see ran run deal cut cost seek said said dig dealt cut sell saw seen dive dug dealt send sought sought do dived/dove dug set sold sold draw did dived shake sent sent dream drew done shine set set drink dreamt drawn show shook shaken drive drank dreamt shut shone shone eat drove drunk sing showed shown fall driven sink shut shut feed ate eaten sit sang sung feel fell fallen sleep sank sunk fight fed fed slide sat sat find felt felt sling slept slept fly fought fought sow slid slid forget found found speak slung slung freeze flew flown spend sowed sown get forgot forgotten stand spoke spoken give froze frozen spent spent grind got got/gotten stood stood gave given ground ground 36

go went gone steal stole stolen hang hung hung stick stuck stuck have had had strike struck struck/stricken hear heard heard swear swore sworn hide hid hidden swim swam swum hit hit hit sell sold sold hold held held take took taken hurt hurt hurt tell told told keep kept kept think thought thought know knew known throw threw thrown lay laid laid understand understood understood lead led led wake woke woken leave left left wear wore worn learn learnt learnt win won won lend lent lent write wrote written let let let weep wept wept --- END OF SESSION --- 37

Third session (50 minutes) 1. Writing Activity / Think, Pair and Share Session (50 minutes) • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • Using the Grammar Notes: Past simple tense (positive, negative, and question sentences for regular and irregular verbs), each pair must answer exercise 6, exercise 7, and exercise 8 (shown in the next pages) for thirty-five (35) minutes. (Note: The teacher must give each pair a copy of exercise 6, exercise 7, and exercise 8 OR write on the board before the class to save on time so pairs can just immediately answer in their notebooks.) • During the activity, the teacher must roam around the room and check that all students are participating. • Once time is up, the teacher will then require all pairs to exchange their papers with other pairs. • The teacher will then write the answers on the board while pairs check their papers. • Each correct answer is equal to one (1) point. • Once checking is done, pairs should return the papers to the original pairs for rechecking. • The teacher must grade this activity as part of QUIZZES. 38

Exercise 6: Past Simple Tense (Regular Verbs) Fill in the blanks with the correct form of Past Simple Tense (positive, negative or question sentence for regular verbs). 1. Khamphan ___received___ (receive) a bike from his dad last week. 2. Where did Bounheng _______________ (live) in 2005? 3. Chintana and Athit_______________(marry) last December. 4. We _______________(not/like) the painting in the living room at all. 5. _______________ (you/cook) a lot for yesterday’s family gathering? 6. Chandeng _______________(graduate) from university two years ago. 7. She _______________(miss) the reunion again last Monday. 8. The grandfather _______________ (not/want) to give the land. 9. In 1995, my sister _______________ (work) in a farm. 10. Dao _______________ (study) a lot about family relations. 11. Did we _______________(stay) in our guest room last year? 12. My friends _______________(not/visit) our house when they were here. 39

Exercise 7: Past Simple Tense (Irregular Verbs) Write the correct form of the verb in past simple tense. 1. I ___bought___ the new house last year. 2. My family (keep) _________________ a lot of things as memories. 3. My father (think) _________________ carefully before making family decisions. 4. My brother (break) _________________ the wheel of the tuktuk. 5. My grandparents (get) _________________ on the train to Luang Prabang. 6. They (ride) _________________ motorbikes going to work. 7. Our guests (bring) _________________ gifts whenever they visit us. 8. The newly-married couple (take) _________________ a photo during the wedding. 9. My parents (understand) _________________ why family time is important. 10. My sister (pay) _________________ for our electricity and water bills. 40

Exercise 8: Past Simple Tense (Regular and Irregular verbs) Fill in the blanks with the correct form of past simple tense (positive, negative or question sentences). 1. ____Did____ Khamla ___write___ (write) a letter two days ago? 2. Muan _______________ (take) me to the family reunion last week. 3. They_______________ (sleep) very well in the guestroom last night. 4. We _______________ (meet) our distant relatives in the bus station. 5. _______________they _______________(have) a good time? 6. Paxa _______________(not/buy) a single household item. 7. Oudom_______________ (freeze) the food so it will not spoil. 8. _______________ (you/spend) a lot in shopping for home supplies? 9. Pheng_______________ (stand) under the marbled terrace. 10. He_______________(dream) before of becoming a doctor. 11. The engineer_______________ (not/go) to the construction site today. 12. In 2009, Laos _______________ (spend) a lot as the SEA Games host. 13. Thammavong_______________ (think) long and hard when he decided to get married. 14. Phoumi_______________ (understand) where to design the window. 15. My friends _______________(not/catch) a single fish at the village lake. 41

Answer Key: Exercise 6: Past Simple Tense (Regular Verbs) 1. received 8. did not want 2. live 9. worked 3. married 10. studied 4. did not like 11. stay 5. Did you cook 12. did not visit 6. graduated 7. missed Exercise 7: Past Simple Tense (Irregular Verbs) 1. bought 2. kept 3. thought 4. broke 5. got 6. rode 7. brought 8. took 9. understood 10. paid Exercise 8: Past Simple Tense (Regular and Irregular Verbs) 1. Did, write 11. did not go 2. took 12. spent 3. slept 13. thought 4. met 14. understood 5. Did, have 15. did not catch 6. did not buy 7. froze 8. Did you spend 9. stood 10. dreamed --- END OF SESSION --- 42

Unit 2: HOMES I. Desired Learning Outcomes Content Standards: The learner demonstrates clear understanding of: • new vocabulary when describing Lao traditional houses; develop reading comprehension through various reading texts; and review key concepts of future simple tense (positive, negative, and question sentences) for regular and irregular verbs. • new vocabulary when describing modern houses; develop reading comprehension through various reading texts; and review key concepts of prepositions of place (at, in, on, between, behind, under, near, in front of, next to) and plural nouns. • new vocabulary when describing places of accommodation; develop reading comprehension through various reading texts; and review key concepts of degrees of adjectives (positive, comparative, superlative). • gender roles and vocations (stereotyping) in the family. Performance Standards: By the end of this unit, the learner can … • review key concepts of future simple tense (positive, negative, and question sentences) for regular and irregular verbs; prepositions of place (at, in, on, between, behind, under, near, in front of, next to); plural Nouns; and degrees of adjectives (positive, comparative, superlative) in writing and conversational activities. • analyse the application of future simple tense (positive, negative, and question sentences) for regular and irregular verbs; prepositions of place (at, in, on, between, behind, under, near, in front of, next to); plural nouns; and degrees of adjectives (positive, comparative, superlative) for regular and irregular adjectives in sentences and in reading texts. • listen and speak using additional vocabulary regarding Lao traditional houses, houses, and places of accommodation in sentences and conversational activities. • discuss gender roles and vocations (stereotyping) in the family to practice oral language and fluency. • answer additional written exercises to check and monitor learning of application of future simple tense (positive, negative, and question sentences) for regular and irregular verbs; prepositions of place (at, in, on, between, behind, under, near, in front of, next to); plural nouns; and degrees of adjectives (positive, comparative, superlative) for regular and irregular adjectives in particular instances and situations. 43

II. Learning Competencies UNPACKING THE STANDARDS FOR UNDERSTANDING Contents Learning Competencies Lesson 1: Lao traditional houses The learner is able to … 1. determine key concepts, as well as • Future Simple Tense (Positive, Negative and Question sentences) analyze and compare differences when applying the key concepts of • Prepositions of Place future simple tense (positive, negative, and question sentences) for regular and irregular verbs and prepositions of place (at, in, on, between, behind, under, near, in front of, next to) in listening and speaking conversations, reading and writing exercises, and assigned study tasks per session. 2. listen and speak using additional vocabulary regarding Lao traditional houses in sentences and conversational activities. 3. discuss topics about society and practice problem-solving skills by doing a discussion on gender roles and vocations (stereotyping) in the family. 4. show teamwork and creativity through group and paired activities. 5. show confidence when practicing English and in asking and answering questions inside the classroom or in a group setting. 6. organise his/her thoughts and develop analytical and critical thinking skills for everyday decision-making. Lesson 2: Modern houses The learner is able to … 1. determine key concepts, as well as • Plural Nouns (Regular and Irregular Nouns) analyse and compare differences when applying the key concepts of 44

plural nouns (regular and irregular nouns) in listening and speaking conversations, reading and writing exercises, and assigned study tasks per session. 2. listen and speak using additional vocabulary regarding modern houses in sentences and conversational activities. 3. show teamwork and creativity through group and paired activities. 4. show confidence when practicing English and in asking and answering questions inside the classroom or in a group setting. 5. organise his/her thoughts and develop analytical and critical thinking skills for everyday decision-making. Lesson 3: Looking for an The learner is able to … accommodation 1. determine key concepts, as well as • Degrees of Adjectives (Regular and analyze and compare differences when Irregular Adjectives) applying the key concepts of degrees of adjectives (positive, comparative, superlative) for regular and irregular adjectives in listening and speaking conversations, reading and writing exercises, and assigned study tasks per session. 2. listen and speak using additional vocabulary regarding places of accommodation in sentences and conversational activities. 3. show teamwork and creativity through group and paired activities. 4. show confidence when practicing English and in asking and answering questions inside the classroom or in a group setting. 5. organise his/her thoughts and develop analytical and critical thinking skills for everyday decision-making. 45