ພາສາອັງກິດ ມ.5 (Eng TGM5 V1eesdp)

Third session (50 minutes) 1. Speaking and Listening Drills (20 minutes) • The teacher reads out the words in the List of degrees of usual adjectives and students repeat them twice. • The teacher will explain the words that students do not understand. List of degrees of usual adjectives Positive Comparative Superlative Positive Comparative Superlative angry angrier angriest far farther farthest bad worse worst fast faster fastest big bigger biggest fat fatter fattest bitter bitterer bitterest few fewer fewest bold bolder boldest fit fitter fittest brave braver bravest good better best bright brighter brightest great greater greatest busy busier busiest happy happier happiest calm calmer calmest hard harder hardest cheap cheaper cheapest healthy healthier healthiest clean cleaner cleanest heavy heavier heaviest clear clear clearest hot hotter hottest close closer closest large larger largest cold colder coldest late later latest cool cooler coolest poor poorer poorest crazy crazier craziest pretty prettier prettiest creamy creamier creamiest proud prouder proudest curly curly curliest quick quicker quickest cute cuter cutest quiet quieter quietest dark darker darkest rich richer richest deadly deadlier deadliest sweet sweeter sweetest curly curly curliest tall taller tallest cute cuter cutest tough tougher toughest dark darker darkest true truer truest deep deeper deepest warm warmer warmest dirty dirtier dirtiest weak weaker weakest dry drier driest wide wider widest early earlier earliest wise wiser wisest easy easier easiest young younger youngest 96

2. Writing Activity / Think, Pair and Share Session (30 minutes) • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • Each pair must answer exercise 3 and exercise 4 (shown in the next pages) for twenty-five (25) minutes. (Note: The teacher must give each pair a copy of exercise 3 and exercise 4 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. 97

Exercise 3: Degrees of Adjectives A. Complete the sentence with the correct comparative or superlative degrees of adjectives in brackets. 1. Vientiane is _____larger______ than Pakse. (large) 2. A hotel suite is ________________ than a regular hotel room. (big) 3. Phongsaly is ________________ than Savannakhet. (cold) 4. This is the ________________ guest house I’ve ever booked. (good) 5. My neighbor is the ________________ person I’ve ever met. (friendly) 6. Monday is the ________________ day of the week mostly for hotels. (busy) 7. These restaurant meals are ________________ than fast food. (expensive) 8. Chantha works ________________ than her boss (hard) in the hotel industry. 9. I’m ________________ in speaking English than her so I am usually assigned to entertain guests. (good) 10. This month is the ________________ time for hotels because it’s summer time. (busy) 98

B. Circle the correct degree of adjective. 1. I think Albert Einstein was the (brilliant / more brilliant / most brilliant) scientist in the world. 2. I am a (good / better / best) swimmer than my brother. 3. Mum is the (busy / busier / busiest) person in the family. 4. What is the (expensive /more expensive / most expensive) car in the? World? 5. London is (rainy / rainier / rainiest) than Athens. 6. The book was (frightening / more frightening / most frightening) than the movie. 7. A school is (noisy / noisier / noisiest) than a hospital. 8. Football players are usually (famous / more famous/ most famous) than race car drivers. 9. An elephant is (strong / stronger/ strongest) than a kangaroo. 10. Celine Dion has one of the (beautiful / more beautiful / most beautiful) voices in singing. 99

Exercise 4: Superlative degree of adjective Write sentences using the superlative degree of adjectives. a) the girl / tall / of the three children The girl is the tallest of the three children. _______________________________________________________ b) the pyramid / ancient / religious structure in Egypt _________________________________________________________ c) this athlete / good / sportsman in the world _________________________________________________________ d) February / short / month / of the year _________________________________________________________ e) the apple / sweet / fruit in the bowl _________________________________________________________ 100

Answer Key: Exercise 3: Degrees of Adjectives A. 1. larger 2. bigger 3. colder 4. best 5. friendliest 6. busiest 7. more expensive 8. harder 9. better 10. busiest B. 1. most brilliant 2. better 3. busiest 4. most expensive 5. rainier 6. more frightening 7. noisier 8. more famous 9. stronger 10. most beautiful Exercise 4: Superlative degree of adjective a) The girl is the tallest of the three children. b) The pyramid is the most ancient religious structure in Egypt. c) This athlete is the best sportsman in the world. d) February is the shortest month of the year. e) The apple is the sweetest fruit in the bowl. --- END OF SESSION --- 101

Unit 3: AT SCHOOL I. Desired Learning Outcomes Content Standards: The learner demonstrates clear understanding of: • new vocabulary when discussing about school timetables; develop reading comprehension through various reading texts; and review key concepts of aspects of verbs (present verb tense); prepositions of time (at, in, on); and parts of an essay. • new vocabulary when discussing school disciplines; develop reading comprehension through various reading texts; and review key concepts of aspects of verbs (past verb tense) and modal verbs. • new vocabulary when discussing school activities; develop reading comprehension through various reading texts; and review key concepts of aspects of verbs (future verb tense). Performance Standards: By the end of this unit, the learner can … • review key concepts of aspects of verbs (present, past, and future verb tenses); prepositions of time (at, in, on); and modal verbs in writing and conversational activities. • analyse the application of aspects of verbs (present, past, and future verb tenses); prepositions of time (at, in, on); and modal verbs in sentences and in reading texts. • listen and speak using additional vocabulary when discussing about school timetables, school disciplines, and school activities in sentences and conversational activities. • answer additional written exercises to check and monitor learning of application of aspects of verbs (present, past, and future verb tenses); prepositions of time (at, in, on); and modal verbs in particular instances and situations. 102

II. Learning Competencies UNPACKING THE STANDARDS FOR UNDERSTANDING Contents Learning Competencies Lesson 1: School timetable The learner is able to … 1. determine key concepts, as well as • Aspects of Verbs (Present Verb Tenses) analyse and compare differences when applying the key concepts of aspects of • Prepositions of Time (at, on, in) verbs (present verb tenses) and prepositions of time (at, in, on) in listening and speaking conversations, reading and writing exercises, and assigned study tasks per session. 2. listen and speak using additional vocabulary when discussing about school timetables in sentences and conversational activities. 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: School discipline The learner is able to … 1. determine key concepts, as well as • Grammar Note: Aspects of Verbs (Past Verb Tenses) analyse and compare differences when applying the key concepts of aspects of • Writing Activity/Buzz Session verbs (past verb tenses) and modal verbs • Grammar Note: Modal verbs in listening and speaking conversations, • Experiential Learning reading and writing exercises, and • Simulation Activity assigned study tasks per session. 2. listen and speak using additional vocabulary when discussing about school disciplines in sentences and conversational activities. 3. show teamwork and creativity through 103

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: School activities The learner is able to … 1. determine key concepts, as well as • Grammar Note: Aspects of Verbs (Future Verb Tenses) analyse and compare differences when applying the key concepts of aspects of verbs (future verb tenses) in listening and speaking conversations, reading and writing exercises, and assigned study tasks per session. 2. listen and speak using additional vocabulary when discussing about school activities 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. 104

III. Learning Activities In Lesson 1, a number of activities will be used as follows: • Warm up activity • Writing Activity/Buzz Session • Gamified Learning • Experiential Learning • Writing Activity/Think, Pair and Share Session. In Lesson 2, a number of activities will be used as follows: • Warm up activity • Writing Activity/Buzz Session • Experiential Learning • Simulation Activity In Lesson 3, a number of activities will be used as follows: • Warm up activity • Writing Activity/Think, Pair and Share Session • Writing Activity/Buzz Session. • Writing Activity/Think, Pair and Share Session 105

Lesson 1: School timetable (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • learn what are aspects of verbs (present verb tenses) through a Buzz Session. • know when to use prepositions of time (at, on, in) in writing sentences and during Gamified Learning, Experiential Learning, and Think, Pair and Share Session. • expand vocabulary words when discussing about school timetables in sentences and conversational activities. • build confidence in using the English language through dialogues and answering worksheets. • start using critical thinking and analytical skills in making decisions. Target Products/Performances: The following are products and/or performances that students will do or perform to assess their learning: • table using aspects of verbs (present verb tenses) • participation in the game ‘Preposition board game’ to enhance skills in using prepositions of time (at, on, in) • singing the song ‘Prepositions of time’ to expand vocabulary when discussing about school timetables in sentences and conversational activities • answers to exercise 1 using present verb tenses Learning Resources: • Visual aids • Masking tape • Five (5) to eight (8) pen markers • Five (5) to eight (8) pieces of papers (preferably A4-sized) • Five (5) to eight (8) copies of Table 1: School Timetable (provided in the Buzz Session section) • Five (5) to eight (8) copies of Prepositions Board Game (provided in the Gamified Learning section) • Five (5) to eight (8) sets of time preposition cards (provided in the Gamified Learning section) • Five (5) to eight (8) dice. • Player’s marker (can be bottle caps or pen covers) for each student English’ • Audio track for ‘Prepositions of Time Rockin’ (https://www.youtube.com/watch?v=zYam00egugc) • Written worksheets for exercise 1 106

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 your favorite subject? Why? • What are the activities you usually do in school? Do you like doing it? 2. Grammar Note (25 minutes) The teacher must write this Grammar Note in advance on a big piece of paper before the class and 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: Aspects of Verbs (Present Verb Tenses) Aspect - refers to the state of action of a verb. Aspects of a verb Simple Perfect Progressive Perfect Progressive (be) am, is, are has/have been am/is/are being has/have been being Present (go) go, goes has/have gone am/is/are going has/have been going has/have helped am/is/are helping has/have been helping (help) help, helps had been was/were being had been being (be) was, were had gone was/were going had been going Past (go) went had helped was/were helping had been helping (help) helped will have been will be being will have been being will have gone will be going will have been going Future (be) will be will have helped will be helping will have been helping (go) will go (help) will help 107

Present verb tenses o Present simple tense o Present perfect tense o Present progressive tense o Present perfect progressive tense Present Verb Tenses Examples Present Simple Tense: describes the 1. I study Accountancy at the National University present state or condition of something; a of Laos. habitual action. 2. Toun walks to the next class. (be) am, is, are 3. Khamsen takes a bus to school. Verb (go) go, goes 4. They eat lunch at the cafeteria. help, helps 5. The varsity athlete exercises in the afternoon. (help) Present Perfect Tense: describes an 1. I have studied Accountancy at the National event that has already been completed in University of Laos. the present. It may also be used with events that happened at an unspecified 2. Toun has walked to the next class. time in the past. 3. Khamsen has taken a bus to school. 4. They have eaten lunch at the cafeteria. (be) has/have been 5. The varsity athlete has exercised in the Verb (go) has/have gone has/have helped afternoon. (help) Present Progressive Tense: describes an 1. I am studying Accountancy at the National activity that is currently in progress. University of Laos. (be) am/is/are being 2. Toun is walking to the next class. Verb (go) am/is/are going 3. Khamsen is taking a bus to school. am/is/are helping 4. They are eating lunch at the cafeteria. (help) 5. The varsity athlete is exercising in the afternoon. Present Perfect Progressive Tense: 1. I have been studying Accountancy at the describes something that began in the National University of Laos. past, continues in the present, and may continue in the future. 2. Toun has been walking to the next class. 3. Khamsen has been taking a bus to school. (be) has/have been being 4. They have been eating lunch at the cafeteria. Verb (go) has/have been going 5. The varsity athlete has been exercising in the has/have been helping (help) afternoon. 108

3. Writing Activity / Buzz Session (20 minutes) • The teacher will divide the class into groups of four (4) members each. (Note: Pair strong students with weak students.) • Each group will be assigned one (1) wall to post their output. • The teacher will give each group pieces of paper and markers. They will also be given a copy of Table 1 (shown in the next page). • Using the Grammar Note: Aspect of verbs (present verb tenses), groups should complete the table by answering on pieces of paper for fifteen (15) minutes. • During the activity, the teacher must roam around the room and check that all students are participating. • Once time is up, groups will then do an exhibit walk to other groups and check their work. The teacher will also go to each group’s output and check. • Each correct sentence is equal to one (1) point. • The teacher will also give additional points to the group with the highest score. • The teacher must grade this activity as part of QUIZZES. 109

Table 1: School timetable Table 1: Fill in the table with sentences for various activities students do in school. Use the Present Verb Tenses for the following boxes. Verb Present Present Present Present Perfect practice Simple Tense Perfect Tense They practice for Progressive Tense Progressive Tense speak the school play in study the fifth period. Chanda is speaking talk during the Debate carve We read a lot of Contest for the year- read books in English end program. play class in the fourth cook period. Mouan has studied Pakham has been look a lot for the talking a lot about paints Khamseng paints Chemistry exam the Math very well in second every Friday. competition on period Art class. Monday. She has carved a lot of figurines for the second period Art class. They have been playing well in football during PE class. My brother is cooking for the school competition on Wednesday. Sounita has looked for answers for the Physics test during the first period. 110

Answer Key Table 1: School Timetable Verb Present Present Present Present Perfect Simple Tense Perfect Tense Progressive Tense Progressive Tense They practice for the They have practiced They are practicing They have been for the school play in practicing for the school practice school play in the fifth for the school play in the fifth period. play in the fifth period. speak period. the fifth period. Chanda is speaking Chanda has been during the Debate speaking during the Chanda speaks during Chanda has spoken Contest for the year- Debate Contest for the the Debate Contest for during the Debate end program. year-end program. the year-end program. Contest for the year- end program. Mouan is studying a Mouan has been lot for the Chemistry studying a lot for the study Mouan studies a lot Mouan has studied a exam every Friday. Chemistry exam every for the Chemistry lot for the Chemistry Friday. exam every Friday. exam every Friday. talk Pakham talks about Pakham has talked Pakham is talking Pakham has been the Maths competition about the Maths about the Maths talking about the Math on Monday. competition on competition on competition on Monday. Monday. Monday. carve She carves a lot of She has carved a lot She is carving a lot of She has been carving a read figurines for the of figurines for the figurines for the lot of figurines for the play second period Art second period Art second period Art second period Art class. cook class. class. class. look paints We read a lot of We have read a lot of We are reading a lot We have been reading a books in English class books in English class of books in English lot of books in English in the fourth period. in the fourth period. class in the fourth class in the fourth period. period. They play well in They have played They are playing well They have been playing football during PE class. well in football during in football during PE well in football during PE class. class. PE class. My brother cooks for My brother has My brother is cooking My brother has been the school competition cooked for the school for the school cooking for the school on Wednesday. competition on competition on competition on Wednesday. Wednesday. Wednesday. Sounita looks for Sounita has looked for Sounita is looking for Sounita has been answers for the answers for the answers for the looking for answers for Physics test during the Physics test during the Physics test during the the Physics test during first period. first period. first period. the first period. Khamseng paints very Khamseng has Khamseng is painting Khamseng has been well in second period painted very well in Art class. second period Art very well in second painting very well in class. period Art class. second period Art class. --- END OF SESSION --- 111

Second session (50 minutes) 1. 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: Prepositions of Time (at, on, in) Prepositions of time (at, on, in) at + specific time Soxay gets up at 7 o’clock for school. The dance contest starts at 9:00 am. at + holiday period We sing carols at Christmas. Come and visit us at Boun Pi Mai. on + days We will visit you on Wednesday. Where were you on Sunday? on + dates Xaypaxa’s birthday is on April 27th. The final exam is on the 21st of January. in + parts of the day I prepare breakfast in the morning. Nampha plays with her friends in the afternoon. in + months My birthday is in October. I’m going on vacation in June. in + the + decade Life was difficult for many of us in the 1940s. K-Pop music became famous in the early 2000s. 112

in + the + century We are living in the 21st century. in + season That Luang was built in the 16th century. We go hiking in summer. in + time period It is very cold in winter. The class starts in ten minutes. Onekeo will be here in an hour. 2. Gamified Learning (30 minutes) Preposition Board Game • The teacher divides the class into groups of four (4) or five (5) players. (Note: Group strong students with weak students.) • Each group must have the following: a. Preposition Board Game (shown in the next page). b. Time preposition cards (prepare similar number of cards for each group). c. A die for each group. Four (4) or five (5) player markers (can be bottle caps or erasers). • In each group, someone shuffles the time preposition cards, and then deal four (4) cards to each player, leaving the rest of the cards in a pile on the board. • Players must always have four (4) cards in their hands. • Players place their markers on the Start square. • Players take turns in rolling the die and moving their marker along the board. • When a player lands on a time expression square, they look at the cards in their hand and find a time preposition card that matches with the time on the square. 113

Example: Player lands on Saturday . night Player looks at his time preposition card to look for ON . • If a player is able to match a time preposition card with the one on the board (example: the ON card), he/she then places the card at the bottom of the card pile, and then picks a new time preposition card on top of the card pile. • It’s then the next player’s turn to play. • First player to reach the Finish square wins the game. • The teacher gives bonus points to the winning player in each group. • The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 114

Preposition Board Game (give one copy for each group). Finish! START Place time preposition cards here. https://www.pinterest.co.uk/pin/405675878928228791/ 115

Time preposition cards (give the same number of cards for each group). 116

Third session (50 minutes) 1. Experiential Learning (30 minutes) • Experience the activity The teacher will lead the class in singing this action song about Prepositions of Time (at, on, in). Encourage the class to act and be very active when learning about the song. https://www.youtube.com/watch?v=zYam00egugc The teacher must write these lyrics in advance on a big paper before the class and just paste on the board OR write these on the board before the class to save time. The teacher must also learn and practice the song before presenting it to the class. Prepositions of Time (Rockin’ English) stanza At 4 o'clock, on a Sunday; stanza At sunrise, in the morning. At 4 o'clock, on a Sunday in 1998! At 3 o'clock, on Saturday; In the afternoon, in the month of May. At 3 o'clock, on a holiday in 1968! • Sharing of results, reactions, and observations The teacher will then ask the class how it felt singing the song and if it was helpful for them to remember prepositions of time (at, on, in). • Discuss the process of learning through experience The teacher will explain that using songs when learning grammar is better because it can easily be remembered. Also emphasize that learning while having fun at the same time is enjoyable. (Example: Farmers would sing songs while planting in the field, people write songs to better express their feelings, etc.) 117

• Generalise The teacher will encourage the class to learn more English songs as a way to better improve their learning of the language. Other ways would be by watching English movies or by reading English books. • Apply a. The teacher will divide students into five (5) groups. b. Using the same song (Prepositions of Time – Rockin’ English), each group will practice for five (5) minutes singing the song while doing action or dance moves. c. Once time is up, each group will then go to the front of the class and sing the song, together with their own actions/dance moves. d. The group with the best performance will be given points by the teacher. e. The teacher must grade this activity as part of PARTICIPATION. 3. Writing Activity / Think, Pair and Share Session (20 minutes) • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • Each pair must answer exercise 1 (shown in the next page) for fifteen (15) minutes. (Note: The teacher must give each pair a copy of exercise 1 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. 118

Exercise 1: What we do in school Write sentences in the table the usual activities students do in school. Use the Present Verb Tenses for the following sections. Verb Present Present Present Present Perfect Simple Tense Perfect Tense Progressive Tense Progressive Tense They play play badminton during break time. listen observe write study 119

Answer Key: Exercise 1: What we do in school Verb Present Present Present Present Perfect Simple Tense Perfect Tense Progressive Tense Progressive Tense They play They have played They are playing They have been badminton during playing badminton play badminton during badminton during break time. during break time. break time. break time. The students listen The students have The students are The students have listening to the been listening to the listen to the teacher in listened to the teacher teacher in class. teacher in class. class. in class. We observe cells We have observed We are observing We have been observe carefully in our cells carefully in our cells carefully in our observing cells Biology subject. Biology subject. carefully in our Biology subject. Biology subject. write She writes She has written She is writing She has been writing complete notes for complete notes for complete notes for complete notes for English. English. English. English. Keosouda needs to Keosouda has needed Keosouda is Keosouda has been needing to study for needing to study for study study for the to study for the Maths the Maths test. the Maths test. Maths test. test. --- END OF SESSION --- 120

Lesson 2: School disciplines (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • learn what are aspects of verbs (past verb tenses) through a Buzz Session. • know when to use modal verbs in writing sentences and during Experiential Learning and Simulation Activity. • expand vocabulary words when discussing about school disciplines in sentences and conversational activities. • build confidence in using the English language through dialogues and answering worksheets. • start using critical thinking and analytical skills in making decisions. Target Products/Performances: The following are products and/or performances that students will do or perform to assess their learning: • answers to exercise 2 in creating sentences using past verb tenses about school rules and regulations • singing the song ‘Modal Verbs Song’ to analyse when to use modal verbs • simulation activity on when and how to properly use modal verbs in everyday conversations Learning Resources: • Visual aids • Masking tape • Five (5) to eight (8) pen markers • Five (5) to eight (8) pieces of papers (preferably A4-sized) • Five (5) to eight (8) copies of Table 2: School Rules and Disciplines (provided in the Buzz Session section) • Audio track for ‘Modal Verbs Song Rockin’ English’ (https://www.youtube.com/watch?v=yC1Y-Pkp2Wc) • One (1) copy each of the pictures to be used for modal verbs (provided in the Simulation Activity section) • Written worksheets for exercise 2 121

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 are the usual rules given in school? • Do you think the rules are fair? Why or why not? 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 just paste 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: Aspects of Verbs (Past Verb Tenses) Past verb tenses o Past simple tense o Past perfect tense o Past progressive tense o Past perfect progressive tense Past verb tenses Examples Past Simple Tense: describes 1. I studied Accountancy at the National University of something which occurred in Laos. the past. 2. Toun walked to the next class. (be) was, were 3. Khamsen took a bus to school. Verb (go) went 4. They ate lunch at the cafeteria. 5. The varsity athlete exercised in the afternoon. (help) helped Past Perfect Tense: describes 1. I had studied Accountancy at the National University an event that occurred before of Laos. a specific time in the past. 2. Toun had walked to the next class. (be) had been 3. Khamsen had taken a bus to school. Verb (go) had gone 4. They had eaten lunch at the cafeteria. 5. The varsity athlete had exercised in the afternoon. (help) had helped 122

Past verb tenses Examples Past Progressive Tense: 1. I was studying Accountancy at the National describes an ongoing action in the University of Laos. past. 2. Toun was walking to the next class. Verb (be) was/were being 3. Khamsen was taking a bus to school. (go) was/were going 4. They were eating lunch at the cafeteria. (help) was/were 5. The varsity athlete was exercising in the afternoon. helping Past Perfect Progressive Tense: 1. I had been studying Accountancy at the National describes something that began in University of Laos. the past, continued in the past, and concluded in the past. 2. Toun had been walking to the next class. 3. Khamsen had been taking a bus to school. (be) had been being 4. They had been eating lunch at the cafeteria. Verb (go) had been going 5. The varsity athlete had been exercising in the (help) had been helping afternoon. 3. Writing Activity / Buzz Session (25 minutes) • The teacher will divide the class into groups of four (4) or five (5) members each. Each group will do exercise 2. (Note: Group strong students with weak students.) They’ll be assigned one wall (or a portion of the board) to place their output. • The teacher will give each group pieces of paper and markers (or pens if there are no markers available). He/she should also give a copy of Table 2 (shown in the next page) for each group. • Using the Grammar Notes: Aspect of verbs (past verb tenses), groups should complete the table by answering on pieces of paper for fifteen (15) minutes. • During the activity, the teacher must roam around the room and check that all students are actively participating in the activity. • Once time is up, groups will then do an exhibit walk to other groups and check their work and compute their scores. The teacher will also go to each group’s output, supervise, and review that the checking is done properly. • Each correct sentence is equal to one (1) point. • The teacher should give bonus points to the group with the highest score. • The teacher must grade this activity as part of QUIZZES. 123

Exercise 2: School rules and disciplines Students, please observe the following rules: Fill in the table with sentences for various rules and disciplines in school. Use the past verb tenses for the following boxes. Verb Past Past Past Past Perfect Simple Tense Perfect Tense Progressive Tense Progressive Tense obey Students had obeyed all the school rules. wear They wore proper uniform in school. break Thanakeo had been breaking the rules take so he was disciplined. Racha was taking drugs so he lost 200 points. bring They brought weapons to school so they were punished. sing The students were singing the Lao guide national anthem steal properly. The principal had guided all students well in following the school rules. Thongpan was stealing so he lost 600 points. salute All saluted the Lao flag. We had been talk talking politely to others as a sign of respect. 124

Answer Key: Exercise 2: School Rules and Disciplines Verb Past Past Past Past Perfect Simple Tense Perfect Tense Progressive Tense Progressive Tense obey Students obeyed all Students had obeyed Students were Students had been wear obeying all school obeying all school school rules. all the school rules. rules. rules. They wore proper They had worn proper They were wearing They had been uniform in school. uniform in school. proper uniform in wearing proper school. uniform in school. Thanakeo broke the Thanakeo had broken Thanakeo was Thanakeo had been breaking the rules so break rules so he was the rules so he was breaking the rules so he was disciplined. take bring disciplined. disciplined. he was disciplined. sing guide Racha took drugs so Racha had taken Racha was taking Racha had been taking steal he lost 200 points. drugs so he lost 200 drugs so he lost 200 drugs so he lost 200 points. points. points. They brought They had brought They were bringing They had been weapons to school weapons to school so weapons to school so bringing weapons to so they were they were punished. they were punished. school so they were punished. punished. The students sang The students had sung The students were The students had been the Lao national the Lao national singing the Lao singing the Lao anthem properly. anthem properly. national anthem national anthem properly. properly. The principal The principal had The principal was The principal had been guided all students guided all students guiding all students guiding all students well in following the well in following the well in following the well in following the school rules. school rules. school rules. school rules. Thongpan stole so Thongpan had stolen Thongpan was Thongpan had been he lost 600 points. so he lost 600 points. stealing so he lost 600 stealing so he lost 600 points. points. salute All saluted the Lao All had saluted the All were saluting the All had been saluting flag properly. Lao flag properly. Lao flag properly. the Lao flag properly. We talked politely All had talked All were talking We had been talking talk to others as a sign of politely to others as a politely to others as a politely to others as a respect. sign of respect. sign of respect. sign of respect. --- END OF SESSION --- 125

Second session (50 minutes) 1. Grammar Note (25 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: Modal verbs Modal verbs - are special verbs which behave irregularly in English. - they give additional information about the function of the main verb that follows it. Modal verbs Expressing Examples must strong obligation You must always follow school rules. must not certain, sure Anothai must be very tired. He’s been not permitted/not allowed studying his lessons all day. can able to You must not smoke inside school. ask permission You can pass this exam easily. could possibility Can I please use your phone? may Behaving badly in school can get you to might ability in the past lose points. need not politely ask permission When Nounee was younger, she could possibility memorize all the elements in Chemistry. ask permission Excuse me, could I just say something? possibility /probability We could win tomorrow’s debate competition. politely ask permission May I go to the toilet please? It may rain tomorrow. possibility /probability Might I suggest another way of posting the rules and regulations in the school not obligated to do it board? We might open a weekend class for 50% obligated to do it English. should / ought to You need not bring the projects yet tomorrow. giving advice Minou ought to see a doctor. She doesn’t look well. Vattha should obey school rules and regulations or else he will repeat Mathayom 5. 126

had better logical conclusion They ought to pass this exam. They had would been studying very hard all week for it. giving advice strongly You had better follow school rules or politely request/ politely else you will be disciplined. ask Would you like me to help you with your prefer homework? She would like to take a rest from studying Maths. 2. Experiential Learning (25 minutes) • Experience the activity The teacher will lead the class in singing this action song about Modal Verbs. Encourage the class to act and be very active when learning about the song. https://www.youtube.com/watch?v=yC1Y-Pkp2Wc The teacher must write this lyric in advance on a big paper before the class and just post on the board OR write the lyrics on the board before the class to save time. The teacher must also learn and practice the song before presenting it to the class. Modal verbs song (Rockin’ English) I couldn't see, now I can, stanza I wouldn't listen, now I will; He may seem happy, but he might be sad, You ought to be kind, You should do your best. Can and could, stanza Will and would; May and might, Ought to and should. You don't have to walk, no you needn't, stanza I'm able to drive, yes I can; stanza We have to, we must obey the traffic lights, We can go on green, but we mustn't on red. Don't have to and needn't, Able to and can; Have to and must, Mustn't and can't, The modal verbs. 127

• Sharing of results, reactions, and observations The teacher will then ask the class how it felt singing the song and if it was helpful for them to remember Modal verbs. • Discuss the process of learning through experience The teacher will explain that using songs when learning grammar is better because it can easily be remembered. Also emphasize that learning while having fun at the same time is enjoyable. (Example: Farmers would sing songs while planting in the field, people write songs to better express their feelings, etc.) • Generalise The teacher will encourage the class to learn more English songs as a way to better improve their learning of the language. Other ways would be by watching English movies or by reading English books. • Apply a. The teacher will divide students into five (5) groups. b. Using the same song (Modal Verbs Song – Rockin’ English), each group will practice for five (5) minutes singing the song while doing action or dance moves. c. Once time is up, each group will then go to the front of the class and sing the song, together with their own actions/dance moves. d. The group with the best performance will be given points by the teacher. e. The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 128

Third session (50 minutes) 1. Simulation Activity (50 minutes) 1.1 The teacher introduces the work • The teacher must explain that this activity shows how to properly use the modal verbs in everyday conversations, when to use it, and for what situations. 1.2 The teacher demonstrates the simulation activities • The teacher will divide the class into five (5) groups. (Note: Pair strong students with weak students.) • For thirty (30) minutes, each group will be given a different activity to discuss and prepare a presentation for. • During the group activities, the teacher must roam around the room and check that all students are actively participating in the group discussion. 1.3 The groups will now do their respective tasks all at the same time a. First Group (Modal verbs: may/might/could/is able to) (Usage: be able to) a.1) The teacher gives these pictures (larger pictures are provided in the later pages) to the first group and assigns a facilitator to lead in the group discussion. 129

a.2) Encourage the group to discuss the possibility of these happening to each picture using the modal verbs may/might/could/is able to. Have the group write four (4) sentences on a piece of paper using each modal and a conditional if to make it a possibility. Underline the modal verb used. Example: The man could swim in icy waters IF he always practices swimming in the cold weather. a.3) Once the group is done writing the four (4) sentences on the paper, collect the paper and be ready for the class presentation later. b. Second Group (Modal verbs: might/may/could) (Usage: it is possible) b.1) The teacher will give a bag to this group with ten (10) items inside it (pen, pencil, notebook, comb, socks, shoe, etc.). The teacher assigns a facilitator to lead in the group discussion. b.2) The teacher must not tell this group what is inside the bag. He/she will just say that the things inside are commonly found in school. b.3) The group will then write five (5) sentences on a piece of paper using the modal verbs might/may/could what the items inside the bag are. Underline the modal verb used. Example: There might be a pencil inside the bag. There could be a notebook inside this bag. b.4) The group will then remove the items inside the bag one by one and see if their guesses are correct. b.5) Once the group is done writing the five (5) sentences on the paper, collect the paper and be ready for the class presentation later. c. Third Group (Modal verbs: should / ought to) (Usage: giving advice) c.1) The teacher assigns a facilitator to lead in the group discussion. c.2) Each group member should write one (1) problem they have experienced as a student on a piece of paper (no need to write their names for privacy). c.3) Roll the paper and place inside a hat and mix it. c.4) Each group member will now pick one (1) piece of paper from the hat and read the problem written. 130

c.5) That member will then write a piece of advice at the back of the paper as a reply using the modal verbs should/ought to. Underline the modal verb used. Example: (Problem): I do not understand the English lessons sometimes. (Piece of advice): You ought to ask the teacher for help to understand the lessons. c.6) Once everybody is done writing their sentences, share with the group the problems and the advices given. c.7) Collect all the papers and be ready for the class presentation later. d. Fourth Group (Modal verb: must) (Usage: strong obligation) d.1) The teacher assigns a facilitator to lead in the group discussion. d.2) For this group, each member must think a name of a common place (Example: petrol station, football field, hospital, jail, school, restaurant, etc.). Do not share the name to others yet. d.3) Each member will then write on a piece of paper two (2) rules connected to that place (Once again, do not write the name of the place yet). Each rule must have the modal verb must. Underline the modal verb used. Example: (Place: Hospital) Rule 1: You must not smoke inside this place. Rule 2: You must not enter rooms you are not allowed in. d.4) Roll each paper, place inside a hat and mix it. d.5) Each group member will now pick one (1) piece of paper from the hat and read the two (2) rules written on it. d.6) The group will then guess what place it is. The one who wrote the rules will tell later on the name of that place. d.7) Once group discussion is done, collect all the papers and be ready for the class presentation later. e. Fifth Group (Modal verbs: may / could) (Usage: politely request) e.1) The teacher assigns a facilitator to lead in the group discussion. e.2) Pair the members. One will be doing the request and one will be granting or rejecting that request. e.3) The one requesting will now write on a piece of paper his/her request using the modal may/could. Underline the modal verb used. Example: (Requesting member): May I borrow your English notes? 131

e.4) He/she will then give it to his partner to read it. e.5) The other partner will now write his reply on the paper either of the following: Example: (Responding partner): Yes you may. No, you may not. Yes, you can. No, you cannot. e.6) Once pair discussions are done, collect all the papers and be ready for the class presentation later. 1.4 Group presentation • Each group will now do a three (3)-minute presentation of their output in front of the class. They will share what their tasks were and say out loud the sentences they were able to form using the modals assigned. 1.5 Teacher’s discussion • The teacher must encourage and help the student volunteers for each group to say out loud the sentences with modal verbs. • The teacher should emphasize and explain again how each modal verb is used for a particular situation/situation/scenario and check if the modal verbs are correctly used based on the simulation activity. • The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 132

https://www.google.com/search?q=100+year+old+lady+doing+gymnastics&tbm=isch&sxsrf=ALeKk01odAE4OtzvuGHqWyiD9wlZlvB_G Q:1626679058484&source=lnms&sa=X&ved=2ahUKEwiKzsbby - 7xAhVWed4KHZF8CpwQ_AUoAnoECAEQBA&biw=1093&bih=526&dpr=1.25#imgrc=e1jQvCKuvWA1KM https://toronto.citynews.ca/2012/06/16/nik-wallenda-makes-history-with-tightrope-walk-over-niagara-falls/ 133

Lesson 3: School activities (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • learn what are aspects of verbs (future verb tenses) through Think, Pair and Share Sessions and Buzz Session. • expand vocabulary words when discussing about school activities in sentences and conversational activities. • build confidence in using the English language through dialogues and answering worksheets. • start using critical thinking and analytical skills in making decisions. Target Products/Performances: The following are products and/or performances that students will do or perform to assess their learning: • answers to exercise 3 on aspects of verbs (future verb tenses) • answers to exercise 4 on future verb tenses to describe school activities • answers to exercises 5, 6, and 7 in judging the correct tense form (past, present or future tense); rewriting past simple tense to the present simple tense form; and distinguishing verb tenses (past perfect, present perfect or future perfect) Learning Resources: • Visual aids • Masking tape • Five (5) to eight (8) pen markers • Five (5) to eight (8) pieces of papers (preferably A4-sized) • Five (5) to eight (8) copies of Table 3: School Activities (provided in the Buzz Session section) • Written worksheets for exercises 3, 4, 5, 6, and 7 134

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 are your favorite school activities? • Do you think some school activities should no longer be done? Why or why not? 2. Writing Activity / Think, Pair and Share Session (20 minutes) • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • Using the Grammar Notes: Aspect of verbs (past verb tenses), each pair must help each other write sentences and completing the 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. 135

Exercise 3: School rules and disciplines Write sentences in the table the most common school rules and disciplines. Use the Past Verb Tenses for the following sections. Verb Past Past Past Past Perfect miss Simple Tense Perfect Tense Progressive Tense Progressive Tense lose They missed the Monday flag ceremony. respect talk fight 136

Answer Key: Exercise 3: School rules and disciplines. Verb Past Past Past Past Perfect Simple Tense Perfect Tense Progressive Tense Progressive Tense They missed the They had missed the They were missing They had been Monday flag missing the miss ceremony. Monday flag the Monday flag Monday flag ceremony. ceremony. ceremony. lose Thongdy lost 40 Thongdy had lost 40 Thongdy was losing Thongdy had been points by using his points by using his 40 points by using losing 40 points by mobile phone mobile phone inside his mobile phone using his mobile inside the the classroom. inside the classroom. phone inside the classroom. classroom. respect He always He always had He always was He always had talk respected his respected his respecting his been respecting teachers and teachers and teachers and his teachers and classmates. classmates. classmates. classmates. Nini talked Nini had talked Nini was talking Nini had been politely to politely to everyone politely to everyone talking politely to everyone in in school. in school. everyone in school. school. fight The two students The two students had The two students The two students fought so they fought so they were were fighting so had been fighting were penalised penalised 400 points. they were penalised so they were 400 points. 400 points. penalised 400 points. 137

3. Grammar Note (25 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: Aspects of Verbs (Future Verb Tenses) Future verb tenses o Future simple tense o Future perfect tense o Future progressive tense o Future perfect progressive tense Future verb tenses Examples Future Simple Tense: describes 1. I will study Accountancy at the National something that will occur in the University of Laos. future. 2. Toun will walk to the next class. (be) will be 3. Khamsen will take a bus to school. Verb (go) will go 4. They will eat lunch at the cafeteria. 5. The varsity athlete will exercise in the afternoon. (help) will help Future Perfect Tense: describes an 1. I will have studied Accountancy at the National action that will be completed by a University of Laos. specific time in the future. 2. Toun will have walked to the next class. (be) will have been 3. Khamsen will have taken a bus to school. Verb (go) will have gone 4. They will have eaten lunch at the cafeteria. 5. The varsity athlete will have exercised in the (help) will have helped afternoon. Future Progressive Tense: describes 1. I will be studying Accountancy at the National an ongoing action in the future. University of Laos. (be) will be being 2. Toun will be walking to the next class. Verb (go) will be going 3. Khamsen will be taking a bus to school. 4. They will be eating lunch at the cafeteria. (help) will be helping 5. The varsity athlete will be exercising in the afternoon. Future Perfect Progressive Tense: 1. I will have been studying Accountancy at the describes something that begins in the National University of Laos. present and continues into the future. 2. Toun will have been walking to the next class. (be) will have been being 3. Khamsen will have been taking a bus to school. Verb (go) will have been going 4. They will have been eating lunch at the cafeteria. will have been 5. The varsity athlete will have been exercising in (help) helping the afternoon. --- END OF SESSION --- 138

Second session (50 minutes) 1. Writing Activity / Buzz Session (50 minutes) • The teacher will divide the class into groups of four (4) members each. Each group will do exercise 4. (Note: Pair strong students with weak students.) • Each group will be given one (1) wall to post their output. • The teacher will give each group pieces of paper and markers. He/she should also give a copy of Table 3 (shown in the next page) for each group. • Using the Grammar Notes: Aspect of verbs (future verb tenses), groups should complete the table by answering on pieces of paper for fifteen (15) minutes. • During the activity, the teacher must roam around the room and check that all students are actively participating in the activity. • Once time is up, groups will then do an exhibit walk to other groups and check their work. The teacher will also go to each group’s output and check. • Each (1) correct sentence is equal to one (1) point. • The teacher will also give bonus points to the group with the highest score. • The teacher must grade this activity as part of QUIZZES. 139

Exercise 4: School activities Fill in the table with sentences for various activities in school. Use the Future Verb Tenses for the following boxes. Verb Future Future Future Future Perfect Simple Tense Perfect Tense Progressive Tense Progressive Tense clean The class will have been cleaning the room after school. The petanque team play will have played for the championship game. draw Souriya will draw the picture for the Art project. Outhit’s group will do be doing their Science project on Saturday. compete Vientiane’s volleyball group will have competed in the National Games. apply After high school, we will apply for available university scholarships. Mathayom 7 sit students will be sitting for the year- end exams. learn You will have learned how to use the formula for Calculus after constant practice. His class will have read been reading Lao literature this week. write Phetmany and Mouan will write their thesis proposal. 140

Answer Key: Exercise 4: School activities Verb Future Future Future Future Perfect Simple Tense Perfect Tense Progressive Tense Progressive Tense clean The class will clean The class will have The class will be The class will have play the room after school. cleaned the room after cleaning the room after been cleaning the room draw school. school. after school. do The petanque team will play for the The petanque team will The petanque team will The petanque team will championship game. have played for the be playing for the have been playing for championship game. championship game. the championship Souriya will draw the game. picture for the Art Souriya will have Souriya will be project. drawn the picture for drawing the picture for Souriya will have been the Art project. the Art project. drawing the picture for Outhit’s group will do the Art project. their Science project Outhit’s group will Outhit’s group will be on Saturday. have done their doing their Science Outhit’s group will Science project on project on Saturday. have been doing their Saturday. Science project on Saturday. compete Vientiane’s volleyball Vientiane’s volleyball Vientiane’s volleyball Vientiane’s volleyball group will compete in group will have group will be group will have been competed in the competing in the competing in the the National Games. National Games. National Games. National Games. apply After high school, we After high school, we After high school, we After high school, we will apply for will have applied for will be applying for available university available university available university will have been scholarships. scholarships. scholarships. applying for available university scholarships. Mathayom 7 students Mathayom 7 students Mathayom 7 students Mathayom 7 students sit will sit for the year- will have sat for the will be sitting for the will have been sitting end exams. year-end exams. year-end exams. for the year-end exams. learn You will learn how to You will have learned You will be learning You will have been use the formula for how to use the formula how to use the formula learning how to use the Calculus after constant for Calculus after for Calculus after formula for Calculus practice. constant practice. constant practice. after constant practice. His class will read His class will have His class will be His class will have Lao literature this been reading Lao read week. read Lao literature this reading Lao literature literature this week. week. this week. Phetmany and Mouan Phetmany and Mouan Phetmany and Mouan Phetmany and Mouan will have been writing write will write their thesis will have written their will be writing their their thesis proposal. proposal. thesis proposal. thesis proposal. --- END OF SESSION --- 141

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.) • Each pair must answer exercise 5, exercise 6, and exercise 7 (shown in the next pages) for thirty-five (35) minutes. (Note: The teacher must give each pair a copy of exercise 5, exercise 6, and exercise 7 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. 142

Exercise 5: Past, Present, or Future Tense? Circle the correct tense form for each sentence. 1. Kanthoune takes English classes every day. Past Present Future 2. The students listened to the lecture seriously. Past Present Future 3. The group will finish their project tonight. Past Present Future 4. Inthira looks happy. Past Present Future 5. Tomorrow, it will rain so bring an umbrella. Past Present Future 6. He went upstairs to the principal’s office. Past Present Future 7. Most students like the new teacher. Past Present Future 8. You may finish your homework later. Past Present Future 9. Mrs. Sinh liked her students’ gift. Past Present Future 10. The coach will look how much you’ve improved. Past Present Future 143

Exercise 6: Past Simple Tense to Present Simple Tense Rewrite each sentence from past simple tense to the present simple tense form. 1. The boys tried for the football team. The boys try for the football team. ______________________________________________ 2. We counted fifteen girls and seventeen boys in our class. ______________________________________________________________________ 3. We sang Lao songs during Music class. ______________________________________________________________________ 4. They practiced every day for the competition. ______________________________________________________________________ 5. I talked to the principal regarding our exam. ______________________________________________________________________ 6. The badminton team played their best to win the tournament. ______________________________________________________________________ 144

Exercise 7: Perfect Tenses A. Write if the verb tense is past perfect, present perfect, or future perfect. __Present Perfect__ 1. She has eaten three pieces of cake during lunch. _________________ 2. We had seen the lecture video two times before today. _________________ 3. They have visited the National Museum previously. _________________ 4. My brother and sister will have already finished their dance practice for two hours before I get home. _________________ 5. The players had chased the ball all around the football field. _________________ 6. The teacher has taught this lesson before at a different school. _________________ 7. The principal will have finished his speech before the start of the competition. _________________ 8. We had looked at the new swimming pool at the back of the school campus. B. Complete the sentence with the correct perfect tense of the verb: 1. Before we finish Mathayom 5, we will have studied (study) some Biology and some Chemistry. 2. The students __________________ (eat) breakfast before they boarded the bus for the field trip. 3. My friend, Kanthala, __________________ (go) to Khammouane Province every year since he turned five. 4. My dad __________________ (want) to be a soldier for as long as he can remember. 145