ພາສາອັງກິດ ມ.5 (Eng TGM5 V1eesdp)

["Answer Key: Exercise 5: Past, Present, or Future Tense? 1. Present 2. Past 3. Future 4. Present 5. Future 6. Past 7. Present 8. Future 9. Past 10. Future Exercise 6: Past Simple Tense to Present Simple Tense 1. The boys try for the football team. 2. We count fifteen girls and seventeen boys in our class. 3. We sing Lao songs during Music class. 4. We practice every day for the competition. 5. I talk to the principal regarding our exam. 6. The badminton team play their best to win the tournament. Exercise 7: A. Present Perfect 1. She has eaten three pieces of cake during lunch. Past Perfect 2. We had seen the lecture video two times before today. Present Perfect 3. They have visited the National Museum previously. Future Perfect 4. My brother and sister will have already finished their dance practice Past Perfect for two hours before I get home. Present Perfect 5. The players had chased the ball all around the football field. Future Perfect 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 Past Perfect competition. B. 8. We had looked at the new swimming pool at the back of the school campus. 1. Before we finish Mathayom 5, we will have studied some Biology and some Chemistry. 2. The students had eaten breakfast before they boarded the bus for the field trip. 3. My friend, Kanthala, has gone to Khammouane Province every year since he turned five. 4. My dad has wanted to be a soldier for as long as he can remember. --- END OF SESSION --- 146","Unit 4: ANIMALS I. Desired Learning Outcomes Content Standards The learner demonstrates clear understanding of: \u2022 new vocabulary words when discussing about animals as pets; develop reading comprehension through various reading texts; and review key concepts of types of adverbs (manner, degree, frequency, time, and place). \u2022 new vocabulary words when discussing about wild animals; develop reading comprehension through various reading texts; and review key concepts of prepositions of time (at, in, on, since, for, ago, before, to, past, \u2018till\/until, by); prepositions of place (at, in, on, by\/next to\/beside, under, below, over, above, across, through, to, into, towards, onto, from); and other prepositions (from, of, by, on, in, off, out of, at, about); and prepositional phrases in sentences and in reading texts. \u2022 the key concepts of prepositional phrases when applied to literature materials and develop comprehension by determining the writer\u2019s purpose and main idea(s) from a reading text in review. Performance Standards By the end of this unit, the learner can \u2026 \u2022 analyse key concepts of types of adverbs (manner, degree, frequency, time, and place); prepositions of time (at, in, on, since, for, ago, before, to, past, \u2018till\/until, by); prepositions of place (at, in, on, by\/next to\/besides, under, below, over, above, across, through, to, into, towards, onto, from); other prepositions (from, of, by, on, in, off, out of, at, about); and prepositional phrases in writing and conversational activities. \u2022 analyse the application of types of adverbs (manner, degree, frequency, time, and place); prepositions of time (at, in, on, since, for, ago, before, to, past, \u2018till\/until, by); prepositions of place (at, in, on, by\/next to\/beside, under, below, over, above, across, through, to, into, towards, onto, from); other prepositions (from, of , by, on, in, off, out of, at, about); and prepositional phrases in sentences and in reading texts. \u2022 listen and speak using additional vocabulary when discussing about pets and wild animals in sentences and conversational activities. \u2022 determine the writer\u2019s purpose and main idea(s) from a literature material. \u2022 answer additional written exercises to check and monitor learning of application of types of adverbs (manner, degree, frequency, time, place); prepositions of time (at, in, on, since, for, ago, before, to, past, \u2018till\/until, by); prepositions of place (at, in, on, by\/next to\/beside, under, below, over, above, across, through, to, into, towards, onto, from); other prepositions (from, of , by, on, in, off, out of, at, about); and prepositional phrases in particular instances and situations. 147","II. Learning Competencies UNPACKING THE STANDARDS FOR UNDERSTANDING Contents Learning Competencies Lesson 1: Pets The learner is able to \u2026 1. determine key concepts, as well as \u2022 Types of Adverbs (Manner, Degree, Frequency, Time, Place) analyse and compare differences of types of adverbs (manner, degree, frequency, time, and place) 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 pets 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 2: Wild animals The learner is able to \u2026 1. determine key concepts, as well as \u2022 Prepositions of Time \u2022 Prepositions of Place analyse and compare differences of \u2022 Other Prepositions prepositions of time (at, in, on, since, for, ago, before, to, past, \u2018till\/until, and by); prepositions of place (at, in, on, by\/next to\/beside, under, below, over, above, across, through, to, into, towards, onto, from); and other prepositions (from, of, by, on, in, off, out of, at, about) in listening and speaking conversations, reading and writing exercises, and assigned study tasks per session. 148","Lesson 3: A Lao traditional story 2. listen and speak using additional vocabulary when discussing about wild \u2022 Prepositional Phrases animals in sentences and conversational \u2022 Fable activities. \u2022 Reading Comprehension 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. The learner is able to \u2026 1. determine key concepts, as well as analyse and compare differences of prepositional phrases 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 short stories in sentences and conversational activities. 3. determine the writer\u2019s purpose and main idea(s) from a literature material. 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. 149","III. Learning Activities In Lesson 1, a number of activities will be used as follows: \u2022 Warm up activity \u2022 Brainstorming Session \u2022 Role Play Session \u2022 Writing Activity\/Think, Pair and Share Session In Lesson 2, a number of activities will be used as follows: \u2022 Warm up activity \u2022 Writing Activity\/Buzz Session \u2022 Speaking and Listening Drills \u2022 Brainstorming Session In Lesson 3, a number of activities will be used as follows: \u2022 Warm up activity \u2022 Speaking and Listening Drills \u2022 Buzz Session \u2022 Reading Comprehension \u2022 Writing Activity\/Think, Pair and Share Session \u2022 Role Play Session 150","Lesson 1: Pets (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to\u2026 \u2022 learn the types of adverbs (manner, degree, frequency, time, place) and how they are applied using listening, speaking, reading and writing exercises such as Role Play Session, Gamified Learning, Think, Pair and Share Session, Q and A Session, Brainstorming Session, and Buzz Session. \u2022 expand vocabulary words when discussing about pets in sentences and conversational activities. \u2022 start showing confidence in using the English language through conversations inside the classroom or in a group setting. \u2022 start developing 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: \u2022 mindmap in a brainstorming session of types of adverbs (manner, degree, frequency, time, place) \u2022 participation in a role play on verb + adverb + animal sounds to expand vocabulary when discussing about pets in sentences and conversational activities \u2022 answers to exercises 1, 2, and 3 in identifying adverbs and distinguishing adverbs from adjectives Learning Resources: \u2022 Visual aids \u2022 Masking tape \u2022 Forty (40) to fifty (50) strips of blank paper (about 7 centimeters x 25 centimeters), depending on number of students inside the class \u2022 Six (6) copies of Adverb Examples (provided in the Role Play Session section) \u2022 Written worksheets for exercises 1, 2, and 3 151","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. \u2022 What is your favorite pet? Why do you like it? \u2022 What are the activities you can mostly do with a pet? 2. Grammar Note (35 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: Adverbs Adverb - is a word that modifies or describes a verb. They describe the way an action is happening. Types of adverbs Examples Sentences Adverbs of degree almost, enough, nearly, The chick was simply cute so I \u2022 tells the intensity completely, hardly, just, made it my pet. quiet, simply, so, too, (low, medium, high) fully, rather, perfectly, I\u2019d rather get a puppy than a kitten. of the verb used. partially, altogether, very, Thongloun is so excited to buy a deeply absolutely, barely, some parrot. She loves her pets very much. The animals altogether welcomed Waldo. The bird cage is partially open. My slippers were nearly destroyed by my dog. 152","Adverbs of again, always, normally, Humphan always takes his dogs for frequency rarely, seldom, a walk. \u2022 tells us how often sometimes, usually, the verb happens \/ often, frequently, Does he normally feed his monkeys occurs. generally, occasionally, at this time? hardly ever, never Adverbs of manner Inpeng usually cleans the aquarium \u2022 tells us how every day. something happens We seldom visit our farm in Pakse. or is done. I never go to bed without my cat. Adverbs of time cheerfully, efficiently, Xaypaxa cut the dog\u2019s hair neatly. \u2022 tells us when painfully, secretly, I comb my cat\u2019s fur carefully. quietly, peacefully, She trained easily her pets to something carefully, slowly, badly, happens. closely, easily, well, fast, behave. quickly, beautifully, The horse\u2019s hairs were beautifully Adverbs of place generously, happily, \u2022 tells us where neatly, softly, patiently, combed. quickly, fully, calmly. Our house pets welcome guests something happens. happily. \u2022 tells us where Please drive slowly or you will hit something is. the doghouse. The mouse quietly ate the food left on the table. now, yesterday, soon, I will walk the dog tomorrow. later, tomorrow, yet, Will we visit the farm later? already, tonight, today, The children recently have been then, last month, last year, daily, weekly, asking for a pet. yearly, annually, recently, Manilay\u2019s grandmother died last lately, next. week. Lately, I\u2019ve been noticing that the bird is sick. Now, we need to clean the bird cage. off, above, abroad, far, There are cows everywhere. on, away, back, here, out, There aren\u2019t any spiders here. outside, backwards, I saw a bee outside my house. behind, in, into, below, Is there still a pet store opens down, downstairs, indoors, inside, nearby, nearby? near, over, there, towards, Inside, the animal clinic was very under, up, upstairs, where, nowhere, quiet. everywhere, elsewhere, Please get the pet food in the cabinet anywhere, somewhere. upstairs. Phan played with his pets outside. The snake went near our cat. 153","3. Speaking and Listening Drills (10 minutes) \u2022 The teacher reads out the adverb sentences (shown in the previous page) and students repeat them twice. \u2022 The teacher will do a review of the sentences that students do not understand. --- END OF SESSION --- 154","Second session (50 minutes) 1. Brainstorming Session (15 minutes) \u2022 The teacher will instruct the students to get a piece of paper (about 7 centimeters x 25 centimeters). \u2022 The teacher will draw a big and empty mindmap on the board that looks like this: place Adverbs degree manner frequency time \u2022 The students will write one adverb of any type that they can think of. Examples: fully, often, yesterday, carefully, soon \u2022 Students will now go to the board to post their papers in the correct adverb type. \u2022 If students use the same adverbs, the teacher must encourage the students to think of another one. No one should have the same adverb. \u2022 The teacher should also check if all adverbs are correctly placed in their respective types. If an adverb is placed incorrectly, immediately correct it and explain why. \u2022 Once all the students have placed their papers on the board, the teacher will now encourage everyone to come near the board and look at the papers. Mindmap sample: simply outside place degree Adverbs manner frequency calmly time soon today 155","2. Role Play Session (35 minutes) Step 1: Identifying the problem \u2022 The teacher must explain to the class that this role play on animal sounds will make them better understand how to use adverbs to describe pets. Step 2: Establishing the situation for role play \u2022 For this activity, participants must not only act but also try to produce animal sounds based on the pets chosen by the teacher. Step 3: Establishing roles and selecting participants \u2022 The teacher will now instruct the class to form six (6) groups. Boys and girls should be evenly represented in a group. Step 4: Presenting the act \u2022 The teacher should now give each group a copy of adverb examples (as shown on the next page). Groups will be given ten (10) minutes to discuss what each adverb listed is good to use for a particular house pet as well as the verb to go with that adverb. They can write down their ideas on paper. Examples: house pet: dog verb: run adverb: quickly Step 5: Playing the situation \u2022 Groups must now huddle themselves with the teacher in the middle of the room. \u2022 The teacher will first shout an adverb and then randomly choose a group. That group must then act within five (5) seconds the verb + adverb + animal sounds of their chosen pet. All group members must act or they lose a point. \u2022 If a group is able to act convincingly the verb + adverb + animal sounds, then they get a point. If not, no points will be given point. \u2022 The teacher should randomly use the adverbs on the list and make sure that all groups are able to act. The game will be finished five (5) minutes before the session time ends. 156","Step 6: Analysing and evaluating the presentation \u2022 The teacher will ask the class if it was easy to use a verb + adverb through a role play activity. \u2022 The teacher should also ask if there are other ways or activities that will help the students to use a verb + adverb. \u2022 The teacher will grade each group based on how well they act their given role . (Follow the SCORE GUIDE FOR ROLE PLAY on the next page in grading a group\u2019s performance.) \u2022 The teacher will conclude the activity by choosing the best actors in the class. \u2022 The teacher must grade this activity as part of PARTICIPATION. SCORE GUIDE FOR ROLE PLAY CRITERIA 5 RATING 1 5 432 1 1. Speech was clear. 5 432 1 5 432 1 2. The role was played in a convincing, 5 432 1 consistent manner. 432 3. Animal expressions and actions fitted in the role. 4. The adverbs were used correctly in the sentences. 5. The role play was organized. TOTAL SCORE 157","Note: The teacher must give each group a copy of this or show each group the pictures if he\/she is unable to photocopy this. https:\/\/learningattheprimarypond.com\/blog\/5-fun-activities-for-teaching-adverbs-in-the-primary-grades\/ --- END OF SESSION --- 158","Third session (50 minutes) 1. Writing Activity \/ Think, Pair and Share Session (50 minutes) \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 Each pair must answer exercise 1, exercise 2, and exercise 3 (shown in the next pages) for thirty-five (35) minutes. (Note: The teacher must give each pair a copy of exercise 1, exercise 2, and exercise 3 OR write on the board before the class to save on time so pairs can just immediately answer in their notebooks.) \u2022 During the activity, the teacher must roam around the room and check that all students are participating. \u2022 Once time is up, the teacher will then require all pairs to exchange their papers with other pairs. \u2022 The teacher will then write the answers on the board while pairs check their papers. \u2022 Each correct answer is equal to one (1) point. \u2022 Once checking is done, pairs should return the papers to the original pairs for rechecking. \u2022 The teacher must grade this activity as part of QUIZZES. 159","Exercise 1: Adverb or Adjective? Circle the correct word in the following sentences. Write after the sentence if it is an adjective or an adverb. 1. Sadly, my ( poor \/ poorly ) family cannot afford a new pet. (adjective) 2. The fish swam ( lazy \/ lazily ) inside the aquarium. 3. Bruno, our dog, is ( calm \/ calmly ) when approaching strangers. 4. The rabbit hopped ( excited \/ excitedly ) towards the garden. 5. The cat ( quiet \/ quietly ) slept on the couch. 6. Tigers are considered ( strong \/ strongly ) animals. 7. A cheetah can run ( quick \/ quickly ) across the dessert. 8. A mouse is a ( quiet \/ quietly ) animal. 9. Our pet snake slithers ( silent \/ silently ) across our yard. 10. A turtle is ( easy \/ easily ) to take care of. 160","Exercise 2: Identifying Adverbs A. Circle the adverbs and underline the verbs that they describe. 1. We finally bought a hummingbird from the pet store. 2. Inpeng walked his dog to the park hurriedly. 3. The alligator ate its meal quickly in the pond. 4. Our pet cats danced merrily around our front lawn. 5. The puppy chased the ball playfully. 6. The snail crawled slowly in the garden 7. The dolphins swam smoothly in the sea. 8. Be careful of mice. They eat quickly whatever food they can find. 9. Phetmany\u2019s parrot talks loudly whenever it sees strangers. 10. The monkey jumped quickly towards the bananas. B. Write two (2) sentences. Circle the adverbs and underline the verbs that they describe. 1. ________________________________________________________________________ 2. ________________________________________________________________________ 161","Exercise 3: Adverbs Underline the adverbs in each sentence. Every sentence has at least one adverb. There are twenty (20) adverbs in this exercise. 1. Thida was very excited that her parents were planning to adopt a dog. 2. After taking three tests in one day, Mona tiredly went to bed. 3. I have searched everywhere but I cannot find my really cute tennis shoes. 4. We went to the park yesterday. It felt so good to spend time playing outside. 5. I regularly study for two hours in the evenings after I get home. 6. My little brother is mildly annoying, but I really love him. 7. We recently visited the Phou Khao Khouay National Park. 8. I have to get weekly allergy shots at my doctor\u2019s office. 9. My aunt said, \u201cCome here and give me a big hug.\u201d 10. Boun has been sleeping well lately. 11. I almost fell on the stairs, but was able to grab the handrail. 12. Noun is quite tired of being asked the same question daily. 13. Ananda is very cheerful in class today. 14. Phetsamone accidentally spilled juice on his sister\u2019s favorite sweater. 15. I politely asked her why she did not return my book yesterday. 162","Answer Key: Exercise 1: Adverb or Adjective? 1. poor (adjective) 2. lazily (adverb) 3. calm (adjective) 4. excitedly (adverb) 5. quietly (adverb) 6. strong (adjective) 7. quickly (adverb) 8. quiet (adjective) 9. silently (adverb) 10. easy (adjective) Exercise 2: Identifying Adverbs A. 1. We finally bought a hummingbird from the pet store. 2. Jack walked his dog to the park hurriedly. 3. The alligator ate its meal quickly in the pond. 4. Our pet cats danced merrily around our front lawn. 5. The puppy chased the ball playfully. 6. The snail crawled slowly in the garden 7. The dolphins swam smoothly in the sea. 8. Be careful of mice. They eat quickly whatever food they can find. 9. Phetmany\u2019s parrot talks loudly whenever it sees strangers. 10. The monkey jumped quickly towards the bananas. B. 1. Answers may vary. 2. Answers may vary. 163","Exercise 3: Adverbs 1. Thida was very excited that her parents were planning to adopt a dog. 2. After taking three tests in one day, Mona tiredly went to bed. 3. I have searched everywhere but I cannot find my really cute tennis shoes. 4. We went to the park yesterday. It felt so good to spend time playing outside. 5. I regularly study for two hours in the evenings after I get home. 6. My little brother is mildly annoying, but I really love him. 7. We recently visited the Phou Khao Khouay National Park. 8. I have to get weekly allergy shots at my doctor\u2019s office. 9. My aunt said, \u201cCome here and give me a big hug.\u201d 10. Boun has been sleeping well lately. 11. I almost fell on the stairs, but was able to grab the handrail. 12. Noun is quite tired of being asked the same question daily. 13. Ananda is very cheerful in class today. 14. Phetsamone accidentally spilled juice on his sister\u2019s favorite sweater. 15. I politely asked her why she did not return my book yesterday. --- END OF SESSION --- 164","Lesson 2: Wild animals (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to\u2026 \u2022 learn the prepositions of time (at, in, on, since, for, ago, before, to, past, \u2018till\/until, and by) and how they are applied using Buzz Session. \u2022 learn the prepositions of place (at, in, on, by\/next to\/beside, under, below, over, above, across, through, to, into, towards, onto, from) and how they are applied using Buzz Session. \u2022 learn what are other prepositions and discover how they are used in sentences through speaking drills and Brainstorming Session. \u2022 expand vocabulary words when discussing about wild animals in sentences and conversational activities. \u2022 start showing confidence in using the English language through conversations inside the classroom or in a group setting. \u2022 start developing 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: \u2022 answers to exercise 4 to enhance skills in using prepositions of time (at, in, on, since, for, ago, before, to, past, \u2018till\/until, and by) \u2022 answers to exercise 5 in completing sentences with prepositions of place (at, in, on, by\/next to\/beside, under, below, over, above, across, through, to, into, towards, onto, from) \u2022 mindmap in a brainstorming session of prepositions (time, place and other prepositions) Learning Resources: \u2022 Visual aids \u2022 Masking tape \u2022 Forty (40) to fifty (50) strips of blank paper (about 7 centimeters x 25 centimeters), depending on number of students inside the class \u2022 Written worksheets for exercises 4 and 5 165","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. \u2022 What do you consider as wild animals? Why? \u2022 When do you consider an animal as a pet? As a wild animal? 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: Prepositions of Time Prepositions \u2022 are short words (Example: on, in, between) that usually stand in front of nouns or gerund verbs (Example: learning, baking, writing) Prepositions of Time (discussed in Unit 3) Preposition Use Example on \u25aa days of the week \u25aa on Monday in \u25aa months \/ seasons \u25aa in August \/ in winter at \u25aa time of day \u25aa in the morning since \u25aa year \u25aa in 2006 for \u25aa after a certain period of \u25aa in an hour time (when?) \u25aa for night \u25aa at night \u25aa for weekend \u25aa at the weekend \u25aa a certain point of \u25aa at half past nine time (when?) \u25aa from a certain point of time \u25aa since 1980 (past till now) \u25aa over a certain period of time \u25aa for 2 years (past till now) 166","ago \u25aa a certain time in the past \u25aa 2 years ago before \u25aa earlier than a certain point of \u25aa before 2004 time to \u25aa telling the time \u25aa ten to six (5:50) past \u25aa telling the time \u25aa ten past six (6:10) to \/ till \/ until \u25aa marking the beginning and \u25aa from Monday to\/till Friday end of a period of time till \/ until \u25aa in the sense of how long \u25aa He is on holiday until Friday. something is going to last by \u25aa in the sense of at the latest \u25aa I will be back by 6 o\u2019clock. \u25aa up to a certain time \u25aa By 11 o'clock, I will be home. 3. Writing Activity \/ Buzz Session (25 minutes) \u2022 The teacher will divide the class into groups of three (3) members each. (Note: Pair strong students with weak students.) \u2022 Each group must answer exercise 4 (shown in the next page) for fifteen (15) minutes. (Note: The teacher must give each group a copy of exercise 4 OR write on the board before the class to save on time so groups can just immediately answer in their notebooks.) \u2022 During the activity, the teacher must roam around the room and check that all students are participating. \u2022 Once time is up, the teacher will then require groups to exchange their papers with other groups. \u2022 The teacher will then write the answers on the board while groups check their papers. \u2022 Each correct answer is equal to one (1) point. \u2022 Once checking is done, groups should return the papers to the original groups for rechecking. \u2022 The teacher must grade this activity as part of QUIZZES. 167","Exercise 4: Prepositions of Time Fill in the correct preposition for each sentence (on, in, at, for, since, until, from, to, and during). Circle the correct preposition. 1. Bears hibernate (since, on, until) the end of winter. 2. The rabbit ran away (from, at, into) the fox before the fox could catch it. 3. The coyote is running (from, amid, out of) a pack of wild dogs. 4. Turtles were playfully leaping into the air (in, off, at) the shoreline. 5. The zebras were grazing (on, among, outside) the green fields of the plains. 6. The birds flew (up, from, against) their nest when they heard a loud noise. 7. The cat is usually sleeping (during, down, after) late afternoons. 8. The goats usually go outside early in the morning (until, for, down) late in the afternoons to eat grass. 9. The mouse carefully stuck its head (in, at, from) the hole. 10. The wild dog ran jumped (against, between, onto) the grass field. 11. Baby kangaroos live (on, in, by) their mother\u2019s pouch until they are old enough to fend for themselves. 12. The horse galloped away (from, around, into) the fence because it was afraid of the thunder. 13. The frog hopped (by, into, to) the pond to cool off. 14. The spider crawled slowly (between, across from, on) the wall. 15. The deer ran (on, to, at) the row of trees. 168","Answer Key: Exercise 4: Prepositions of Time 1. until 2. from 3. from 4. at 5. on 6. from 7. during 8. until 9. in 10. onto 11. in 12. from 13. into 14. on 15. to --- END OF SESSION --- 169","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 Place Prepositions of Place (discussed in Unit 2) Prepositions Uses Examples in \u25aa room, building, street, town, \u25aa It is in the kitchen. at They are in Bokeo Province. country \u25aa The picture is in the book on He is in the car. \u25aa book, paper, car, taxi, picture, \u25aa by, next to, I am at the door, beside world \u25aa The ticket is at the station. under Mother is at the birthday party below \u25aa meaning next to, by an object \u25aa We are at the cinema. over \u25aa for table \u25aa Our the picture is on the wall. Laos lies on the Mekong River. above \u25aa for events or occasions \u25aa The box is on the table. across We are on the first floor. \u25aa place where you do something \u25aa The students are on the bus. The bags are on the plane. \u25aa attached \u25aa The singer is on TV. \u25aa for a place with a river \u25aa \u25aa being on a surface \u25aa Aek is standing by \/ next to \/ beside \u25aa for a certain side (left, right) \u25aa the car. \u25aa for a floor in a house \u25aa \u25aa for public transport \u25aa The bag is under the table. \u25aa for television, radio \u25aa Please look under the bed. \u25aa left or right of somebody or \u25aa The fish swim below the surface. The stairs are below the basement. something \u25aa Put a jacket over your shirt. \u25aa on the ground, lower than (or \u25aa I\u2019m over 16 years of age. covered by) something else \u25aa You walk over the bridge. He climbs over the wall. \u25aa lower than something else but \u25aa I am over my fear of heights. above ground \u25aa There is a path above the lake. The kite is above the sky. \u25aa covered by something else \u25aa \u25aa meaning more than \u25aa We walk across the bridge. \u25aa getting to the other side \u25aa \u25aa (also across) \u25aa \u25aa overcoming an obstacle \u25aa higher than something else, but\u25aa not directly over it \u25aa \u25aa getting to the other side \u25aa 170","Prepositions Uses Examples through (also over) \u25aa You need to swim across the lake. \u25aa getting to the other side \u25aa The store is across the school. to into \u25aa something with limits on top, \u25aa We will drive through the tunnel. towards The boy walks through the forest. onto bottom and the sides \u25aa from I go to the cinema. \u25aa movement to person or \u25aa The bus goes to Xieng Khouang. building \u25aa Let\u2019s go to Thailand? \u25aa I want to go to bed. \u25aa movement to a place or \u25aa You need to go to the clinic. country \u25aa Just go into the house. \u25aa for bed You need to go towards the room. \u25aa enter a room \/ a building \u25aa They went towards the hospital. \u25aa movement in the direction of \u25aa The child jump onto the table. The butterfly flew onto the flowers. something \u25aa I want a flower from the garden. \u25aa movement to the top of \u25aa something \u25aa \u25aa in the sense of where from \u25aa 2. Writing Activity \/ Buzz Session (30 minutes) \u2022 The teacher will divide the class into groups of four (4) or five (5) members each. (Note: Pair strong students with weak students.) \u2022 Each group must answer exercise 5 (shown in the next page) for fifteen (15) minutes. (Note: The teacher must give each group a copy of exercise 5 OR write on the board before the class to save on time so groups can just immediately answer in their notebooks.) \u2022 During the activity, the teacher must roam around the room and check that all students are participating. \u2022 Once time is up, the teacher will then require groups to exchange their papers with other groups. \u2022 The teacher will then write the answers on the board while groups check their papers. \u2022 Each correct answer is equal to one (1) point. \u2022 Once checking is done, groups should return the papers to the original groups for rechecking. \u2022 The teacher must grade this activity as part of QUIZZES. 171","Exercise 5: Prepositions of place A. Complete the sentences with prepositions of place. A person lives \u2026 on: on a dark street. in: in a country. on Souphanavong Avenue. in a city. at: at 109 Thadeua Street. Write about Khampanh: Khampanh Chanda 109 Thadeua Street 1) Khampanh lives __in__ Laos. Vientiane Capital, Laos 2) He lives ______ Vientiane Capital. 3) He lives ______ Thadeua Street. 4) He lives ______ 109 Thadeua Street. Write about Dr. Aysouda: 5) Dr. Aysouda lives on ____________ . Dr. Xang Aysouda 6) He lives in _____________ . 30 Hakeo Street 7) He lives at _____________ . Pakse, Laos Write about yourself: 8) I live _________________ (name of country). 9) I live _________________ (name of city). 10) I live _________________ (name of street). 11) I live _________________ (street address). Now make your own sentences using Prepositions of Place. 12) _____________________________________________________________ 13) _____________________________________________________________ 172","B. Describe the pictures by completing the sentences with the correct prepositions of place. For each question, there may be more than one possible answer. https:\/\/englishforeveryone.org\/PDFs\/Prepositions_of_Place_2.pdf 173","Answer Key: Exercise 5: Prepositions of place A. 1) in 2) in 3) on 4) at 5) Hakeo Street 6) Pakse, Laos 7) 30 Hakeo Street B. 1) on \/ on top of 2) below \/ under\/ underneath 3) above 4) beside \/ next to \/ close to 5) far away from 6) in 7) between 8) around 9) outside 10) in back of 11) in front of 12) in the front of 13) in the back of --- END OF SESSION --- 174","Third 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: Other prepositions Other prepositions Preposition Use Example from \u25aa who gave it \u25aa I have a present from Phetpaseuth. of by \u25aa who\/what does it belong to \u25aa An illustration page of the book. on \u25aa what does it show \u25aa The picture of the palace is clear. in \u25aa who made it \u25aa I read a book by Mark Twain. off out of \u25aa walking or riding on \u25aa I walk on foot everyday by horseback \u25aa She rides on horseback. at \u25aa Please get on the bus now. about \u25aa entering a public transport \u25aa We are on the train. vehicle \u25aa entering a car\/taxi \u25aa Get in the car later. \u25aa leaving a public transport \u25aa Get off the train at the next station. vehicle \u25aa Let\u2019s get off at the next bus stop. \u25aa leaving a car\/taxi \u25aa You need to get out of the taxi. \u25aa rise or fall of something \u25aa The prices have risen by 5 percent. \u25aa travelling (other than walking \u25aa I travel by car. or horse riding) \u25aa The group went to Pakse by bus. \u25aa for age \u25aa She learned Lao at 45 years old. \u25aa for topics, meaning what \u25aa We were talking about you. about \u25aa The show is about a Lao folklore. 175","2. Speaking and Listening Drills (10 minutes) Vocabulary Box (Prepositions) \u2022 The teacher reads out the prepositions in the Vocabulary Box and students repeat them twice. Prepositions of time Prepositions of Place Other prepositions in in from on on of at at by since by \/ next to \/ beside on for under in ago below off before over out of to above by past across at to \/ till \/ until through about till \/ until to into by towards onto from 176","3. Brainstorming Session (20 minutes) \u2022 The teacher will instruct the students to get a piece of paper (about 7 centimeters x 25 centimeters). \u2022 The teacher will now draw a big and empty mindmap on the board that looks like this: time place Prepositions other prepositions \u2022 The students will now write one preposition that they can think of. Examples: through, about, in, for, at \u2022 Students will now go to the board to post their papers in the correct type of preposition. \u2022 If students use the same preposition in the same type, the teacher must encourage the students to think of another one. No one should have the same preposition card in the same type. \u2022 The teacher should also check if all prepositions are correctly placed in their respective types. If a preposition is placed incorrectly, immediately correct it and explain why. \u2022 Once all the students have placed their papers on the board, the teacher will now encourage everyone to come near the board and look at the papers. Mindmap sample: place beside under in PPrreeppoossiittiioonnss time before about other in prepositions --- END OF SESSION --- 177","Lesson 3: A Lao traditional story (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to\u2026 \u2022 learn when to use prepositional phrases in sentences using speaking drills and Buzz Session. \u2022 enhance their reading skills by discussing what are fables and determining the writer\u2019s purpose and main idea(s) from the reading material using reading comprehension exercises, Think, Pair and Share Session, and Role Play Session. \u2022 expand vocabulary words when discussing about literature materials and how words are used in the paragraphs. \u2022 start showing confidence in using the English language through conversations inside the classroom or in a group setting. \u2022 start developing 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: \u2022 list of adverbs and prepositional phrases from the short story \u2018The peacock and the crow\u2019 \u2022 answers to exercise 6 on reading comprehension of the fable \u2018The lion and the mouse\u2019 \u2022 participation in a role play of the fable \u2018The hare and the tortoise\u2019 to determine the writer\u2019s purpose and main idea(s) from the reading material Learning Resources: \u2022 Visual aids \u2022 Masking tape \u2022 Forty (40) to fifty (50) strips of blank paper (about 7 centimeters x 25 centimeters), depending on number of students inside the class \u2022 Twenty (20) to twenty-five (25) copies of the fable The Lion and the Mouse (provided in the Reading Comprehension section) \u2022 Twenty (20) to twenty-five (25) copies of the fable The Hare and the Tortoise (provided in the Reading Comprehension section) \u2022 Fifteen (15) copies of the short version of The Hare and the Tortoise (provided in the Role Play Session section) \u2022 Written worksheets for exercise 6 178","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. \u2022 What is your favorite story? Why? \u2022 Do you think we can learn life lessons even from short stories? 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: Prepositional phrases Prepositional phrase \u2022 is a group of words that contains: 1) a preposition, 2) its object, and 3) words that modify that object. \u2022 at a minimum, it contains a preposition and the object of the preposition. Examples: at home object of the preposition preposition in the middle preposition object of the preposition by the lake object of the preposition preposition 179","Here are common prepositional phrases: by at for in on by degrees at a price for a good in fact on time cause in favor of by design at a rate of in fear of on schedule by far at a speed of for the benefit on record by hand at all cost of on the road by law at any cost on a trip by marriage at any rate for a reason on a diet by means of at night by mistake at noon for a change in season by nature at midnight by no means at anytime for good in operation for hire in agreement for life In excess of on the air for family in truth on oath for real in love on one condition for sure in order on the air 2. Speaking and Listening Drills (5 minutes) Vocabulary Box (Prepositional Phrases) \u2022 The teacher reads out the prepositional phrases in the Vocabulary Box and students repeat them twice. 180","4. Buzz Session (20 minutes) \u2022 The teacher will divide the class into groups of four (4) or five (5) members each. (Note: Pair strong students with weak students.) \u2022 Groups will be assigned one (1) wall to post their output. \u2022 The teacher will give each group pieces of paper (about 7 centimeters x 25 centimeters). \u2022 Using the Grammar Notes on Adverbs and Prepositional Phrases, groups should find as many adverbs and prepositional phrases in the short story The Peacock and the Crow (page 56) in the textbook for fifteen (15) minutes. Only one adverb\/prepositional phrase should be written in one (1) piece of paper. \u2022 The groups will now post their papers on their assigned wall. \u2022 During the activity, the teacher must roam around the room and check that all students are actively participating in the activity. \u2022 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\u2019s output and check. \u2022 Each (1) correct adverb and\/or prepositional phrase is equal to one (1) point. \u2022 The teacher should give bonus points to the group with the highest score. \u2022 The teacher must grade this activity as part of PARTICIPATION. Answer Key: Adverbs and Prepositional phrases Paragraph A: Paragraph C: some vulture (adverb) finish quickly (adverb) in the sky (prepositional phrase) over me (prepositional phrase) in a field (prepositional phrase) over him (prepositional phrase) some food (adverb) beautifully coloured (adverb) in the field (prepositional phrase) Paragraph B: Paragraph D: carefully painted (adverb) some designs (adverb) on each tail feather (prep phrase) on the crow\u2019s wings (prep phrase) many colours to use next (adverb) --- END OF SESSION --- 181","Second session (50 minutes) 1. Literature Note (10 minutes) The teacher must write this Literature 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 Literature Note: Fables Fable \u2022 It is a short story that teaches a moral or lesson (something good we can learn from). \u2022 It usually features animals who behave and speak like humans. Characteristics of a fable: \u27a2 It is based on fiction (not true in real life). \u27a2 It is a short story and has few characters. \u27a2 The characters are often animals with human qualities. They have strengths and weaknesses and are in a conflict. \u27a2 A moral or lesson is learned at the end of the story by the reader. Fact Box: Aesop\/AY-sop\/ (620 \u2013 560 bc) was a famous Greek slave who wrote a lot of fables (over 600). His collection of fables are famously known as Aesop\u2019s Fables and people even up to today can still learn morals or lessons from it. 2. Reading Comprehension \/ Grouup Reading Session (20 minutes) The teacher must provide enough copies of this fable for each pair OR write this fable on the board before the class so students can just read this immediately. No need for students to copy in their notebooks. \u2022 The teacher reads aloud the fable \u201cThe Lion and the Mouse\u201d (shown in the next page) while students follow by reading silently. \u2022 Then, students will group themselves into two: Group A and Group B. \u2022 Group A will read aloud the first paragraph of the fable, Group B will then read aloud the second paragraph, then Group A reads aloud the third paragraph, etc. \u2022 The teacher asks students to make sure they understand what they are reading. 182","http:\/\/files.havefunteaching.com\/worksheets\/reading\/reading -comprehension\/the-lion-and-the-mouse.pdf Vocabulary: spare = \u0ec0\u0e81\u0e9a\u0eb1 \u0ec4\u0ea7\u0eb1\u0ec9 \/\u0eae\u0e81\u0eb1 \u0eaa\u0eb2\u0ec4\u0ea7\u0eb1\u0ec9 awakened = \u0e95\u0eb9\u0e99\u0ec8\u0eb7 \u0e82\u0eb1\u0ec9\u0eb6\u0e99 bound = \u0e9c\u0e81\/\u0ea1\u0eb1\u0e94 repay = \u0eaa\u0ea1\u0ebb \u0ea1\u0eb0\u0e99\u0eb2\u0e9a\u0e99\u0eb8 \u0e84\u0eb8\u0e99 ridiculed = \u0ec0\u0e8d\u0eb2\u0eb0\u0ec0\u0e8d\u0ec9\u0eb1\u0e8d\u0eb5 gnawed = \u0e81\u0eb0\u0ea7\u0ebb\u0e99\u0e81\u0eb0\u0ea7\u0eb2\u0e8d 183","3. Writing Activity \/ Think, Pair and Share Session (20 minutes) \u2022 The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) \u2022 Each pair must answer exercise 6 (shown in the next page) for fifteen (15) minutes. (Note: The teacher must give each pair a copy of exercise 6 OR write on the board before the class to save on time so pairs can just immediately answer in their notebooks.) \u2022 During the activity, the teacher must roam around the room and check that all students are participating. \u2022 Once time is up, the teacher will then require all pairs to exchange their papers with other pairs. \u2022 The teacher will then write the answers on the board while pairs check their papers. \u2022 Each correct answer is equal to one (1) point. \u2022 Once checking is done, pairs should return the papers to the original pairs for rechecking. Class discussion will follow, drawing reflection of students. \u2022 The teacher must grade this activity as part of QUIZZES. 184","Exercise 6: The lion and the mouse Choose the correct answer. 1. Who are the main characters in the story? a. The lion and the rat b. The lion and the mouse c. The tiger and the rat d. The turtle and the snake 2. What caused the lion to wake up from his sleep? a. He was hungry b. He was angry c. A mouse ran over his face d. He wasn\u2019t tired anymore 3. \u201cThe mouse, recognizing the lion\u2019s roar, came and gnawed the rope with his teeth, and set him free.\u201d What does gnawed mean in this sentence? a. chewed b. hungry c. quickly d. pinched 4. What lesson did the lion learn from the mouse? a. Even a lion can help a mouse. b. It is possible for even a mouse to eat cheese. c. The lion could have eaten the mouse. d. Even a mouse can help out a lion. 5. Based on the events in the story, what would most likely happen next? a. The lion would thank the mouse. b. The lion would eat the mouse. c. The mouse would eat the lion. d. The lion would be angry with the mouse. 6. What is the moral or lesson of the story? a. Lions are stronger than mice. b. It is important to learn things. c. Kindness is more important than strength. d. It is good to laugh at problems once in a while. 185","Answer Key: Exercise 6: The lion and the mouse 1. B 2. C 3. A 4. D 5. A 6. C --- END OF SESSION --- 186","Third session (50 minutes) 1. Reading Comprehension \/ Group Reading Session (20 minutes) The teacher must provide enough copies of this fable for each pair OR write this fable on the board before the class so students can just read this immediately. No need for students to copy in their notebooks. \u2022 The teacher reads aloud first the fable \u201cThe Hare and the Tortoise\u201d (shown in the next page) while students follow by reading silently. \u2022 The teacher will now group the students into Group A and Group B. \u2022 Group A will read aloud the first paragraph of the fable, Group B will then read aloud the second paragraph, then Group A reads aloud the third paragraph, etc. \u2022 Teacher asks students to make sure they understand the fable for the next activity. 187","http:\/\/read.gov\/aesop\/025.html circuit = \u0ea7\u0e87\u0ebb \u0e88\u0ead\u0e99\/\u0ec0\u0eaa\u0eb1\u0e99\u0ec9 \u0e97\u0eb2\u0e87 zooming = \u0ec0\u0e84\u0ead\u0ec8\u0eb9\u0eb7 \u0e99\u0e8d\u0eb1\u0ec9\u0eb2\u0e8d\u0ea2\u0eb2\u0eb9\u0ec8 \u0e87\u0ec4\u0ea7 Vocabulary: referee = \u0ec0\u0e9b\u0eb1\u0e99\u0e81\u0eb2\u0e87 (\u0e81\u0eb2\u0ea1\u0eb0\u0e81\u0eb2\u0e99) trundled = \u0e81\u0e87\u0ec9\u0eb1\u0eb4 188","2. Role Play Session (30 minutes) Step 1: Identifying the problem \u2022 The teacher must explain to the class that this activity will make them better understand how fables are a great way to learn about a moral or lesson. Step 2: Establishing the situation for role play \u2022 For this session, there will be those who will act and those who will merely observe. Even so, all must actively watch and participate in the activity. Step 3: Establishing roles and selecting participants \u2022 The teacher will assign one (1) student to be the hare and another student to be the tortoise. Encourage the class to volunteer for these roles. \u2022 The teacher will also assign thirteen (13) readers who will read only short assigned lines. \u2022 The teacher must now give the two (2) actors and thirteen (13) readers the short story below so that they can practice acting or reading it aloud. No need for them to memorize the story. They will just act or read their lines. Encourage the class to volunteer for these roles. The hare and the tortoise Reader 1: A hare and a tortoise once decided to run a race. Reader 2: \u201cI\u2019m sure I will win the race! You are a very slow animal tortoise.\u201d said the hare confidently. Reader 3: \u201cWe shall see.\u201d The tortoise replied. Reader 4: And so the race began. Reader 5: \u201cHurray! I am running very fast!\u201d the hare shouted. Reader 6: The tortoise just continued walking slowly and silently. Reader 7: \u201cOh, I\u2019m tired of running. Tortoise is still very far behind. I think I will sleep first to rest.\u201d the hare said. Reader 8: And the hare slept on the road. Reader 9: The tortoise was now near the hare. He saw the hare sleeping. Reader 10: The tortoise continued walking, slowly but surely until he finally reached the finish line. Reader 11: The hare woke up. He stood up and ran to the finish line thinking that he was still leading. Reader 12: And once he reached the finish line, he saw the tortoise sitting on the ground, happily drinking a cool drink. Reader 13: And the hare could not do anything else except to cry. 189","Step 4: Presenting the act \u2022 The two (2) actors and thirteen (13) readers will be given ten (10) minutes to practice. \u2022 The two (2) actors will only act every time a reader reads his\/her line. Readers must read their lines in a loud voice and express correct emotions. (Example: say in a loud voice when a sentence has a \u2018!\u2019 in it.) Step 5: Playing the situation \u2022 The actors and readers will now go to the front of the class. \u2022 The first reader will now start reading aloud his line and then the two (2) actors will act. \u2022 The story ends when all the readers have read their lines. Step 6: Analysing and evaluating the presentation \u2022 The teacher will now ask the class for volunteers to answer the questions: \u27a2 Who are the main characters in the fable? Answer: The hare and the tortoise. \u27a2 In reality, who is the faster animal? The hare or the tortoise? Answer: The hare. \u27a2 In this story, who won the race instead? Answer: The tortoise. \u27a2 Why did the tortoise won? Answer: Because the hare was too relaxed while the tortoise continued slowly but surely. \u27a2 What moral or lesson can we learn from this fable? More than one answers are possible for this question: - We continue, slowly but surely. - Do not always be relaxed or lazy or else others will be more successful than you. - Do not be discouraged. Just continue what you are doing. Never give up. - Do not always depend on your strength but also use your head. \u2022 The teacher should give points for the actors and line readers. (Follow the SCORE GUIDE FOR ROLE PLAY below in grading a performance.) \u2022 The teacher should also give points to students who volunteered to answer the questions. \u2022 The teacher must grade this activity as part of PARTICIPATION. 190","SCORE GUIDE FOR ROLE PLAY CRITERIA RATING 1. Speech was clear. 5432 1 5432 1 2. The role was played in a convincing, 5432 1 consistent manner. 1 3. Expressions fitted in the role. 4. The role play was organized. 5432 TOTAL SCORE --- END OF SESSION --- 191","Unit 5: JOBS I. Desired Learning Outcomes Content Standards The learner demonstrates clear understanding of: \u2022 new vocabulary words when discussing about job opportunities in Laos; develop reading comprehension through various reading texts; and review key concepts of connectors (coordinating and subordinating conjunctions). \u2022 new techniques and common questions asked during a typical job interview; know how to answer and\/or prepare a biodata; develop reading comprehension through various reading texts; and review key concepts of structure of sentences (simple and compound); declarative sentences, and how to write a personal descriptive paragraph. \u2022 how to prepare for a mock job interview. Performance Standards By the end of this unit, the learner can \u2026 \u2022 analyse key concepts of connectors (coordinating and subordinating conjunctions); structure of sentences (simple and compound); declarative sentences, and how to write a personal descriptive paragraph. \u2022 analyse the application of connectors (coordinating and subordinating conjunctions); structure of sentences (simple and compound); declarative sentences, and how to write a personal descriptive paragraph. \u2022 listen and speak using additional vocabulary when discussing about job opportunities in Laos and common questions asked during a typical job interview. \u2022 answer and\/or prepare a biodata. \u2022 answer a mock job interview. \u2022 answer additional written exercises to check and monitor learning of application of connectors (coordinating and subordinating conjunctions); structure of sentences (simple and compound); declarative sentences, and descriptive paragraphs in particular instances and situations. 192","II. Learning Competencies UNPACKING THE STANDARDS FOR UNDERSTANDING Contents Learning Competencies Lesson 1: What\u2019s your job? The learner is able to \u2026 1. review key concepts, as well as analyse \u2022 Coordinating Conjunctions \u2022 Subordinating Conjunctions and compare differences of connectors (coordinating and subordinating conjunctions) in listening and speaking conversations, reading and writing exercises, and assigned study tasks per session. 2. show teamwork and creativity through group and paired activities. 3. show confidence when practicing English and in asking and answering questions inside the classroom or in a group setting. 4. organise his\/her thoughts and develop analytical and critical thinking skills for everyday decision-making. Lesson 2: Job interview The learner is able to \u2026 \u2022 Declarative Sentence 1. review key concepts, as well as analyse \u2022 Descriptive Writing \u2022 Biodata and compare differences of structure of sentences (simple and compound); declarative sentences, and descriptive paragraphs in listening and speaking conversations, reading and writing exercises, and assigned study tasks per session. 2. answer and\/or prepare a biodata. 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. 193","Lesson 3: Leaving school The learner is able to \u2026 \u2022 Preparing for a Job Interview 1. review key concepts, as well as analyse declarative sentences, and descriptive paragraphs in listening and speaking conversations, reading and writing exercises, and assigned study tasks per session. 2. listen and speak using additional vocabulary words when discussing about job opportunities in Laos and common questions asked during a typical job interview. 3. answer typical questions in a mock job interview. 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. III. Learning Activities In Lesson 1 a number of activities will be used as follows: \u2022 Warm up activity \u2022 Brainstorming Session \u2022 Buzz Session In Lesson 2, a number of activities will be used as follows: \u2022 Warm up activity \u2022 Writing Activity\/Think, Pair and Share Session In Lesson 3 a number of activities will be used as follows: \u2022 Warm up activity \u2022 Writing Activity\/Think, Pair and Share Session \u2022 Role Play Session 194","Lesson 1: What\u2019s your job? (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to\u2026 \u2022 learn what independent and dependent clauses are. \u2022 learn when to use coordinating conjunctions (for, and, nor, but, or, yet) in sentences using Buzz Session. \u2022 learn when to use subordinating conjunctions (because, as, since, before, after, while, unless, if, although, even though) in sentences using Buzz Session and Brainstorming Session. \u2022 expand vocabulary words when discussing about the usual jobs available in Laos. \u2022 show confidence in using the English language through conversations inside the classroom or in a group setting. \u2022 develop 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: \u2022 completed sentences using the correct coordinating conjunctions (for, and, nor, but, or, yet) from a buzz session \u2022 completed sentences using correct subordinating conjunctions (because, as, since, before, after, while, unless, if, although, even though) from a buzz session \u2022 diagram series on independent and dependent clauses with the use of coordinating and subordinating conjunctions \u2022 answers to exercises 1 and 2 in distinguishing between coordinating and subordinating conjunctions and their proper usage Learning Resources: \u2022 Visual aids \u2022 Masking tape \u2022 Ten (10) sets of forty-five (45) word boxes with Coordinating Conjunctions (provided in the Buzz Session section) \u2022 Ten (10) sets of forty-five-word (45) boxes with Subordinating Conjunctions (provided in the Buzz Session section) \u2022 Forty (40) to fifty (50) strips of blank paper (about 7 centimeters x 25 centimeters), depending on number of students inside the class \u2022 Written worksheets for exercises 1 and 2 195"]