ພາສາອັງກິດ ມ.5 (Eng TGM5 V1eesdp)

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 would you like to become when you grow up? Why? • What are the jobs and professions that Laos is in need of? Why? • Do you think you can earn a good salary if you choose these jobs or professions? 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 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: Coordinating Conjunctions Conjunctions - are the binders that connect words, phrases and clauses (dependent and independent) together. Types of conjunctions: 1. Coordinating Conjunction 2. Subordinating Conjunction 3. Correlative Conjunction 196

1. Coordinating Examples Sentences conjunctions For I attend seminars, for I love • joins words, phrases, and to learn more about independent clauses. • explains a reason (just like technologies in Agriculture. ‘because’). • ‘FANBOYS’ I want to visit a hospital, for I want to know how patients ➢ two nouns are treated. Maths and Science ➢ two verbs And I want to work, and I want to study or memorize earn. • adds one thing to another. I want to study Business and ➢ two adjectives Economics. short but strong Nor Khamphan is not interested ➢ two adverbs to go into Architecture nor quickly yet carefully • presents another negative Engineering. It’s too difficult idea to an already negative for him. ➢ two independent idea. clauses But Manichanh wants to be a Dylan writes better doctor, but she’s afraid to songs, but the KPop • shows contrast. see blood. group, BTS, sells more Phetsaphone likes cars but records. he doesn’t like to get his hands dirty with grease. Or Based on your exam scores, you can take up Engineering • presents another choice or or Accounting. option. Vilay wants to help communities. She can take up Social Work or Community Development courses. 197

Yet Ket wants to be a lawyer, yet she doesn’t like to read • introduces a contrasting books. idea to a logical idea. Anan’s parents want him to be a soldier, yet he wants to be a football coach instead. So Thongloun passed a scholarship exam so he’ll be • shows effect studying in Japan this /result/consequence. August. Teaching is a noble profession so Kham wants to study it to help her community. 198

3. Buzz Session (25 minutes) • The teacher will divide the class into five (5) groups. (Note: Pair strong students with weak students.) Each group will be assigned a wall to post their work. • Using the Grammar Note: Coordinating Conjunctions, the teacher will give each group the following: - A mixed set of forty-five (45) word boxes, as shown in the next page. (The teacher must make sure that each group has the same number of boxes for this session. She can cut out the boxes provided or make new ones in larger boxes.) - Masking tape. - Glue. • Groups will now match three (3) boxes together to form a complete sentence using the correct coordinating conjunction. They must post the boxes on their assigned walls. • Groups will do this for fifteen (15) minutes. Example: She is studying Engineering but she does not like Maths. Clue: The first box will have the first word start with a capital letter. The third box won’t have the first word start with a capital letter unless it is a proper noun. • 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’ walls and see how they match their boxes to correctly use the coordinating conjunctions. • The teacher will now write on the board the correct sentences. • Each correct answer 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. 199

Note: Mix and jumble the boxes before giving them to the groups. She is studying Engineering but she does not like Maths. Scientists are interested in and do a lot of research in the the field of Science scientific field. Carpenters can cut wood and make beautiful properly wooden furniture. His parents told him to yet he doesn’t want to become a take up Business Studies businessman. For a career in ballet, you or dance choreography. need to be good in dancing He wants to take up he wants to help sick patients Nursing for become well. Ever since, Nita always so she took up Education in wanted to be a teacher college. Electricians must always be and must wear protective gear careful in cutting wires always to protect themselves. Bounchanh works in a bank so he always deals with money. Otto wants to be an artist. nor studies in the field of Science. He does not like Maths so she became an events host. Souk always likes to talk 200 and entertain people

My family are all dentists I do not want to study yet Dentistry. I want to study Agriculture instead. I like to train and inspire so I will take up a career in athletes coaching. Anothai wants to be a chef but his cooking is very bad. Keosouda took a course in for he likes to create designs Graphics Design using the computer. 201

Answer Key: Coordinating Conjunctions She is studying Engineering but she does not like Maths. Scientists are interested in the field of and do a lot of research in the scientific field. Science Carpenters can cut wood properly and make beautiful wooden furniture. His parents told him to take up yet he doesn’t want to become a businessman. Business Studies For a career in ballet, you need to be or dance choreography. good in dancing He wants to take up Nursing for he wants to help sick patients become well. Ever since, Nita always wanted to be so she took up Education in college. a teacher Electricians must always be careful in and must wear protective gear always to cutting wires protect themselves. Bounchanh works in a bank so he always deals with money. Otto wants to be an artist. He does not nor studies in the field of Science. like Maths so she became an events host. Souk always likes to talk and yet I do not want to study Dentistry. I want to study entertain people Agriculture instead. My family are all dentists so I will take up a career in coaching. but his cooking is very bad. I like to train and inspire athletes for he likes to create designs using the computer. Bontheung wants to be a chef Keosouda took a course in Graphics Design --- END OF SESSION --- 202

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: Subordinating Conjunctions Subordinating conjunctions - It is a word that connects an independent clause to a dependent clause. a.1) Independent clause – can already stand alone as a sentence. Examples: There are now students enrolled in the subject. Biology is a branch of Science. We practiced hard for the competition. a.2) dependent clause - gives additional information to the independent clause. It cannot stand alone as a sentence. Examples: because she did not study. so that we need to do overtime. although I’d love to hear more of his lectures. when they did not earn well. 203

List of common subordinating conjunctions Examples Sentences because Daovanh took up Fashion Design because he likes to design clothes. independent clause dependent clause To express as As Paxay was into computers, he took up Computer Technology. cause or since reason dependent clause independent clause Since you are good in Maths, it is advisable that you take Engineering. dependent clause independent clause before It is better to take up Biology in high school before you study Medicine. independent clause dependent clause To express after More job opportunities will come after you finish university studies. time independent clause dependent clause while It is better to proceed to university studies while you are still young. independent clause dependent clause unless You won’t succeed in any profession unless you work hard. if To express independent clause dependent clause condition If Ani wants to be a chef, he needs to practice a lot of cooking. dependent clause independent clause although Although Fasai was afraid of blood, she still decided to be a nurse. To express dependent clause independent clause contrast or compromise Even though Thidaphone was very shy, she pursued TV hosting. even though dependent clause independent clause 204

More examples: because, as, since, before, after, while, unless, if, although, even though • After our classroom got flooded, we spent all day cleaning up. • We admire our football coach because he is a dedicated person. • I want to study in college if I pass the scholarship exam. • Kotpanya started drawing since he was eight years old. • I am always very quiet as I am a shy person. • Bounnam used to sit alone while others played on the playground. • Although she tried to be friendly with them, they did not seem to like her. • No one would help me unless I would pay them for their services. • Noi and Soucha became my best friends after I studied in university. • It has been such a long time since I started to play video games. • Even though Katai did not know how to cook, she decided to take up Culinary Arts. 2. Buzz Session (25 minutes) • The teacher will divide the class into five (5) groups. (Note: Pair strong students with weak students.) Each group will be assigned a wall to post their work. • Using the Grammar Note: Subordinating Conjunctions, the teacher will give each group the following: - A mixed set of forty-five (45) word boxes, as shown on the next page. (The teacher must make sure that each group has the same number of boxes for this session. She can cut out the boxes provided OR make new ones in larger boxes.) - Masking tape and glue. • Groups will now match three (3) boxes together to form a complete sentence using the correct subordinating conjunction. They must paste the boxes on their assigned walls. • Groups will do this for fifteen (15) minutes. Example: Toun is studying Architecture because she likes to do technical drawings. Clue: The first box will have the first word start with a capital letter. The third box will not have the first word start with a capital letter unless it is a proper noun. • 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’ walls and see how they match their boxes to correctly use the coordinating conjunctions. • The teacher will now write on the board the correct sentences. • Each correct answer 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. 205

Note: Mix and jumble the boxes before giving them to the groups. Thoun is studying because she likes to do technical Architecture drawings. Paxa can proceed to Law as he is likes to defend people. Boun became a coach since he wants to train athletes. It is better to study before you take up Medicine. Biology Touni will become a after she finishes her education teacher degree. You will not get promoted unless you do your best at your job. Otto wants to be a chef while his sister, Kham, wants to be a baker. Sounthone became a TV host even he was afraid to talk in though front of people. Khan can proceed to university studies he passes the entrance if examinations. Manivone still wants to be a lawyer she would be reading a although lot of books. 206

Answer Key: Subordinating Conjunctions Thoun is studying Architecture because she likes to do technical drawings. Paxa can proceed to Carpentry as he is skilled as a carpenter. Boun became a coach since he wants to inspire and train athletes. It is better to study Biology before you take up Medicine. Touni will become a teacher after she finishes her education degree. You will not get promoted unless you do your best at your job. Otto wants to be a chef while his sister, Kham, wants to be a baker. Sounthone became a TV host even though he was afraid to talk in front of people. Khan can proceed to university studies if he passes the entrance examinations. Manivone still wants to be a lawyer although she would be reading a lot of books. --- END OF SESSION --- 207

Third session (50 minutes) 1. Brainstorming Session (25 minutes) • The teacher will instruct the students to get a piece of paper (about 7 centimeters x 25 centimeters). • The teacher will now draw two diagram series groups on the board that looks like this: Independent Coordinating Independent Independent Subordinating Dependent Clause Conjunction Clause Clause Conjunction Clause • The teacher will first choose ten (10) students to write on their paper one (1) coordinating conjunction or one subordinating conjunction that they can think of. They will then post their papers below the correct groups (as shown below). (Note: The teacher must make sure that the conjunction words are placed correctly.) Independent Coordinating Independent Independent SCuobnojsruidnninccateitoinng Dependent Clause Conjaunndction Clause Clause because Clause for nor after or while before but unless yet so 208

• The teacher will now choose the next ten (10) students to write on their paper an independent clause (a clause that can stand alone as a sentence) and then post it on any conjunction word (as shown in the next page). Independent Coordinating Independent Independent Subordinating Dependent Clause Conjunction Clause Clause Conjunction Clause I love cars for We want water because • The last set of students will now create independent clauses or dependent clauses (clauses that cannot stand alone as a sentence) that will connect the series to form a complete sentence. Independent Coordinating Independent Independent Subordinating Dependent Clause Conjunction Clause Clause Conjunction Clause I love cars for they run We want water because Boun is giving very fast. it for free. • The teacher must check that students write correct independent clauses and dependent clauses and place it correctly with the proper conjunction. If a paper is placed incorrectly, the teacher must immediately correct it and explain why. • Once all the sentences are complete in the diagram series, the teacher will now encourage everyone to come near the board and look at the diagram series. 209

2. Buzz Session (25 minutes) • The teacher will divide the class into groups of four (4) members each. (Note: Group strong students with weak students.) • Each group must be given a copy of exercises 1 and 2 (shown in the next pages). • For fifteen (15) minutes should answer the exercises using the Grammar Note: Nouns. (Note: The teacher must give each group a copy of exercises 1 and 2 OR write on the board before the class to save on time so groups can just answer immediately in their notebooks.) • The teacher must roam around and make sure that all students are participating. • Once time is up, groups will exchange papers with other groups. • The teacher will put the answers on the board while groups check their papers and score it. • Each correct answer is equal to one (1) point. • Once checking is done, groups should return the papers to the original groups for rechecking. • The teacher should also give bonus points to the group with the highest score. • The teacher must grade this activity as part of QUIZZES. 210

Exercise 1: Conjunctions Circle the conjunction in each sentence. Write coordinating or subordinating to show the type of conjunction in the sentence. __subordinating__ 1. The chair is broken, so a carpenter tried to fix it. _________________ 2. We have a lot to do, and no one wants to do the job. _________________ 3. The car works after the mechanic put gas in it. _________________ 4. The food was delicious, so the chef is really good. _________________ 5. I am calling you because we need to hire a new manager. _________________ 6. The seamstress can redo the dress if it doesn’t fit you well. _________________ 7. Pathana has a lot of students, for he is a good teacher. _________________ 8. The dog drinks water while he waits for the trainer to walk him. _________________ 9. The principal loves to go to school, but he doesn’t like to work there on the weekends. ________________ 10. Once we finish this study, we will have good research as scientists. 211

Exercise 2: Conjunctions Choose the best conjunction for each sentence. 1. Kapou and her friends had some cake __________ they didn’t have any coffee. (unless / until / but) 2. Thip had a headache __________ she didn’t go to the party. (when / so / whereas) 3. Anousone can’t come to our gathering __________ he has another appointment. (so / because / unless) 4. She will call you __________ she gets home. (as / and / when) 5. __________ you submit your worksheets on time, you will pass the course. (unless / until / as long as) 6. I wanted to eat Japanese food __________ my wife wanted to eat Chinese food. (so / when / whereas) 7. She still went to work __________ she was sick. (even though / until / if) 8. Don’t call me __________ you have finished your work. (until / while / as long as) 9. __________ the bad weather, they decided to have a picnic. (because / despite / whereas) 10. Wash your hands __________ you eat your dinner. (till / when / before) 11. I like milk, butter, cream and yoghurt. __________, I don’t like cheese. (so / however / and) 12. You can have an ice-cream __________ you have finished your homework. (so / provided that / or) 13. __________ Xaypanya was fixing the car, his wife was making sandwiches. (while / until / despite) 14. Khamou could not get the job __________ his excellent qualifications. (because / while / in spite of) 15. I will love you __________ I die. (after / unless / till) 212

Answer Key: Exercise 1: Conjunctions coordinating 1. The chair is broken, so a carpenter tried to fix it. coordinating 2. We have a lot to do, and no one wants to do the job. subordinating 3. The car works after the mechanic put gas in it. coordinating 4. The food was delicious, so the chef is really good. subordinating 5. I am calling you because we need to hire a new manager. subordinating 6. The seamstress can redo the dress if it doesn’t fit you well. coordinating 7. Pathana has a lot of students, for he is a good teacher. subordinating 8. The dog drinks water while he waits for the trainer to walk him. coordinating 9. The principal loves to go to school, but he doesn’t like to work there on subordinating the weekends. 10. Once we finish this study, we will have a good research as scientists. Exercise 2: Conjunctions 1. Kapou and her friends had some cake but they didn’t have any coffee. 2. Thip had a headache so she didn’t go to the party. 3. Anousone can’t come to our gathering because he has another appointment. 4. She will call you when she gets home. 5. As long as you submit your worksheets on time, you will pass the course. 6. I wanted to eat Japanese food whereas my wife wanted to eat Chinese food. 7. She still went to work even though she was sick. 8. Don’t call me until you have finished your work. 9. Despite the bad weather, they decided to have a picnic. 10. Wash your hands before you eat your dinner. 11. I like milk, butter, cream and yoghurt. However, I don’t like cheese. 12. You can have an ice-cream provided that you have finished your homework. 13. While Xaypanya was fixing the car, his wife was making sandwiches. 14. Khamou could not get the job in spite of his excellent qualifications. 15. I will love you till I die. --- END OF SESSION --- 213

Lesson 2: Job interview (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • learn what declarative sentences are as well as simple and compound sentences and how to use them in writing sentences through Think, Pair and Share Session. • learn how to write descriptive paragraphs using Think, Pair and Share Session. • learn how to fill up and create a standard biodata form for employment application purposes using Think, Pair and Share Session. • show confidence in using the English language through conversations inside the classroom or in a group setting. • 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: • answers to exercise 3 in composing declarative sentences • answers to exercises 4 and 5 in descriptive writing and descriptive paragraphs; composing simple and compound sentences • answers to exercise 6 in filling up a biodata form Learning Resources: • Visual aids • Masking tape • Forty (40) to fifty (50) copies of the Standard Biodata form, depending on number of students inside the class (provided in the Writing Activity section) • Written worksheets for exercises 3, 4, 5, and 6 214

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 dream job? Why? • If you cannot get your dream job, what will be your next plan? Why? 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: Types of Sentences - Declarative Sentence Sentence • is a group of words giving a complete thought and written in the present tense. • can be a simple sentence or compound sentence. Structure of sentences: a. Simple sentence • contains a subject and a predicate. It has only one independent clause. Mixay runs. The car is white. Vanida is eight years old. subject predicate subject predicate subject predicate (independent clause) (independent clause) (independent clause) b. Compound sentence • joins two independent clauses together. The clauses are connected by a comma (,) and a coordinating conjunction (and, yet, but, so, etc.) or a semicolon (;). Ing-Ing loves the beach, but she hates the sand. It was raining hard, so Boumi got wet. conjunction conjunction (independent clause) (independent clause) (independent clause) (independent clause) It had rained for days; our car got flooded. Our house has new windows; the roof is old. (independent clause) (independent clause) (independent clause) (independent clause) 215

Let’s review! Types of sentences: a. Declarative Sentence b. Imperative Sentence c. Interrogative Sentence d. Exclamatory Sentence Declarative sentence • makes a statement or states a fact. It always ends with a period (.) Examples: Momay’s favourite subject is Mathematics. Xang wants to become a doctor when he grows up. He wants to play but it is raining today. I live at Saphanthong Tai Village. Yes, Khamman is married. 3. Writing Activity / Think, Pair and Share Session (25 minutes) • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • Each pair must answer 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. 216

Exercise 3: Declarative sentences Write a declarative sentence about each of the subjects given. Make sure to use the correct ending punctuation. 1. backpack My backpack is black and has five pockets.______________ 2. dog _______________________________________________ 3. friend ____________________________________________________________ 4. school _______________________________________________ 5. football _______________________________________________ 6. pet _______________________________________________ 7. hobby _______________________________________________ 8. bedroom _______________________________________________ 9. shirt _______________________________________________ 10. classroom _______________________________________________ 217

Answer Key: Exercise 3: Declarative sentences Pairs’ answers will vary. --- END OF SESSION --- 218

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: Types of writing - Descriptive Writing Types of writing: a. Descriptive Writing b. Persuasive Writing c. Narrative Writing d. Expository Writing Descriptive writing • the main purpose of descriptive writing is to describe a person, place, or thing in such a way that it ‘paints a picture’ in the reader’s mind. Example of a paragraph using descriptive writing: Hello, my name is Boun. I am forty years old, quite tall, have dark brown eyes and short black hair. I am a teacher in secondary school, teaching English in Mathayom 5. I wear a teacher’s uniform whenever I am in school because it is required. I enjoy my job as a teacher because I get to meet and help so many different students every year. During the weekends, I like to spend time with my family going to parks or play football with my friends. I also love listening to Lao music and I am even very good in playing the khaen, a Lao musical instrument made of bamboo. I enjoy eating Tamakhong (Lao-style papaya salad) and larb muu, a salad with minced pork, fish sauce, lime juice, Padeak, roasted ground rice, and fresh herbs. 219

2. Writing Activity / Think, Pair and Share Session (30 minutes) For this activity, students are paired simply to help and assist each other. However, this particular writing activity will be done individually. • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • Each pair must individually answer exercises 4 and 5 (shown in the next pages) for twenty (20) minutes in their notebooks. (Note: The teacher must give each pair a copy of exercise 4 and 5 OR write on the board before the class to save on time so students can just immediately answer in their notebooks.) • During the activity, the teacher must roam around the room and check that all students are participating. • If students are not able to finish writing within the given time, this can be a homework instead to be submitted in the next session. • The teacher should be the one checking this activity, especially the descriptive paragraph. 220

Exercise 4: Introduction to descriptive writing Answer these personal questions in your notebooks: • What is your complete name? • How old are you? • Where do you live? • What do you look like? • What kind of clothes do you usually wear? Why? • Where do you study and at what grade level? • What is your favourite subject? Why? • What are your favorite hobbies/interests? Why do you like them? • What is/are your closest friend/friends? What do you usually do? 221

Exercise 5: Descriptive Paragraph Using your personal information, fill in the blanks to complete this descriptive paragraph about yourself. Hello, my name is ________________ (write your complete name). I am _________ years old and I live in _______________ (name the place/village and province where you live). I am _________________ (describe how you look). I usually wear ________________ (describe your usual clothes) because ______________. I am studying now at ______________ (name of the school) and I am in ___________ (grade level). My favourite subject is ____________ because ______________ (give the reason why). I enjoy doing ______________ (share your favourite hobbies/interests) because ___________ (give the reason why). I also like ________________ (write about another hobby) because ________________ (give the reason why). My closest friend(s) is/are ____________ (name of the person/persons) and we usually do ___________________ (name the things you do with your close friends). I always like spending time with him/her/them because it is fun and enjoyable. 222

Answer Key: Exercise 4 and 5: Descriptive paragraph Answer will vary. --- END OF SESSION --- 223

Third session (50 minutes) 1. Writing Activity (20 minutes) a. Explain the Writing Composition: Biodata Biodata (short term for ‘biographical data’) • is a document, usually one to two pages, used by an applicant when applying for a job or employment. It includes important information about the applicant, such as: o Personal details: Full name, address, date of birth, gender, parents’ names, religion, etc. Also list your hobbies, interests, passions, strengths, characteristics and anything else that helps the potential employer understand who you are and what you want to accomplish in life. o Educational background: List, in chronological order, your academic profile and achievements, particularly those that are relevant to what you are applying for. o Work experience: List, in chronological order, your work history, as well as skills obtained, awards received and other professional achievements. • A sample biodata with filled up information is listed in the next page (the teacher must give a photocopy of the sample biodata for each student). This is for a female applicant who is applying for the position of Office Staff and who just recently graduate from the National University of Laos with a Bachelor’s Degree in Business Administration. . 224

BIO-DATA I .D. PHOTO PERSONAL DATA Position Desired : Office staff________________ Date: September 1, 202o________________ City Address : Ban Nakham, Vientiane Capital_____________________________________ Provincial Address : Ban Nakham, Vientiane Capital_____________________________________ Home telephone : (+856) 21 123456____________ Mobile : (+856) 20 12345678______ E-mail Address : [email protected]______________________________________________ Date of Birth : January 1, 1998_________ Place of Birth: Vientiane Capital________ Civil Status : Single________________ Citizenship : Lao_____________________ Height : 158 centimeters______________ Weight : 51 kgs.________________ Religion : Buddhism__________________________________________________________ Spouse’s name : Not applicable________________Occupation: ____________________ Name of Children : _________________________ Date of birth: ______________________ : _________________________ : ______________________ : _________________________ : ______________________ Father’s Name : Aloun Vongphachanh___ Occupation: Farmer______________________ Mother’s Name : Seng Vongphachanh___Occupation : Teacher_____________________ Language or dialect spoken and written : Lao, English, Thai_________________________ Person to be contacted in case of emergency: Mr. Aloun Vongphachanh (father)___________ His or her address and telephone : (856) 20 – 87654321________________________ EDUCATIONAL BACKGROUND Elementary : Nakham Elementary School__________ Year Graduated: __ 2009________ High School : Vientiane High School_________________Year Graduated: __ 2016_______ College : National University of Laos_____________ Year Graduated: 2020________ Degree Received: Bachelor Degree in business Administration___________________________ Special Skills : Microsoft Office (word, Excel, power point), Wave (accounting), and Adobe Photoshop EMPLOYMENT RECORD Company Name: __Not applicable _________________________________________________ Position : ___________________________________ From ____________ To ________ Company Name: ________________________________________________________________ Position : ___________________________________ From ____________ To ________ CHARACTER REFERENCE Name : _ Prof. Manichanh Dalavong __Company : NUOL______________________ Position: _ College Director____________ Contact Number: (+856) 20- 01012233__________ Name : _ Mrs. Seng Siharath__________Company : Vientiane High School_________ Position: _ High School Adviser_________ Contact Number: (+856) 20- 77549012__________ I here certify that the above information is true and correct to the best of my knowledge belief. I also understand that any misinterpretation will be considered reason for withdrawer of an offer or subsequent dismissal if employed. Applicant’s Signature 225

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 student must fill up exercise 6: standard biodata form (shown in the next page) for thirty (30) minutes. (Note: The teacher must give every student a copy of the biodata to fill up individually. If no photocopies are available, then students must write it themselves on a clean white sheet of paper, using the same format.) • 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, all students must submit their biodatas with their own personal information on it, with the following additional fictional information. Position Desired: Office Staff College graduated: National University of Laos Degree received: Bachelor’s Degree in Business Administration Note: All the other information required must be the student’s personal information. For character references, they can choose any two people who can possibly recommend them to be an ideal employee. • If students are unable to finish it within the given time, it will instead be a homework and submitted in the next session. • The teacher must make sure that all relevant information are written by the student. • The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 226

https://drive.google.com/file/d/1nGsJkzIiUitjlh7gKpXeAEQZTS4xLy3E/view 227

Lesson 3: Leaving school (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • learn how to prepare for a typical job interview by learning the commonly-asked questions during an interview and how to answer them. • practice their oral fluency by preparing for a mock job interview through Think, Pair and Share Session and Role Play Session. • learn how to write descriptive paragraphs using Think, Pair and Share Session. • show confidence in using the English language through conversations inside the classroom or in a grouped or paired setting. • 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: • answers to exercise 7 on common questions in a job interview • participation in a role play for a job interview practice answering commonly-asked questions and practice how to behave during the interview Learning Resources: • Visual aids • Masking tape • Forty (40) to fifty (50) copies of the Job Interview Score Sheet, depending on the number of students inside the class (provided in the Role Play Session section) • Written worksheets for exercise 7 228

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 do you plan to do once you finish school? • If given the opportunity, where do you want to work? Why? 2. Oral Language and Fluency (45 minutes) The teacher must write in advance this Oral Language and Fluency Notes on a big piece of paper before the class and post on the board to save time so students can copy this immediately in their notebooks. Do not copy all, just the important parts. a. Explain the Oral Language and Fluency Note: Preparing for a job interview Interview • is a way for an interviewer to get a sense of an applicant’s personality, interests, values, dreams and future plans. • for high school students, they will usually experience a formal interview when they are applying for entry-level jobs (if they decide not to proceed to college studies) or when they are applying for entry to a college or university. Some might also experience informal and short interviews during events, or when achieving an award or winning a competition. In these cases, it is best that students learn how to conduct themselves and answer properly the interviewer’s questions. 229

Common job interview questions (for high school and college graduates): 1. Tell me something about yourself. You can start by telling what year level you finished, what you enjoyed about being at school, two or three extracurricular activities you do (like playing football, writing stories, or volunteering in a community), special skills (you know Microsoft Office programs, can draw, or can do sales talk), and why you’re applying for this particular job. Then, stop! Do not share about family and personal problems. You are applying for a job, not talking to a friend. “My name is Achan, 18 years old, and I am from Pakse. I finished my high school studies at Pakse High School. If I’m not at school studying, I volunteer teaching English in my village. I know how to use Microsoft Office, am very detail-oriented, organized, and a team player. I can also talk confidently to others, even foreigners. I am always eager to learn and be given new challenges.” 2. What are your strengths? Are you a good communicator? A problem solver? An effective leader? Do you have leadership or communication skills? Share your positive side and give specific examples. “I am a problem solver. I can get my work done even if there are challenges. I also feel comfortable talking to others, even if they are older than me or are foreigners. I also have basic computer skills and I know how to do accounting even on the computer.” COMING UP WITH A 3. What are your weaknesses? PECENT ANSWER TO You must answer honestly but make sure that your THIS QUESTION. answer will not reflect negatively of yourself. The best way to approach this question is to discuss a real thing upon which you’d like to improve and point to specific ways you’ve already started to work toward that goal. “I’m naturally shy, even before. However, after finishing high school, I knew that I had to overcome it so I will not miss out on opportunities. So I joined extracurricular classes and even clubs to overcome my shyness. Now, in group activities, I try to make conversations so that I will feel relax when being with others.” 230

4. What do you like to do for fun or inyour free time? When answering this question, show your positive side (Example: You’re a good citizen; you spend time with friends helping others; you pursue hobbies in a creative way). Stay away from telling the interviewer that you watch a lot of TV, play video games, or that you like hanging out with friends at the mall doing nothing! Focus instead of ways of having fun that are more intellectual or that you do creative activities. “I enjoy going for a walk or hiking. I also love to read books because it exercises my brains. I also play sports with friends not only for fun but because we all know that doing physical exercises is good for our bodies and health. I also do volunteer work with our local village in helping clean the roads during weekends.” 5. What is your favorite subject? Why do you like it? You might get this question especially during college admissions interview. Be prepared to explain why a subject is your favorite. What do you find so interesting about it? What assignment did you especially enjoyed doing? Again, use specific examples as much as you can. “English is my favourite subject in school. It was difficult but we have a very good teacher, Ajarn Thongloon. He made sure that all of us would participate in group activities. He also inspired us to continue English studies in college because English is a universal language. It will be helpful, especially for your job, if you know how to write and speak English.” 6. Tell me about your family. You do not need to describe every family member. Instead, describe some things you enjoy doing with your family and how your parents and siblings (and even extended family like grandparents) have shaped you. “I come from a family with six members. My father works as a farmer and my mom is a housewife who takes care of us very well. My older brother just finished his studies in Engineering and is now working for a construction company. Our grandparents are also living with us. We make sure to eat dinner together every day because that is the time we talk about our daily activities, life and future plans. We live simply but happily.” 231

7. How do you deal with problems or conflict? You discuss the time where you were able to resolve a problem or conflict. Be specific and thoughtful. “The best way for me to handle conflict and problems is to solve them directly and to not ignore it. At school, we had a problem in doing a performance but we still needed practice. I encourage my group to meet up instead on the weekends so we can practice more. Good thing we did because everybody liked our performance during the school program!” 8. Who do you admire the most and why? The interviewer wants to know the qualities you admire in others and how you try to use some of those traits into your own life. “The person I admire the most is my father. He did not finish school because his family was poor. So he made sure that we would have a good education even if his income is small. He would work very hard as a farmer and would save his money to spend for our studies. I am proud to be his son.” 9. What accomplishment are you most proud of? Think of something you did that was truly meaningful, even if it was small. In fact, talk about a challenge you were able to overcome or a time you helped someone. It shows maturity and thoughtfulness. “The accomplishment I am most proud of is being able to finish school even if we are poor. I was able to do this by becoming a working student: balancing my time with work and studies. When I graduated, I could feel the pride in my parents’ eyes. I am the first person to finish studies in my village.” 10. (And finally…) Do you have any questions for me? After a conversation, your interviewer might ask if you have any questions. Just ask some general and specific questions in mind so that it shows your interest in the job you are applying for. Additional tips during the interview. Be sure you shake hands confidently or do the ‘nop’ with your interviewer. Make eye contact when speaking, whether in a formal or informal interview. Additionally, dress properly and decently. Also, sit properly during the interview. Your body language should be confident and welcoming. And last but not the least, smile! --- END OF SESSION --- 232

Second session (50 minutes) 1. Writing Activity / Think, Pair and Share Session (50 minutes) For this activity, students are paired simply to help and assist each other. However, this particular writing activity will be done individually. • The teacher will pair students in class. Pairs will read questions in exercise 7 (shown in the next page) and discuss possible answers for ten (10 minutes). (Note: Pair a weak student with a strong student. • Then, each pair must individually answer exercise 7 in their separate notebooks for another five (5) minutes. (Note: The teacher must give each pair a copy 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 actively participating in the activity. • If students finished answering the questions, they can use the time to pract ice speaking their own answers in preparation for the mock job interview in the next (and last) session for this unit. Do not memorise everything. Reminders: • No more time will be given for practice during the next session. The mock job interview will start immediately. So students must practice their speaking and answering the questions as homework. • Students must also bring their biodata (from exercise 6) during the next session to be used for the mock job interview. This will form part of their scores. 233

Exercise 7: Common questions in a job interview 1. Tell me something about yourself. (Clue: Use your descriptive paragraph in lesson 2, second session.) _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________________.______ 2. What are your strengths? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________________.______ 3. What are your weaknesses? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________________.______ 4. What do you like to do for fun or inyour free time? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________________.______ 5. What is your favorite subject? Why do you like it? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 234

6. Tell me about your family. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 7. How do you deal with problems or conflict? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 8. Who do you admire the most and why? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 9. What accomplishment are you most proud of? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 10. (And finally…) Do you have any questions for me? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 235

Third session (50 minutes) 1. Role Play Session (50 minutes) Step 1: Identifying the problem • The teacher must explain to the class that this activity will help students be prepared to answer common questions asked in a job interview. Step 2: Establishing the situation for role play • The teacher will pair students in the class. (Note: Pair a weak student with a strong student.) Step 3: Establishing roles and selecting participants • Using the questions in exercise 7, one (1) member in the pair will be the interviewer while the other member will be the applicant for twenty (20) minutes. • During the mock job interview, the teacher must give a Job interview score sheet (provided in the next page) to the interviewer to rate/score the applicant. They will rate the applicant’s performance in five (5) minutes after the interview. • For the next part, the pairs will now switch roles. The other member will now become the interviewer while the partner will be the applicant instead. The second mock job interview will again be done for twenty (20) minutes only. • During the second mock job interview, the teacher must give again a Job interview score sheet (provided in the next page) to the interviewer to rate/score the applicant. This will be done in five (5) minutes. • The teacher must strictly observe the time in order to finish the whole mock job interview within the session time. Step 4: Presenting the act • Applicants must be ready with their personal biodata (exercise 6). They will hand this out to their interviewer before the interview begins. They will be given a score if they submit. Step 5: Playing the situation • During the whole session, the teacher must actively roam around to see that pairs are actively doing the activity and that the Job interview score sheet is also being used for scoring applicants. • All students must speak in English during the mock job interview. Points will be deducted by the teacher if students use another language/dialect instead. 236

Step 6: Analysing and evaluating the presentation • Before the session ends, the teacher will now ask the class if it was easy to using a role play activity in practicing a job interview session. • The teacher should also ask if there were other ways or activities where it will help the students to speak confidently with others using the English language. • The teacher will grade a student’s performance in the mock job interview based on the score given by his/her interviewer using the Job interview score sheet. • The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 237

Note: Provide all students a copy of this score sheet to grade their partners. Job Applicant’s Name: ____________________________ Date: _____________________ Position Applied For: Office staff Job interview score sheet Directions: Circle a score for Excellent Good Fair Needs Poor each item below. 4 3 2 Improvement 0 4 3 2 0 Firm handshake/confident and 4 3 2 1 0 respectful in doing the nop. 2 1 0 2 1 0 Dressed properly for the job 2 1 0 interview (uniform, face, hair 2 1 0 and feet are clean). 2 1 0 2 1 0 Introduction (eye contact, 1 smile, says name clearly). 2 1 0 Brought his/her biodata. 43 2 1 0 Answer to Questions No. 1 4 3 1 and 2. Answer to Questions No. 3 4 3 and 4. Answer to Questions No. 5 4 3 and 6. 4 3 Answer to Questions No. 7 and 8. Answer to Questions No. 9 4 3 and 10. 4 3 4 3 Body language (sits up straight, eye contact, smiles and answers questions actively, acts interested.) Ending the interview (shakes hand/does the nop and thanks the interviewer.) Score for each column. (Add all the points for each column.) Total score for all columns. (Add all the columns together.) Points earned What this means 40 - 44 You are well prepared for the job interview. You might get hired. Good job! 35 – 39 You did a decent performance. You might possibly be hired. 0 - 34 You need to practice more in the job interview if you want to be hired. 238

Unit 6: WORLD OF WORK IN THE 21st CENTURY I. Desired Learning Outcomes Content Standards The learner demonstrates clear understanding of: • new vocabulary words when discussing about job opportunities in the global world; develop reading comprehension through various reading texts; and review key concepts of subordinating conjunctions. • new vocabulary words when discussing about job skills needed in the 21st century; develop reading comprehension through various reading texts; and review key concepts of structure of sentences (simple and compound). • new vocabulary words when discussing about using ICT for work and work opportunities; develop reading comprehension through various reading texts; and review key concepts of prepositional phrases. • the world of work and do problem-solving activities in order to foster critical thinking skills. Performance Standards By the end of this unit, the learner can … • review key concepts of types of subordinating conjunctions; structure of sentences (simple and compound); and prepositional phrases in writing and conversational activities. • analyse the application of types of subordinating conjunctions; structure of sentences (simple and compound); and prepositional phrases in sentences and in reading texts. • listen and speak using additional vocabulary words when discussing about job opportunities in the global world, job skills needed in the 21st century, and using ICT for work and work opportunities. • participate in problem-solving activities in order to foster critical thinking skills. • answer additional written exercises to check and monitor learning of application of types of subordinating conjunctions; structure of sentences (simple and compound); and prepositional phrases in particular instances and situations. 239

II. Learning Competencies UNPACKING THE STANDARDS FOR UNDERSTANDING Contents Learning Competencies Lesson 1: Job opportunities in the The learner is able to … global world 1. review key concepts, as well as analyse • Conjunctions (Subordinating) and compare differences of types of subordinating conjunctions 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 the global world. 3. practice oral language and fluency when doing 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: Job skills in the 21st century The learner is able to … • Sentences (Simple and Compound) 1. review key concepts, as well as analyse and compare differences of structure of sentences (simple and compound) 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 job skills needed in the 21st century. 3. practice oral language and fluency when doing activities 4. show teamwork and creativity through 240

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 3: Using ICT for work and The learner is able to … work opportunities 1. review key concepts, as well as analyse • Prepositional Phrases 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 words when discussing about using ICT for work and work opportunities. 3. practice oral language and fluency when doing 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. 241

III. Learning Activities In Lesson 1, a number of activities will be used as follows: • Warm up activity • Brainstorming Session • Writing Activity/Think, Pair and Share Session • Reading Comprehension/Think, Pair and Share Session • Problem-Solving Activity In Lesson 2, a number of activities will be used as follows: • Warm up activity • Brainstorming Session • Writing Activity/Think, Pair and Share Session • Reading Comprehension/Think, Pair and Share Session • Problem-Solving Activity In Lesson 3, a number of activities will be used as follows: • Warm up activity • Brainstorming Session • Writing Activity/Think, Pair and Share Session • Reading Comprehension/Think, Pair and Share Session • Problem-Solving Activity 242

Lesson 1: Job opportunities in the global world (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • review about subordinating conjunctions via Brainstorming Session and Think, Pair and Share Session. • widen their vocabulary words when discussing job opportunities in the global world. • enhance their reading comprehension by reading articles and learning about the author’s purpose, main, and supporting ideas through Think, Pair and Share Session. • show confidence in using the English language through conversations inside the classroom or in a grouped or paired setting. • 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: • mindmap in a brainstorming session of subordinating conjunctions and distinguish between independent and dependent clauses • answers to exercise 1 on using the proper subordinating conjunctions • answers to questions related to the reading text ‘One Man, 52 Jobs’ to help widen vocabulary when discussing job opportunities in the global world • answers to questions related to the reading text ‘Earning Power’ to enhance reading skills by learning about the author’s purpose, main, and supporting ideas • list of advantages and disadvantages of specific jobs Learning Resources: • Visual aids • Masking tape • Twenty (20) to twenty-five (25) copies of the article One man, 52 jobs (provided in the Reading Comprehension section) • Twenty (20) to twenty-five (25) copies of the article Earning Power (provided in the Reading Comprehension section) • One (1) copy of different pictures of people (provided in the Problem-Solving Activity). • Twelve (12) large pieces of paper or poster • Twelve (12) markers • Written worksheets for exercise 1 243

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 job would you like to have once you finish school? • What skills do you need in order to have a good and well-paying job? Do you need to learn computers? Do you need to learn how to speak good English? 2. 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. Review the Grammar Note: Conjunctions (Subordinating) Conjunctions - are the binders that connect words, phrases and clauses (dependent and independent) together. Subordinating conjunctions - It is a word that connects an independent clause to a dependent clause. - It must come at the beginning of a dependent clause. - In most sentences, as long as the subordinating conjunction is before the dependent clause, clause order does not matter. 1) Independent Clause– can already stand alone as a sentence. It gives a complete idea. Examples: We need to learn computers. (complete idea) Skills are important in today’s society. (complete idea) There are more job opportunities for skilled people. (complete idea) 2) Dependent Clause - gives additional information to the independent clause. It cannot stand alone as a sentence. It does not give a complete idea. Examples: because he does not know how to speak English. so that we can learn more skills. although the salary is very good. 244

List of common subordinating conjunctions Examples Sentences because Payvanh applied for a job because he needs money to pay his bills. independent clause dependent clause To express as As Tina liked to talk to people, she took up Mass Communication. cause or reason dependent clause independent clause since Since you speak English well, you will have better job opportunities. dependent clause independent clause before It is better to be prepared before you apply for a job. independent clause dependent clause To express More work opportunities will come after you finish university studies. time after independent clause dependent clause while It is better to learn many skills while you are still in school. independent clause dependent clause unless You will not be successful in life unless you work hard for it. if independent clause dependent clause To express condition If you want to work abroad, you need to have competitive skills. dependent clause independent clause although Although the work was hard, he still decided to take on the challenge. To express even dependent clause independent clause contrast or though compromise Even though sometimes the work is hard, you need to do your best. dependent clause independent clause 245