ພາສາອັງກິດ ມ.5 (Eng TGM5 V1eesdp)

III. Learning Activities In Lesson 1, a number of activities will be used as follows: • Warm up activity • Speaking and Listening Drills • Writing Activity/Think, Pair and Share Session • Speaking and Listening Drills • Gamified Learning • Writing Activity/Buzz Session • Problem Solving Activity In Lesson 2, a number of activities will be used as follows: • Warm up activity • Speaking and Listening Drills • Think, Pair and Share Session • Homework Check • Gamified Learning In Lesson 3, a number of activities will be used as follows: • Warm up activity • Brainstorming Session • Buzz Session • Speaking and Listening Drills • Writing Activity/Think, Pair and Share Session 46

Lesson 1: Lao traditional houses (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • review when to apply the future simple tense (positive, negative, and question sentences) using speaking drills and Think, Pair and Share Session • review when to apply prepositions of place (at, in, on, between, behind, under, near, in front of, next to) through speaking drills, Gamified Learning, Buzz Session, and Problem-Solving Activity. • expand their vocabulary words related to Lao traditional houses in sentences and conversational activities. • interact with others, show teamwork and creativity through grouped and paired activities. • show confidence in asking and answering questions and having simple conversations inside the classroom or in a group setting. • organize his/her thoughts and develop analytical and critical-thinking skills for daily decision-makings. Target Products/Performances: The following are products and/or performances that students will do or perform to assess their learning: • answers to exercise 1 to review when to apply the future simple tense (positive, negative, and question sentences) • sentences formed about creating a Lao traditional house to expand vocabulary • participation in the game ‘Where’s the rabbit?’ to develop skills in the proper use of prepositions of place (at, in, on, between, behind, under, near, in front of, next to) Learning Resources: • Visual aids • Masking tape • Five (5) pieces of large paper • Five (5) markers • One (1) set of ‘Where is the rabbit?’ Prepositions of Place flashcards (shown in the Gamified Learning section) • Written worksheets for exercise 1 47

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 the usual design of a traditional Lao house? • What are the usual differences between a traditional and modern house? How can you say if one is a Lao traditional house or already a modern house? 2. Grammar Note (30 minutes) The teacher must write this Grammar Note in advance on a big piece of paper before the class and then post it on the board OR write this on the board before the class to save time. Students will then just copy this immediately during class time. a. Explain the Grammar Note: Future Simple Tense The Future Simple Tense ‘will’ is used when talking about the future, to express willingness or promises and to give orders. Writing positive sentences using Future Simple Tense Positive sentence Subject will verb object future time will clean the house tomorrow. I, You, He, She, The boy/girl/children, We, They The children will play at the garden this afternoon. subject will verb object future activity Somsack will eat his meal later. subject will verb object future activity You will submit your homework tomorrow. subj will verb object future activity We will plant carrots next year. subj will verb object future activity 48

Subject be (verb) going to object future time going to go to I am the bank next month. He/She/It is the party tomorrow. You/We/They are work this afternoon. I am going to go to Pakse next week. She is going to have the meeting next Monday. You are going to join the ceremony later. Writing negative sentences using Future Simple Tense Negative sentence Subject will not/ verb object future time won’t read the book tomorrow. I, You, He, She, The boy/ girl/ will not/ children, We, They won’t The children will not/won’t play at the park this afternoon. subject will not verb object future activity Somsack will not/won’t eat his meal later. subject will not verb object future activity You will not/won’t submit your homework tomorrow. subject will not verb object future activity We will not/won’t plant carrots next year. subject will not verb object future activity Subject am/is/are not + going to object future time I am the bank next month. He/She/It is not going to go to the party tomorrow. You/We/th are work this afternoon. ey I am not going to go to Pakse next week. She is not going to have the meeting next Monday. You are not going to join the ceremony later. 49

Writing question sentences using Future Simple Tense (will) Question Sentence Will subject verb object future time Will read the book tomorrow? I, you, he, she, the boy/girl/children, we, they Will the children play at the park this afternoon? Will subject verb object future activity Will Somsack eat his meal later? Will subject verb object future activity Will you submit your homework tomorrow? Will subj verb object future activity Will we plant carrots next year? Will subj verb object future activity Writing question sentences using Future Simple Tense (be going to) Am/Is/Are subject going to object future time Am I going to the bank next month? Is he/she/it the party tomorrow? Are you/we/they work this afternoon? Is it going to rain in the afternoon? Am I going to watch TV tonight? Is she going to start work tomorrow? Are they going to swim tomorrow? 3. Speaking and Listening Drills (15 minutes) • The teacher will read the sentences of future simple tense (positive, negative, and question sentences) (shown above) and students repeat them twice. • The teacher will do a review of the grammar note or sentences that students do not understand. --- END OF SESSION --- 50

Second session (50 minutes) 1. Writing Activity / Think, Pair and Share Session (25 minutes) • The teacher will pair the students in the class. (Note: Pair strong students with weak students.) • Using the Grammar Note: Future simple tense (positive, negative, and question sentences), each pair must answer exercise 1 (shown in the next pages) on a notebook or clean sheet of paper for thirty- five (35) minutes. (Note: The teacher must give each pair a copy of exercise 1 OR write on the board before the class to save on time so pairs can just immediately answer in their notebooks.) • During the activity, the teacher must roam around the room and check that all students are participating. • Once time is up, the teacher will then require all pairs to exchange their papers with other pairs. • The teacher will then write the answers on the board while pairs check their papers. • Each correct answer is equal to one (1) point. • Once checking is done, pairs should return the papers to the original pairs for rechecking. • The teacher must grade this activity as part of QUIZZES. 51

Exercise 1: Future Simple Tense A. Complete the sentences with the correct form of the Future Simple Tense be (verb) + going to. 1. We are going to remove (remove) our shoes before we enter the house. 2. I ___________________ (visit) my grandparents this Saturday. 3. We___________________ (eat) Tamakhong and Padeak tonight. 4. Phone___________________ (play) Petanque in the backyard. 5. ___________________ Minou ___________________ (fetch) water from the drinking well later? 6. Our house ___________________ (not/rot) easily. It is mostly built of sturdy wood materials. 7. What___________________ you ___________________ (do) tonight? Let’s go fishing beside the river. 8. ___________________ they ___________________ (see) a lot of insects later in the lake? 9. Vansai_______________ (not/finish) building the house this year. 10. The monks _______________ (bless) our new house. 52

B. Look at the pictures of Mixay’s plans for next week and complete the sentences below. Use the Future Simple Tense be (verb) + going to (positive sentence) and the words in the box. 1. Mixay will play tennis on Monday. or Mixay is going to play tennis on Monday. 2. (For Tuesday) ___________________________________________________________ 3. (For Wednesday) ___________________________________________________________ 4. (For Thursday) ___________________________________________________________ 5. (For Friday) ___________________________________________________________ 6. (For Saturday) ___________________________________________________________ 7. (For Sunday) ___________________________________________________________ 53

Answer Key: Exercise 1: Future Simple Tense A. 1. are going to remove 2. am going to visit 3. are going to eat 4. is going to play petanque 5. Is, going to fetch 6. is not going to rot 7. are, going to do 8. Are, going to see 9. is not going to finish 10. are going to bless B. 1. Mixay will play tennis on Monday. or Mixay is going to play tennis on Monday. 2. Mixay will invite a friend for lunch on Tuesday. or Mixay is going to invite a friend for lunch on Tuesday. 3. Mixay will do his homework on Wednesday. or Mixay is going to do his homework on Wednesday. 4. Mixay will go to the library on Thursday. or Mixay is going to go to the library on Thursday. 5. Mixay will go to the park on Friday. or Mixay is going to go to the park on Friday. 6. Mixay will see a film on Saturday. or Mixay is going to see a film on Saturday. 7. Mixay will help his grandma on Sunday. or Mixay is going to help his grandma on Sunday. 54

2. Problem-Solving Activity (25 minutes) Constructing a Lao traditional house • The teacher will divide the class into five (5) groups. Each group will also be given a large piece of paper and a marker. • The teacher then shows a typical Lao traditional house (shown in the next page) to each group. • For fifteen (15) minutes, each group will write seven (7) sentences showing the steps in how to create a Lao traditional house. The following words should be used: veranda (ເປງີ ເຮອື ນ/ລະບຽງເຮອື ນ) thatched roof (ຫັງຄາມຸງຫຍັ້າ) toilet (ຫັ້ອງນັ້າ) stilts (ເສາົ ຄາັ້ ) fruit trees (ຕັ້ົນໄມໃ້ັ ຫັ້ໝາກ) fence (ຮົ້ັວ) drinking well (ນ້ັາສັາ້ ງສາລບັ ດມ່ືູ /ບູ່ນ້ັາດືູ່ມ) shower area (ສະຖານທີ/ບູ່ອນອາບນາັ້ ) • When making sentences, the Grammar notes future simple tense and prepositions of place must be used. The first two sentences are given below: Example: Step 1: The workers will dig holes in the ground. Step 2: Stilts are going to be placed in the holes. Step 3: • The teacher must roam around and make sure that all students actively participate in the group discussion. • Once time is up, each group will show their work (and up to what step they finished). The teacher will then ask what will be the result when all the steps for making a Lao nj,traditional house are done. • The teacher should also check if the correct grammar notes were used in making the sentences. • Each correct sentence is equal to one (1) point. • The teacher must grade this activity as part of PARTICIPATION. 55

Lao Traditional House https://www.golaos.tours/special-architecture-lao-traditional-houses/ --- END OF SESSION --- 56

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: Prepositions of Place https://www.researchgate.net/figure/Preposition-of-Place-Source_fig21_332401470 57

at = for a point/position. (at the corner, at the door, at the front desk) in = used in enclosed spaces. (in the garden, in the room, in my wallet) on = used for surfaces. (on the floor, on the wall, on the table) Vocabulary box: The mouse is at the door. The mouse is between the books. The mouse is in the booth. The mouse is on the chair. The mouse is behind the couch. The mouse is under the table. The mouse is next to the tv. The mouse is at work. The mouse is near the tv. The mouse is in front of the tv. The mouse is at the zoo. The mouse is at home. The mouse is at school. The mouse is at the theatre. The mouse is at the cinema. 2. Speaking and Listening Drills (5 minutes) • The teacher reads out the words in the Vocabulary Box and students repeat them twice. • The teacher will do a review of the prepositions that students do not understand. 3. Gamified Learning (25 minutes) Where’s the rabbit? • The teacher divides the class into five (5) groups. (Note: Group strong students with weak students.) • Each group will then huddle together. • The teacher prepares the flashcards (provided in the next pages) and also gives ten (10) empty sheets of paper for each group. • For each flashcard a teacher shows, each group will then write a sentence using the correct preposition of place. Make sure that the preposition is underlined. Example: a. Teacher shows this flashcard for 1 minute) b. Groups will then write on their paper: The rabbit is behind the box. 58

• The teacher must roam around the room to check and make sure that all students are actively participating in the session. • Once the group finishes their sentence on the paper, they must post it on the board. • After all the flashcards are shown and papers are posted, the teacher checks each group’s output using the Answer Key (shown below). • Each correct sentence is equal to one (1) point. • The group with the most number of correct sentences wins this game. • The teacher gives additional points as bonus for the winning group. • The teacher must grade this activity as part of PARTICIPATION. Answer Key: Where is the rabbit? Flashcard 1.The rabbit is in front of the box. Flashcard 2.The rabbit is in/inside the box. Flashcard 3.The rabbit is next to the box. Flashcard 4.The rabbit is between the boxes. Flashcard 5.The rabbit is under the table. Flashcard 6.The rabbit is on the chair. Flashcard 7.The rabbit behind the box. 59

Flashcard 1: Flashcard 2: 60

Flashcard 3: Flashcard 4: 61

Flashcard 5: Flashcard 6: 62

Flashcard 7: https://quizlet.com/59904515/prepositions-of-place-flash-cards/ --- END OF SESSION --- 63

Lesson 2: Modern houses (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • learn about plural nouns (regular and irregular nouns) and reinforcing their knowledge through speaking drills, Think, Pair and Share Session, and Gamified Learning. • expand their vocabulary words related to modern houses in sentences and conversational activities. • interact with others, show teamwork and creativity through grouped and paired activities. • show confidence in asking and answering questions and having simple conversations inside the classroom or in a group setting. • organize his/her thoughts and develop analytical and critical-thinking skills for daily decision-makings. Target Products/Performances: The following are products and/or performances that students will do or perform to assess their learning: • answers to exercise 2 on areas and objects inside a modern house to practice the use of plural nouns (regular and irregular nouns) • participation in the game ‘Form the plural of ...’ to expand vocabulary related to modern houses and enhance understanding of the use of plural nouns Learning Resources: • Visual aids • Masking tape • Five (5) sets of ‘Form the plural of…’ playing cards and wild cards (shown in the Gamified Learning section) • Five (5) dice • Player markers for every student (can be bottle caps or pen covers) • Written worksheets for exercise 2 64

First session (50 minutes) 1. Warm up Activity (5 minutes) a. Before the start of the lesson, the teacher needs to ask these questions to anybody in the class. • What are modern houses now made of in Laos? Wood? Bricks? • When can you say that a house is a Lao modern house? Why? 2. Grammar Note (45 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: Plural Nouns (Regular and Irregular Nouns) For regular nouns 1) To make regular nouns plural, add 2) If the singular noun ends in -s, -ss, –s to the end. -sh, -ch, -x, or -z, add –es to the end to make it plural. cats = cats truss = trusses house = houses bus = buses dog = dogs marsh = marshes table = tables lunch = lunches land = lands tax = taxes 3) In some cases, singular nouns ending 4) If the noun ends with -f or -fe, the f in -s or -z, require that you double is often changed to -ve before the -s or -z prior to adding the –es for adding the -s to form the plural pluralisation. version. gas = gasses wife = wives wolf = wolves Exceptions: roof = roofs belief = beliefs chef = chefs chief = chiefs 65

5) If a singular noun ends in -y and the 6) If the singular noun ends in -y and the letter before the -y is a vowel, letter before the -y is a consonant, simply add an -s to make it plural. change the ending to –ies to make the noun plural. city = cities ray = rays puppy = puppies boy = boys 7) If the singular noun ends in -o, add 8) If the singular noun ends in -us, the –es to make it plural. plural ending is frequently -i. potato = potatoes cactus = cacti tomato = tomatoes focus = foci Exceptions: photo = photos piano = pianos halo = halos With the unique word volcano, both are correct: volcano = volcanoes OR volcano = volcanos 9) If the singular noun ends in -is, the 10) If the singular noun ends in -on, the plural ending is -es. plural ending is -a. analysis = analyses phenomenon = phenomena ellipsis = ellipses criterion = criteria 11) Some nouns don’t change at all when they’re pluralised. sheep = sheep aircraft = aircraft series = series trout = trout species = species deer = deer tuna = tuna fish = fish Observe these nouns in context to identify them as singular or plural: Example: Mark caught one fish, but I caught three fish. 66

For irregular nouns Irregular nouns follow no specific rules, so it’s best to memorize these or look up the proper pluralisation in the dictionary. man = men larva = larvae woman = women ox = oxen child = children diagnosis = diagnoses policeman = policemen person = people tooth = teeth foot = feet foot = feet tooth = teeth mouse = mice sheep = sheep person = people leaf = leaves ellipsis = ellipses goose = geese quiz = quizzes thesis = theses aircraft = aircraft stimulus = stimuli locus = loci medium = media axis = axes bacterium = bacteria 67

Second session (50 minutes) 1. Speaking and Listening Drills (20 minutes) Vocabulary box of plural nouns • The teacher reads out the words in the Vocabulary Box and students repeat them twice. Singular Nouns Plural Nouns Singular Nouns Plural Nouns city cities person people/persons quiz quizzes puppy puppies table tables lady ladies land lands ray rays house houses boy boys truss trusses potato potatoes bus buses tomato tomatoes marsh marshes volcano volcanoes tax taxes photo photos lunch lunches piano pianos gas gases cactus cacti wife wives focus foci wolf wolves analysis analyses roof roofs leaf leaves belief beliefs phenomenon phenomena chef chefs criterion criteria chief chiefs circle circles man men ox oxen woman women axis axes policeman policemen stimulus stimuli tooth teeth thesis theses foot feet medium media mouse mice bacterium bacteria 68

2. Think, Pair and Share Session (30 minutes) Objective: This exercise will test students’ vocabulary for common parts and objects/items inside a modern house. • The teacher will pair students in the class. (Note: Pair a strong student with a weak student.) • The teacher gives each pair a copy of exercise 2: Areas and objects inside a modern house (seen in the next page). (The teacher should photocopy exercise 2 before the class session starts.) • The teacher will instruct pairs to look at the picture and label the different areas in a modern house as well as common objects found based on the letters and numbers assigned in the picture. Examples: A. Attic (area) 1. Boxes (object) • The teacher will give this as homework if pairs cannot finish within the given time. --- END OF SESSION --- 69

Exercise 2: Areas and objects inside a modern house https://depositphotos.com/vector-images/modern-house-drawing.html 70

Areas inside a modern house Objects inside a modern house 71

Third session (50 minutes) 1. Homework Check (15 minutes) • The teacher will ask volunteer students to write on the board the areas and objects they found in exercise 2. • The teacher will now provide the correct names of areas and objects inside a modern house (see answer key in the next page). • Each correct answer is equal to one (1) point. • All pairs are then required to submit their homework to the teacher for points. • The teacher must grade this activity as part of HOMEWORK. 72

Answer Key: Exercise 2: Areas and objects inside a modern house A - attic 1 – boxes 2 – window B – bathroom/toilet 3 – bathtub C – bedroom 4 – toilet D – kitchen 5 – mirror E – dining area 6 – wash basin F – living room 7 – closet G – front door area 8 – bed H – stairs 9 – ceiling fan I – laundry area 10 – sink 11 – refrigerator/ref 12 – microwave 13 – oven 14 – light 15 – dining table 16 – dining chairs 17 – sofa 18 – door 19 – television/tv 20 – terrace/front door area 21 – shelf 22 – computer 23 – worktable/table 24 – chair 25 - cabinet 26 – stairs 27 – drying rack 28 – washing machine 73

2. Gamified Learning (35 minutes) Form the plural of … • The teacher divides the class into five (5) groups. (Note: Group strong students with weak students.) • Each group will then huddle together to play this game. Materials: playing card wild card die markers • The teacher prepares a set of playing cards and wild cards for each group (shown in the next pages). Note: Teacher should have these original playing cards and wild cards photocopied so many groups can play this game at the same time. It is better to laminate the cards also for future use. • The teacher will design a simple game course (or setup). A simple game course can be done by placing the cards face down (answer side down) on the floor (or table) like this: Game course https://www.anglomaniacy.pl/grammar-nouns-singular-plural-printables-games_3.htm 74

• Shuffle the playing cards and wild cards. Each member then rolls the die and land on a card. • If it is a wild card, the group member follows the instruction. (Example: Miss a turn.) • If it is a playing card, the group member reads first the question. (Example: Form the plural of sheep.) • The group member gives the answer. Check if it is correct by flipping the card. • Each correct answer is equal to one (1) point. • The group member with the most points wins. • Each group member takes turns in rolling the dice and landing on a card. • The teacher must roam around and make sure that all students are participating. • The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 75

Reminder: The teacher needs to roam around and make sure that every student participates in their group’s game. Playing cards (cut on the hidden lines, fold, and paste to make the card). 76

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Wild cards (cut on the hidden lines, fold, and paste to make the card). 83

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Lesson 3: Looking for an accommodation? (3 sessions = 1 week) 150 minutes Learning Objectives: In this lesson, students will be able to… • review degrees of adjectives (regular and irregular adjectives) and reinforcing their knowledge through speaking drills, Brainstorming Session, Buzz Session, and Think, Pair and Share Session. • expand their vocabulary words related to places of accommodation in sentences and conversational activities. • interact with others, show teamwork and creativity through grouped and paired activities. • show confidence in asking and answering questions and having simple conversations inside the classroom or in a group setting. • organize their thoughts and develop analytical and critical-thinking skills for daily decision-makings. 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 identifying the different parts of the house • participation in a buzz session in writing sentences which describe parts of the house and/or objects inside the house using correct prepositions of place and expand vocabulary related to places of accommodation • answers to exercises 3 and 4 to develop skills in using degrees of adjectives (regular and irregular adjectives) Learning Resources: • Visual aids • Masking tape • Thirty (30) pieces of blank paper • Five (5) copies of a typical modern house (shown in the Buzz Session section) • Written worksheets for exercises 3 and 4 87

First session (50 minutes) 1. Speaking and Listening Drills / Lesson Review (10 minutes) Vocabulary Box (Areas of the house, objects inside the house) • The teacher reads out the words in the Vocabulary Box and students repeat them twice. • The teacher will review the words that students do not understand. Areas of the house Objects inside the house living room (ຫ້ັອງຮັບແຂກ) bathtub (ອູາ່ ງອາບນັ້າ) bedroom (ຫອ້ັ ງນອນ) toilet (ຫອ້ັ ງນັ້າ) kitchen (ເຮອື ນຄວົ ) cabinet (ຕ້ັ) dining room (ຫັ້ອງກນິ ເຂົາັ້ ) toilet sink (ລັາ້ ງອາູ່ ງມື) bathroom (ຫັອ້ ງນ້າັ ) closet (ຕເ້ັ ສືອ້ັ ຜາ້ັ ) garden (ສວນ) bed (ຕຽງ) garage (ບູ່ອນຈອດລົດ) refrigerator (ຕ້ເັ ຢັນ) door (ປະຕ) ceiling fan (ພັດລົມເພດານ) window (ປອູ່ ງຢ້ຽັ ມ) microwave (ໄມໂຄເວຟ) balcony (ລະບຽງ) oven (ເຕາົ ອບົ ) attic (ຄູວ່ ນ, ກ້ັອງເພດານ, ຫອ້ັ ງກັ້ອງເພດານ) sofa (ໂຊຟາ) roof (ຫັງຄາ) bookshelf (ຊັນ້ ວາງປຶ້ັມ) basement (ຫ້ອັ ງໃຕດ້ັ ນິ ) washing machine (ຈກັ ຊັກເຄອືູ່ ງ) front yard (ເດ່ນູີ ທາງຫນ້າັ ) television (ໂທລະທັດ) backyard (ຫລງັ ບ້ັານ) dining table (ໂຕະກິນເຂັ້າົ ) driveway (ທາງລົດ) dining chair (ຕູງ່ັ ນູ່ັງຮັບປະທານອາຫານ) fence (ຮວົ້ັ ) kitchen sink (ອູ່າງລັາ້ ງຖວັ້ ຍ) 88

2. Brainstorming Session (15 minutes) • The teacher will instruct the students to get one (1) piece of paper (about 7 centimeters x 25 centimeters). • The teacher will draw on the board a mindmap that looks something like this: https://www.mindmeister.co m/79147413/parts-of-the-house • For five (5) minutes, students must write one (1) object commonly found in an area of a modern house (example: microwave). • Once time is up, students will post their papers on the board. • If students use the same object, the teacher must encourage the students to think of another one. No one should have the same object. • The teacher will now check if all objects are properly placed in the correct area of a modern house. If an object is not in the correct area, immediately correct it and explain why. • Once all the papers on the board are checked, the teacher will now encourage everyone to come near the board and look at the mindmap. 89

Mindmap sample: Sink Chair Lamp https://www.mindmeister.com/79147413/parts-of-the-house?fullscreen=1 90

3. Buzz Session (25 minutes) • The teacher will divide the class into five (5) groups. (Note: Group strong students with weak students.) • The teacher will give each group a picture of a typical modern house (shown in the next page) and blank pieces of paper. • For fifteen (15) minutes, groups will write in each paper one (1) sentence that shows the part of the house and/or objects inside the house. The sentence must use the Grammar Note: Prepositions of Place. • Underline the grammar note. • Write as many sentences within the given timeframe. Examples: The attic is above the bedroom. The toilet is in front of the bathtub. • The teacher must roam around the room and make sure that all students are participating. • Once time is up, groups must post on the board their pieces of paper showing their sentences. • The teacher then checks for the correct spelling and correct observance of the grammar note. • Each correct sentence is equal to one (1) point. • The teacher must grade this activity as part of PARTICIPATION. --- END OF SESSION --- 91

A modern house https://www.twinkl.com.ph/blog/objects-and-parts-of-the-house-vocabulary-a-lesson-plan-for-esl-teacher 92

Second session (50 minutes) 1. Grammar Note (50 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 immediately during class time. a. Explain the Grammar Note: Degrees of Adjectives (Regular Adjectives) Adjective - is used to describe a noun or pronoun such as a person, place, thing, or idea. Examples: He is the fastest football player. She is a taller than Tany. Pakham is tall. Boua is smarter than Dao a.1) Positive degree of adjective - nothing is compared. Only one subject/object is described. Examples: Kaysone is a strong leader. (only one subject – Kaysone – is described). Lattana is a quiet person (only one subject – Lattanna – is described). Maths is a difficult subject (only one subject – Maths – is described). The table is solid wood. (only one object – table – is described). His son wears bright shoes (only one object – shoes – is described). a.2) Comparative degree of adjective - when two subjects/objects are compared. Examples: This homework is easier than the last one. (comparing two homeworks). You are smarter than Paeng (comparing two people). This year’s weather is colder than last year. (comparing two weathers). Cats are better than dogs. (comparing two animals). Our new house is bigger than before. (comparing two houses). 93

a.3) Superlative degree of adjective - when three or more subjects/objects are compared. Examples: Vientiane is the largest city of Laos. (comparing with other cities). Phouthaxay is the tallest person in the class. (comparing with other classmates). Durian is the most expensive fruit. (comparing with other fruits). He is the worst swimmer in the team. (comparing with other team members). She is the best student in school. (comparing with other students). b) For two-syllable adjectives - can form the comparative either by adding -er or by adding more before the adjective. Examples: healthier / more healthy deadlier / more deadly creamier / more creamy - can form the superlative either by adding -est or by adding most before the adjective. Examples: prettiest / most pretty craziest / most crazy c) For three (or more)-syllable adjectives - They can form the comparative only by adding more before the adjective. Examples: more important more expensive - They can form the superlative only by adding most before the adjective. Examples: most important most expensive 94

b. Explain the Grammar Note: Degrees of Adjectives (Irregular Adjectives) • these are adjectives that have irregular comparative and superlative degrees. Positive Comparative Superlative good better best bad worse worst little less least much more most far further / farther furthest / farthest --- END OF SESSION --- 95