Prepared by: Mrs. Francis Ann E. Tison Subject Teacher Noted by: Mrs. Siriporn Thongchumroon EP/IEP Coordinator / Co-Teacher Approved: Ms. Pherdpit Kuhamook Assistant Director for Academic
Subject: Basic English 2 Code: E21102 Grade: 7 (M1/8) Credit: 1.5 Term: 2 Teacher: Mrs. Francis Ann Tison Co-Teacher: Mrs. Siriporn Thongchumroon Topic / Class Date: 28 January 2022 Topic: Present continuous- affirmative and negative forms Learning Outcomes Knowledge and Ability Define vocabulary words through context clues and use Process Skills them appropriately in a good sentence structure as well Desirable Characteristics as to remember information. Problem/Barrier Use information to solve problems, transfer abstract or theoretical ideas to actual situations, identifying connections and relationships and how they apply ’ Self-discipline Avidity for Learning Knowledge and Ability Not having enough background knowledge Process Skills Not knowing the key vocabulary terms Desirable Characteristics Not having the required skills Solution Not knowing how to do the next steps Self-discipline Avidity for Learning Knowledge and Ability State the instructions clearly and specifically Process Skills Chunk difficult topics Desirable Characteristics Introduce the lesson step by step Give concrete examples Relate the lesson to daily life Self-discipline Avidity for Learning
Prepared by: Mrs. Francis Ann E. Tison Subject Teacher Noted by: Mrs. Siriporn Thongchumroon EP/IEP Coordinator / Co-Teacher Approved: Ms. Pherdpit Kuhamook Assistant Director for Academic
Secondary Educational Service Area Office 15 Kanarasdornbumroong Yala School Foreign Language Department English Program Department: English Program Subject: Basic English 2 Code: E21102 No. of Hour: 60 Unit: 7 Class: Mathayom 1/8 Teacher: Mrs. Francis Ann Tison Lesson Plan Unit 7 Food 1. Learning Standards • F1.1 Understanding of and capacity tom interpret what has been heard and read from various types of media, and ability to express opinions with proper reasoning. • F2.1 Appreciation of the relationship between language and culture of native speakers and capacity for use of language and appropriate to occasions and places. • F4.1 Ability to use foreign languages in various situations in school, community, and society. 2. Indicators/Learning Outcomes F1.1 Accurately read aloud texts, tales and short poems by observing the principles of reading. F1.2 Speak and write appropriately to ask for and give data and express opinions about what has been heard or read. F1.2 Converse to exchange data about themselves, various activities and situations in daily life. F2.1 Use language, tone of voice, gestures and manners politely and appropriately by observing social manners and culture of native speakers. F2.1 Describe the festivals, important days, lifestyles and traditions of native speakers.
F4.1 Use language for communication in real situations/ simulated situations in the classroom and in school 3. Focus (Secondary Educational Service Area Office 15, School) Strand 1: Language for Communication Strand 2: Language and Culture Strand 4: Language and Relationship with Community and the World 4. Main point Maximize the application and integration of language conventions, principles, strategies and skills in interacting with others, understanding and learning other content areas, and fending for themselves in whatever field of endeavor they may engage in. 5. Learning Objectives (Behavioral Objectives) E) Vocabulary Development 1. Acquire, study, and use English vocabulary words appropriately in relevant context. 2. Demonstrate understanding of familiar English words for effective communication. F) Grammar Integration 1. Demonstrate understanding of concepts of adverbs of frequency, adverbs of degree, comparatives and superlatives, preposition of time for identification and description and meaningful messages. 2. Use correct grammar structure to convey message in order to connect and communicate fluently. G) Reading Comprehension 1. Activate prior knowledge conceptually related to text and establish a purpose for reading. 2. Discuss and analyze text to create new meaning and modify old knowledge. 3. Respond appropriately to the literary text and understand of story diagram.
H) Speaking 1. Speaks clearly and use appropriate expressions in talking about oneself, family and other social context interactions. 6. Learning Approach 6.4 Knowledge and Ability • Students grasp knowledge about vocabulary words that are related food/drinks, meals, containers, and quantities. 6.5 Process • Create meaningful sentences relevant to the context with integration to life situations. • Comprehend literary text accurately and appreciate literary structures. • Converse fluently and proficiently using English language. • Write sentences with observance of grammar, mechanics, and structure. 6.6 Desirable Characteristics • Self-discipline • Avidity for learning • Dedication and commitment to work • Public mindedness • Cherishing Thai nationalism 7. Learners’ Key Competencies (including 1. Communication capacity, 2. Thinking capacity, 3. Problem-solving capacity, 4. Capacity for applying life skills, 5. Capacity for technological application) • Communication capacity • Thinking capacity • Problem-solving capacity • Capacity for applying life skills • Capacity for Technological application 8. Integration Sufficiency economy 0 Asean Local 0 0 0 0
9. Evidence of Learning Management (workpiece/assignment) VOCABULARY GRAMMAR SPEAKING CONVERSATION
10. Teaching and Learning Activities ❖ Vocabulary Development ❖ Pre-Reading ❖ Oral Reading Fluency ❖ Reading Comprehension ❖ Grammar Structure ❖ Conversation Activity ❖ Speaking Activity ❖ Writing Activity 11. Media/Learning Resources ❖ Textbook ❖ Educational Websites ❖ PowerPoint Presentation 12. Assessment and Evaluation Rubrics for Speaking 9-10 7-8 4-6 1-3 Fluently speaks with a Speaks with Speaks a part of the Speaks nearly purpose, consistently purpose, frequent time with a purpose, without a purpose, manifest eye-contact, eye-contact, limited eye-contact, not avoiding eye- perfectly use grammar sufficiently use limited use of grammar contact, lack of structure and word grammar structure structure and word sentence structure choice. and word choice. choice. and word choice. Rubrics for Writing 9-10 7-8 4-6 1-3 Introduce the topic, develop Introduce the topic but the Topic is unclear, little Clearly introduce the topic, and explain the topic with facts focus is unclear, attempts to no facts, concrete and information presented, to develop the topic with details, examples and thoroughly develop and provide analysis, ends the facts, concrete details, information needed, concluding with the topic, and information, lack of no explanation or explain the topic with relevant maintain objective tone, depth explanation and analysis presented, organized ideas and use analysis, attempt to very unclear facts, clear and concise transitional language. organize ideas but concluding statement, transitional language little to no attempt of analysis, effectively ends with needed. organization. concluding statement, maintain objective tone, skillfully organized ideas and use transitional language.
Secondary Educational Service Area Office 15 Kanarasdornbumroong Yala School Foreign Language Department English Program Department: English Program Subject: Basic English 2 Code: E21102 No. of Hour: 60 Unit: 8 Class: Mathayom 1/8 Teacher: Mrs. Francis Ann Tison Lesson Plan Unit 8 Masters of Art 1. Learning Standards • F1.1 Understanding of and capacity tom interpret what has been heard and read from various types of media, and ability to express opinions with proper reasoning. • F4.1 Ability to use foreign languages in various situations in school, community, and society. 2. Indicators/Learning Outcomes F1.1 Accurately read aloud texts, tales and short poems by observing the principles of reading. F1.2 Speak and write to express their own feelings and opinions about various matters around them, various activities, as well as provide brief justifications appropriately. F1.2 Converse to exchange data about themselves, various activities and situations in daily life. F1.2 Speak and write appropriately to ask for and give data and express opinions about what has been heard or read. F4.1 Use language for communication in real situations/ simulated situations in the classroom and in school.
3. Focus (Secondary Educational Service Area Office 15, School) Strand 1: Language for Communication Strand 4: Language and Relationship with Community and the World 4. Main point Maximize the application and integration of language conventions, principles, strategies and skills in interacting with others, understanding and learning other content areas, and fending for themselves in whatever field of endeavor they may engage in. 5. Learning Objectives (Behavioral Objectives) I) Vocabulary Development 1. Acquire, study, and use English vocabulary words appropriately in relevant context. 2. Demonstrate understanding of familiar English words for effective communication. J) Grammar Integration 1. Demonstrate understanding of concepts of be (past simple), had, could, so, and neither for identification and description and meaningful messages. 2. Use correct grammar structure to convey message in order to connect and communicate fluently. K) Reading Comprehension 1. Activate prior knowledge conceptually related to text and establish a purpose for reading. 2. Discuss and analyze text to create new meaning and modify old knowledge. 3. Respond appropriately to the literary text and understand of story diagram.
L) Speaking 1. Speaks clearly and use appropriate expressions in talking about oneself, family and other social context interactions. 6. Learning Approach 6.7 Knowledge and Ability • Students grasp knowledge about vocabulary words that are related to mythical creatures, types of films, and musical instruments. 6.8 Process • Create meaningful sentences relevant to the context with integration to life situations. • Comprehend literary text accurately and appreciate literary structures. • Converse fluently and proficiently using English language. • Write sentences with observance of grammar, mechanics, and structure. 6.9 Desirable Characteristics • Self-discipline • Avidity for learning • Dedication and commitment to work • Public mindedness • Cherishing Thai nationalism 7. Learners’ Key Competencies (including 1. Communication capacity, 2. Thinking capacity, 3. Problem-solving capacity, 4. Capacity for applying life skills, 5. Capacity for technological application) • Communication capacity • Thinking capacity • Problem-solving capacity • Capacity for applying life skills • Capacity for Technological application 8. Integration Sufficiency economy 0 Asean Local 0 0 0 0 0
9. Evidence of Learning Management (workpiece/assignment) VOCABULARY GRAMMAR SPEAKING CONVERSATION
10. Teaching and Learning Activities ❖ Vocabulary Development ❖ Pre-Reading ❖ Oral Reading Fluency ❖ Reading Comprehension ❖ Grammar Structure ❖ Conversation Activity ❖ Speaking Activity ❖ Writing Activity 11. Media/Learning Resources ❖ Textbook ❖ Educational Websites ❖ PowerPoint Presentation 12. Assessment and Evaluation ‘ Rubrics for Speaking 9-10 7-8 4-6 1-3 Fluently speaks with a Speaks with Speaks a part of the Speaks nearly purpose, consistently purpose, frequent time with a purpose, without a purpose, manifest eye-contact, eye-contact, limited eye-contact, not avoiding eye- perfectly use grammar sufficiently use limited use of grammar contact, lack of structure and word grammar structure structure and word sentence structure choice. and word choice. choice. and word choice. Rubrics for Writing 9-10 7-8 4-6 1-3 Introduce the topic, develop Introduce the topic but the Topic is unclear, little Clearly introduce the topic, and explain the topic with facts focus is unclear, attempts to no facts, concrete and information presented, to develop the topic with details, examples and thoroughly develop and provide analysis, ends the facts, concrete details, information needed, concluding with the topic, and information, lack of no explanation or explain the topic with relevant maintain objective tone, depth explanation and analysis presented, organized ideas and use analysis, attempt to very unclear facts, clear and concise transitional language. organize ideas but concluding statement, transitional language little to no attempt of analysis, effectively ends with needed. organization. concluding statement, maintain objective tone, skillfully organized ideas and use transitional language.
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