Lesson PLan After Teaching Ms. Lorafe T. Peconada - Teacher Lora

INTRODUCTION A Learning Management Plan using the 4A’s Teaching Strategies to develop reading comprehension and creative writing skills. A 32205 English, Reading and Writing 4 grades, Grade 11th Upper Secondary Intensive English Program, Kanarasdornbumroong Yala School. This learning management plan is designed for students to develop the skills in learning English specifically in Reading and Writing in higher order thinking skills integrating creativity and innovative approach to surpass critical learning approach on which it could practice students in both individual, pair work and group work or organize training activities. Furthermore, this plan would be essential part of life and applicable in daily life activity according to the vision of the 21st Century and the ASEAN Community. Additionally, modifying the teaching style in the situation of COVID-19 pandemic by online teaching method or on- demand teaching activities adapting to the current situation by using innovative teaching media and technology such as follows: Facebook, PowerPoint Presentation, Google Classroom, Google Form, Line Group and other accessible online teaching-learning platforms. In conclusion, the author highly emphasizes on the Learning Management Plan 4A’s Teaching Strategies to develop reading comprehension and creative writing skills in E32205 Reading and Writing 4 that would beneficial to the teachers who continually study and improve teaching strategies.

Course Description Be able to understand, interpret, analyze, and comment or use electronic media. Read aloud, read different types of text, use language to create interpersonal relationships, communicate appropriately with moderation. Exchange information, experience information; transfer the ideas in readings both in the composition and not in the words of their own. To understands the differences between cultures of the Native Speaker. They can use foreign language to seek knowledge related to other subjects. Use reading and writing skills process language, summary and commentary. To know how to understand knowledge that can be applied in daily life and to acquire a good attitude in learning English. Learning Objectives 1. Listen to the correct pronunciation of the word and the meaning of the vocabulary correctly. 2. Bring the terminology to use in different contexts. 3. Write the sentences correctly using grammatical vocabulary. 4. Summarize the rules of using verbs according to the time (Tenses). 5. Read the chapter's importance. 6. Summarize the contents of the readable chapter. 7. Summarize the importance of the chapter and then read the facts and references. 8. Read the documentary readings and find the specific information you need. 9. Use writing process. Write facts and opinions. 10. Read the chapter and read the definition. 11. Read chapter read and write chronology. 12. Write, express, and comment on a readable story. 13. Write an article for the campaign to save the world. 14. Write creative subjects in the language of the topic. 15. Use English to find information from various sources

COURSE SYLLABUS Department: Intensive English Program Subject Code: E32205 Subject: Reading and Writing 4 Semester 2 Academic Year: 2021 Credit Unit: 1.0 Periods per week: 2 periods per week Total hours: 50 minutes Total No of periods: 40 Subject Teacher: Ms. Lorafe T. Peconada No. Name of Learning Desired Result/ Learning Learning Key Concept Teaching Score (100) Unit Indicators Time (Hour) 1 Environment: 1. To be able to read the Reading comprehension to 13 20 Global Warming passage and specify make reading understand sentence details. easily. 2. Write sentences Help develop reading skills for correctly using communication and creative grammatical thinking in the language vocabulary. leading to creative writing 3. Can read every chapter creativity. It is a thought from the newspaper process that is important to and summarizes children, so children can important details. create ideas imagine 4. Read the passage and creatively. read the details of the It is a part that helps to story. improve the quality of 5. Read the passage, read children's language learning, the summary, self-confidence and grow to importance facts and be more mature adults. the references. 6. Summarize the importance of the chapter and then read the facts and references. 5. Read the documentary readings and find the specific information you need.

14. Write creative subjects in the language of the topic. 15. Use English to find information from various sources. 2 Sufficiency 1. To be able to read the Reading, understanding, 13 15 Economy passage and specify understanding, and analysis of sentence details. news, nonfiction articles, 2. Write sentences reading comprehension, correctly using reading Writing about a grammatical disaster that students vocabulary. experience by themselves or 3. Can read every chapter being told by others. Seeking from the newspaper and using the internet to and summarizes research information is important details. beneficial for today's 4. Read the passage and communication. Help read the details of the develop reading skills for story. communication and creative 5. Read the passage, read thinking in the language, the summary, leading to creative writing. importance facts and the references. 6. Summarize the contents of the readable chapter. 8. Read the documentary readings and find the specific information needed. 12. Write, express, and comment on a readable story. 14. Write creative subjects in the language of the topic.

3 Reading from 1. To be able to read the Reading comprehension to 12 15 Literature: passage and specify make reading understand 40 50 20 Folktales sentence details. easily. 30 100 2. Write sentences Help develop reading skills for correctly using communication and creative grammatical thinking in the language vocabulary. leading to creative writing 3. Can read every chapter creativity. It is a thought from the newspaper process that is important to and summarizes children, so children can important details. create ideas imagine 5. Read the passage and creatively. read the details of the It is a part that helps to story. improve the quality of 6. Read the passage, read children's language learning, the summary, self-confidence and grow to importance facts and be more mature adults. the references. 7. Summarize the contents of the readable chapter. 8. Read the documentary readings and find the specific information needed. 9. Use writing process. Write facts and opinions. 12. Write, express, and comment on a readable story. 14. Write creative subjects in the language of the topic. Total Performance Before Midterm and Before Final Midterm Examination Final Examination Total Number of Hours

Teaching Management Plan Semester 2 Academic Semester 2 Academic Year 2 E32205 Reading and Writing 4 Credit Unit 1.0 Total Hours: 40 Intensive English Program Ms. Lorafe T. Peconada Ration 70:30 No. Topic Unit Hours Scores Final Onsite Online Midterm - 1 Global Warming 15 2 Sufficiency Economy 77 25 15 3 Folktales 77 25 30 Total Performance throughout semester 66 20 20 20 70 Remarks: The teaching management plan is subject for change considering the Covid-19 pandemic. By using computer assisted instructions on reading and comprehension for developing creative writing skills in Mathayomsuksa 5/12 Intensive English Program of Kanarasdornbumroong Yala School.

4A’S Teaching Strategies Brief Description Students Handbook of learning management using the 4A’s Teaching Strategies Plan to improve reading comprehension and creative writing skills in Subject E32205 English, Reading and Writing for 11th Grades, Upper Secondary Level Intensive English Program of Kanarasdornbumroong Yala School to in able the teachers to organize the learning process to develop creativity in English of learners and make learners have a good attitude towards English language courses in order to achieve the aims of the school curriculum by using This learning management style and learning management 4A’s Teaching Strategies Approach. 4A’s Teaching Strategy Plan Model ACTIVATE Activate Prior Knowledge Accessing prior knowledge and activate student’s schema’s by loadi answering motivational questions, concept mappings, learning new vocabulary or brainstorming ng... ACQUIRE Acquire New Knowledge Promote higher order thinking; enable students to make connections between course materials and real-life experiences. Foster inquiry throughout lessons among students by group discussion, while reading and post reading activity, role playing, thinking and sharing in pair. APPPLICATION Consolidate what has been Application it relevant by practicing in learned and make pair, performances and real-life activities. ASSESMENT Assessment Assess what has been learned and what needs to be further developed by doing a Project-Based Learning, Quizzes, Unit Test and Examinations

TEACHING PREPARATIONS 4A’S Teaching Strategies Learning Management Plan organizes to promote learnings with the students interactive, creative and communicative by activating students’ prior knowledge such as brainstorming, answering motivational questions, concept mapping, individual, pair or group discussions and real-life experiences by doing a Project-Based Learning Assessments. Practicing all four skills with the following topics: 1. Unit 1 Environment (Global Warming) 2. Unit 2 Sufficiency Economy 3. Unit 3 Folktales All 3 units have been designed as teaching materials and tools related to measurement and evaluation for teachers that can be used immediately, where teachers should prepare and understand.

LESSON PLAN Department: Intensive English Program Subject Code: E32205 Subject: Reading and Writing 4 Semester 2 Academic Year: 2021 Credit Unit: 1.0 Periods per week: 2 periods per week Total hours: 50 minutes Total No of periods: 40 Subject Teacher: Ms. Lorafe T. Peconada 1. Learning Standards • Read the given readings and be able to specify the details of the sentences. • Write sentences using vocabulary, idioms and grammar correctly. • Read the chapter and be able to specify the details of the story. 2. Indicators and Learning Outcomes • Enhance creativity and critical thinking skills. • Apply learnings in real-life situations. • Improve communication skills • Become the school role-model 3. Importance / Concept Focus • Understanding each student’s individuality and differences in learning English, Reading and Writing by teaching activities that focuses on students to practice according to the terms and procedures of the activities to achieve learning outcomes in accordance with the course structure, teaching schedule and modified teaching styles in the situation of Covid- 19 pandemic with the integration of technology in doing project-based learning. 4. Learning Materials Knowledge (K) • Pre-study test in Unit 1 Global Warming for 30 minutes. Skills/ Processes (P) • Language Process (listening, speaking, writing and reading) Aptitude (A) Desirable Characteristics 1. Honesty 2. Self - Discipline 3. Willingness to learn Indicator/ Learning Outcomes Learning Outcomes Indicator Punctuality in performing various activities in daily life and responsible for work. Comply with the agreements, rules, regulations, rules of the school and society.

5. Learners Key Competencies • Ability to construct knowledge • Ability to think systematically • Ability to solve problems • Ability to use technology • Ability to apply knowledge for daily life 6. Integration  Philosophy of Sufficiency Economy  ASEAN  Local 7. Media and Learning Resources • Pre-test and post test • PowerPoint • Students Hand-out • Unit Test • Online Quizzes • Computers • Projectors • Audio 8. Measurement and Evaluation Methods for measuring and evaluating according to actual conditions. Learning Objectives Assessment Tools Method Achievements Criteria Knowledge (K) Pre-Test for Unit 1 Pre-Test for Unit 1 The passing criteria is Knowledge and creativity Desirable Characteristic not less than 50. Aptitude (A) Desirable Characteristic The passing criteria is Desirable Characteristics Assessment Form not less than 80. 1. Honesty Work Process Skills Pre-Test for Unit 1 The passing criteria is 2. Self - Discipline Assessment Form not less than 50. 3. Willingness to learn Skills/ Processes (P) Skill assessment Assess work behavior/group work process 1. What to measure

1.1 Knowledge and creativity (K) 1.2 Process skills (P) 1.3 Desirable Characteristics (A) 2.Measurement method 2.1 Knowledge and creativity Pre-study test Learning unit 1 Global Warming 2.2 Process skills Work process skills assessment 2.3 Desirable Characteristics Evaluate Desirable Characteristics 3. Measuring and Evaluation Instruments 3.1 Knowledge and creativity Pre-study test Learning unit 1 people 3.2 Process skills Work Process Skills Assessment Form 3.3 Desirable Characteristics Desirable Characteristics Assessment Form 4. Measurement and Evaluation Criteria 4.1 The assessment was used to score knowledge and creativity in language as follows: 4.1.1 Fluency rating the responses were stimulating and correct to the point according to the conditions of the question, and each answer was scored 1 point according to the number of unique answers. 4.1.2 Scoring for flexible thinking Considered the responses that adjusted the thinking conditions in different situations, emphasizing the amount of grouping of answers, 1 point each. 4.1.3 Initiative Determined by the frequency of all student responses that differ from the normal response. or modifications and new applications that are not unique to others or less repetition Creativity score is obtained from the sum of scores for Fluency 1, Flexibility 2, Initiative 3. 4.2 Criteria for passing the assessment 4.2.1 Students pass the assessment criteria for knowledge and creativity of not less than 80% and 50%. 4.2.2 At least 80% of students pass the process skills assessment criteria. 4.2.3 At least 80% of students pass the assessment criteria on desirable characteristics. 9. Workpieces and workloads 9.1 Pre-study test on Global Warming 10. Teaching and learning process Learning activities

1. Introduction (Warm up) 1.1 The teacher greets the students and gets to know them first and explains the structure of the English Reading and Writing 4 course (Code 32205) for the 2nd semester of Academic Year 2021 and the rules and regulations and agreements related to class attendance and to modify the teaching style in the situation of the COVID-19 epidemic by using innovations on the development of English reading achievement by using the 4A’s teaching strategies to improve reading comprehension. and creative writing skills in Mathayomsuksa 5 at Kanarasdornbumroong Yala School, Yala Province 1.2 The teacher explains to the students that in this period there will be a pre-test test. Learning unit 1 on people 2. Teaching (Presentation) 2.1 Teacher distributes exam papers with answer sheets. and clarify about the time to do and the number of exams the teacher gave 30 minutes to complete the 20-item exam. *Note to change teaching styles in the situation of the epidemic of Covid 19 by using online exam channels, using Google forms, innovations for improving English reading achievement. By using a computer-assisted instruction on reading comprehension for developing creative writing skills in Mathayomsuksa 5 at Kanarasdornbumroong Yala School, Yala Province. 2.2 Students take the test before studying Learning unit 1 on Global warming 2.3 The teacher observes the general behavior of the students. 2.4 After 30 minutes, students put down their pens and pass the answer sheet. take online exam 1) Learning management uses the process of language learning management for communication, which consists of the presentation stage, the practice stage, and the language use stage (Production). Summary (Wrap Up) consists of teaching activities in 5 steps, consisting of the use of 4A’s Teaching Strategies.

1.1 Lesson Procedure (Warm Up) using 4A’s Activate Prior Knowledge 1.2 Teaching (Presentation) which consists of activities before reading. (Pre-reading) and activities While reading (While-reading) using 4A’s Acquiring New Knowledge 1.3 Steps to practice skills (Practice) After reading activities (Post-reading) using 4A’s Application 1.4 Steps to implement language (Production) using 4A’s Assessment 1.5 Summary (Wrap Up) 2.5 Check students understanding by giving them assessment test 3. Summary (Wrap up) The teacher asks the students what exams they have taken. What questions do you have? *Note to change the teaching style in the situation of the c of Covid 19 pandemic by using innovations in the development of English reading achievement. By using a computer-assisted instruction on reading comprehension for developing creative writing skills in Mathayomsuksa 5 at Kanarasdornbumroong School, Yala Province. 11. Results of learning management 11.1 Results of knowledge management Students pass the assessment criteria not less than 50% or more. It appears that there are number of students who pass the criteria............. Percentage ………………………… Failed to pass the number of criteria........................ people as a percentage .................... 11.2 Results of learning management on process skills Students pass the criteria for assessing the quality of the achievements of the work. classified as quality The quality level is very good. Number of people ................. Quality level Good Number of people Quality level Moderate Number of people Quality level, improvement, number of ....................people 11.3 Results of learning management in terms of desirable characteristics

Students pass the learning behavior assessment criteria. classified as a quality level Quality level Good Number of people Quality level Fair Number of people Quality level should be improved Number of .......................people 11.4 Problems and Obstacles ____________________________________________________________________________________ ____________________________________________________________________________________ 11.5 Suggestions and Solutions ____________________________________________________________________________________ ____________________________________________________________________________________ Signed: _______________________ (Ms. Lorafe T. Peconada) Subject Teacher Date............Month..............Year........... Signed: _______________________ Signed: _______________________ (Mrs. Siriporn Thongchumroon) (Ms. Pherdpit Kuhamook) EP / IEP Department Head Date............Month..............Year........... Asst. Director for Academic Affairs Date............Month..............Year..........

หน่วยการเรียนรู้ Global Warming วิชาภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศกึ ษาปี ท่ี 5 บัตรภาพ : Global Warming ท่ีมาของภาพ : www.http//fwmail.sodazaa.com/11579.html

หน่วยการเรียนรู้ Global Warming วิชาภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 1 Name…………………………………………………Class…………….……………Number……… Direction : Choose your interesting picture and write the words which relate to the picture as Many as you can within 5 minutes. _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________

หน่วยการเรียนรู้ Global Warming วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศึกษาปี ท่ี 5 จานวน 7 ช่ัวโมง Worksheet 2 Name…………………………………………………Class…………….……………Number……… Directions: Fill in each row of the Five W’s chart with details that answer the question. Topic: ................................................................................................ ท่ีมาของภาพ : www.http//fwmail.sodazaa.com/11579.html What happened? Who was there? Why did it happen? When did it happen?

Where did it happen? Others: (How did it happen? What happened after that? etc.)

หน่วยการเรียนรู้ Global Warming วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศึกษาปี ท่ี 5 จานวน 7 ช่ัวโมง Worksheet 3 Name…………………………………………………Class…………….……………Number……… Pre-reading Activity A. Study the pictures. What words can you associate with them? ท่ีมาของภาพ : www.http//fwmail.sodazaa.com/11579.html B. Answer the questions. • What is the environmental problem that we’ve been experiencing? • Why do these things happen?

หน่วยการเรียนรู้ Global Warming วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 4 Name………………………………………………Class…………….……………Number……… Directions: Find the meaning of the following words from the passage. 1. global warming- 2. greenhouse gases- 3. visible light- 4. infrared light- 5. food- 6. producer- 7. consumer- 8. pollutants- 9. radiant energy -

หน่วยการเรียนรู้ Global Warming วิชาภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศกึ ษาปี ท่ี 5 จานวน 7 ช่ัวโมง Worksheet 5 Global Warming Name…………………………………………………Class…………….……………Number……… While-reading Activity Direction: Read the passage and answer the questions that follow. Global Warming Global warming is when the earth heats up (the temperature rises). It happens when greenhouse gases (carbon dioxide, water vapor, nitrous oxide, and methane) trap heat and light from the sun in the earth’s atmosphere, which increases the temperature. As a result, many living things become extinct and die. The greenhouse effect is when the temperature rises because the sun’s heat and light is trapped in the earth’s atmosphere. For example, the sun’s heat can get into the car through the windows but is then trapped. The heat coming through the car is visible light (light you can see) and infrared light (heat). Once the light is inside the car, it is trapped and the heat builds up, just like it does in the earth’s atmosphere.

Greenhouse gases cause global warming, but they are important for us and other living things. These gases are essential for plants which serve as our foods (plants like corn, wheat, and other vegetables and fruits). If the heat is trapped in the earth’s atmosphere, the plants would not be able to take the heat. This would cause us to have less food to eat, but it would also limit the food that animals have. With less food, like grass, for the animals that we need to survive (like cows) we would even have less food. Gradually, people, plants, and animals would all die of hunger. Global warming is affecting many parts of the world. It makes the sea rise, and when the sea rises, the water covers many low land islands. This is a big problem for many of the plants, animals, and people on islands. The oceans are also affected by global warming. The water becomes warmer and it kills algae in the ocean. Algae is a producer that you can see floating on the top of the water. (A producer is something that makes food for other animals through photosynthesis, like grass.) This floating green alga is food to many consumers in the ocean. (A consumer is something that eats the producers.) One kind of a consumer is small fish. Without algae, living things in the ocean dies. Not only the ocean but the forests are being destroyed as well. Forests are destroyed due to forest fires. What really are the causes of global warming? Many things cause global warming. One thing is electricity. Many pollutants (chemicals that pollute the air, water, and land) are sent into the air when fossil fuels are burned to create electricity. Some of these chemicals are called greenhouse gasses. Using energy can also cause global warming just like using light, television, stereo, washing machine, hair dryer, car, microwave, and other electrical devices. Throwing or burning garbage makes the earth even warmer. Cutting trees is also worse. With few trees, the more radiant energy (light and heat produced by the sun) the earth has and this makes the earth warmer. Global warming will be minimized if we try to protect and save the earth. Let’s plant trees or if we cut trees, we have to plant a new one. We have to start reducing, reusing, and recycling. Walk or ride a bike if we go to a nearby place. Reduce the usage of electrical devices. We can carpool as well. Doing these simple things can make a difference to save the earth. ท่ีมาของเรื่อง : www.nrdc.org/globalwarming/ -

A. Write the topic sentence of each paragraph. (Paragraph 1- 5) 1. …………………………………………………………………………………………… 2. …………………………………………………………………………………………… 3. …………………………………………………………………………………………… 4. …………………………………………………………………………………………… 5. …………………………………………………………………………………………… B. Supply the appropriate information. Global Warming Greenhouse Greenhouse Effect of Global Causes of Global Effect Gases Warming to the Warming Environment (Answer these questions based on feature that you have read as many as you can within 15 minutes)

C. Read the feature again and then answer the questions. Global warming 1. What is global warming? ………………………………………………………………………………………………….. 2. What is the greenhouse effect? ………………………………………………………………………………………………….. 3. What is global warming doing to the environment? ………………………………………………………………………………………………….. 4. What causes global warming? ………………………………………………………………………………………………….. 5. Tell the ways for using energy and polluting the air. Tell the ways on using energy that pollute the air . ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. 6. What are people doing to stop global warming? ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. 7. What is the government doing to stop global warming? ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. 8. What are some of the other dangerous chemicals? ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. 9. How can kid help to stop global warming? ………………………………………………………………………………………………….. …………………………………………………………………………………………………..

10. What can you do to protect the world from global warming? How? ………………………………………………………………………………………………….. หน่วยการเรียนรู้ Global Warming วิชาภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศึกษาปี ท่ี 5 ใบความรู้ท่ี 1 เร่ือง Global Warming เกิดจากการเพิ่มขนึ ้ ของก๊าซท่ีปกคลมุ ชนั้ บรรยากาศของโลกทาให้อณุ ภมู ิภายในโลกสงู ขนึ ้ เป็นเหตใุ ห้ฤดูกาล ท่วั โลกเปล่ียนไปและก๊าซท่ีเพิ่มขนึ ้ สว่ นใหญ่เกิดจากการเผาผลาญเชือ้ เพลิงฟอสซลิ ภาวะโลกร้อนหรือภาวะภมู อิ ากาศ เปล่ียนแปลง(ClimateChange)เป็นปัญหาใหญ่ของโลกในปัจจบุ นั สงั เกตไุ ด้จากอณุ หภมู ิ ของโลกท่ีสงู ขนึ ้ มีสาเหตหุ ลกั มา จากก๊าซเรือนกระจก ปรากฏการณ์เรือนกระจกมีความสาคญั กบั โลกเพราะก๊าซจาพวกคาร์บอนไดออกไซด์ หรือ มี เ ท น จะกกั เก็บความร้อนบางส่วนไว้ในในโลกไม่ให้สะท้อนกลบั ส่บู รรยากาศทงั้ หมดมิฉะนนั้ โลกจะกลายเป็นแบบดวงจนั ทร์ ท่ีตอนกลางคืนหนาวจดั ตอนกลางวนั ร้อนจดั เพราะไมม่ ีบรรยากาศกรองพลงั งานจากดวงอาทิตย์ ลกั ษณะเช่นนีค้ ล้ายกบั หลกั การของเรือนกระจกจึงมกั เรียกว่า ปรากฏการณ์เรือนกระจก (GreenhouseEffect)การเพ่ิมขึน้ ของก๊าซเรือนกระจก สง่ ผลให้ชนั้ บรรยากาศมีความสามารถในการกกั เก็บรังสีความร้อนได้มากขนึ ้ ภาวะโลกร้ อนเกิดจากอะไร ก๊าซเรือนกระจก(GreenhouseGas)เป็นก๊าซที่มีคณุ สมบตั ิในการดดู ซบั คล่ืนรังสีความร้อน หรือรังสีอิน ฟาเรดได้ดีก๊าซเหล่านีม้ ีความจาเป็นตอ่ การรักษาอณุ หภูมิในบรรยากาศของโลกให้คงท่ี ซ่ึงหากบรรยากาศโลกไม่มีก๊าซ เรือนกระจกในชนั้ บรรยากาศดงั เช่นดาวเคราะห์ดวงอ่ืนๆในระบบสรุ ิยะแล้วจะทาให้อณุ หภมู ิในตอนกลางวนั นนั้ ร้อนจดั และในตอนกลางคืนนนั้ หนาวจดั เน่ืองจากก๊าซเหลา่ นีด้ ดู คล่ืนรังสีความร้อนไว้ในเวลากลางวนั แล้วคอ่ ยๆแผร่ ังสีความร้อน ออกมาในเวลากลางคนื ทาให้อณุ หภมู ิในบรรยากาศโลกไมเ่ ปล่ียนแปลงอยา่ งฉบั พลนั มีก๊าซจานวนมากที่มีคณุ สมบตั ิในการดดู ซบั คลื่นรังสีความร้อน และถกู จดั อย่ใู นกล่มุ ก๊าซเรือนกระจกซ่งึ มีทงั้ ก๊าซที่เกิดขนึ ้ เองตามธรรมชาติและเกิดจากกิจกรรมของมนษุ ย์ ก๊าซเรือนกระจกที่สาคญั คือไอนา้ ก๊าซคาร์บอนไดออกไซด์ โอโซนมีเทนและไนตรัสออกไซด์ สารซีเอฟซี เป็นต้นแต่ ก๊าซเรือนกระจกท่ีถกู ควบคมุ โดยพิธีสารเกียวโต มีเพียง6ชนดิ โดย จะต้ องเป็ นก๊ าซที่ เกิ ดจากกิ จกรรมของมนุ ษย์ ( anthropogenic greenhouse gas emission) เท่ านั้น ได้ แก่

ก๊ าซคาร์บอนไดออกไซด์ (CO2)ก๊ าซมีเทน (CH4)ก๊ าซไนตรัสออกไซด์ (N20)ก๊ าซไฮโดรฟลูออโรคาร์บอน (HFC) ก๊าซเพอร์ฟลูออโรคาร์บอน(PFC)และก๊าซซัลเฟอร์เฮกซะฟลูออไรด์ (SF6)ทงั้ นี ย้ งั มีก๊าซเรือนกระจกที่เกิดจากกิจกรรม ของมนษุ ย์ที่สาคญั อีกชนิดหนึ่งคือสารซีเอฟซี (CFCหรือChlorofluorocarbon)ซง่ึ ใช้เป็นสารทาความเย็นและใช้ในการผลติ โฟมแตไ่ มถ่ กู กาหนดในพธิ ีสารเกียวโตเน่ืองจากเป็นสารที่ถกู จากดั การใช้ในพิธีสารมอนทรีออลแล้ว แหล่งกาเนิดของก๊าซเรือนกระจก • การยอ่ ยสลายของซากพืชซากสตั ว์ • จากโรงงานอตุ สาหกรรม • เคร่ืองใช้ในชีวิตประจาวนั เชน่ ใช้เป็นสารหลอ่ เยน็ ในต้เู ยน็ เคร่ืองปรับอากาศ • ของใช้ประจาวนั เชน่ ใช้เป็นสารขบั ดนั ในเคร่ืองกระป๋ องที่เป็นสเปรย์ • จากการทานาข้าวหรือพชื ที่ขงั นา้ และปศสุ ตั ว์ • การเผาไหม้ของซากพืชหรือสตั ว์ • การใช้งานโดยมีการเผาไหม้ของถา่ นหนิ นา้ มนั ก๊าซธรรมชาติ • การเผาไหม้ในหลายรูปแบบเชน่ การใช้นา้ มนั เชือ้ เพลงิ ในโรงงานอตุ สาหกรรมในรถยนต์ • การเผาป่าเพ่ือใช้พืน้ ที่อยอู่ าศยั หรือทาการเกษตรหรือเผาหญ้าเผาฟางหลงั การเก็บเก่ียว • การทาปศสุ ตั ว์ การเลีย้ งสตั ว์ การทาฟาร์ม ก๊าซเรือนกระจก อายใุ นชนั้ บรรยากาศ (ปี ) ศกั ยภาพในการทาให้เกดิ ภาวะโลกร้อน (เท่ าของคาร์ บอนไดออกไซด์ ) คาร์บอนไดออกไซด์ 200-450 1 มเี ทน 9-15 23 ไนตรัสออกไซด์ 120 296 CFC-12 100 10,600 เตตระฟลอู อโรมีเทน 50,000 5,700 ซลั เฟอร์เฮกซะฟลอู อไรด์ 3,200 22,000 แหลง่ ที่มา : http://www.thaiall.com/globalwarming/index.htm

หน่วยการเรียนรู้ Inventions วชิ าภาษาอังกฤษอ่านเขียน4 เร่ือง Inventions ชัน้ มัธยมศกึ ษาปี ท่ี 5 ใบความรู้ท่ี 2 เร่ือง การ Recycle รีไซเคิล (Recycle) เป็นการจัดการวัสดุเหลือใช้ที่กาลังจะเป็นขยะ โดยนาไปผ่านกระบวนการแปรสภาพ โดยเฉพาะการหลอม เพ่ือให้เป็นวสั ดุใหม่แล้วนากลับมาใช้ได้อีก ซึ่งวสั ดทุ ่ีผ่านการแปรสภาพนนั้ อาจจะเป็นผลิตภัณฑ์เดิมหรือผลิตภัณฑ์ใหม่ก็ได้ รีไซเคิลมีความหมายต่างจาก รียูส (Reuse) ซึ่ง หมายถึง การนากลบั มาใช้ใหมโ่ ดยไมผ่ า่ นกระบวนการแปรสภาพใดๆทงั้ สนิ ้ แหลง่ ที่มาเนือ้ หา: http://en.wikipedia.org/wiki/Recycling

หน่วยการเรียนรู้ Global Warming วิชาภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 6 Cause and Effect Paragraphs Name…………………………………………………Class…………….……………Number…………… Post-reading Activity Writing Skill Focus Direction: Read the passage and answer the questions that follow. Cause & Effect Conjunctions Other topics will ask you to discuss the results or effects of some cause. Here is an example of a writing topic asking for causes of a particular phenomenon: In recent decades, cities have grown so large that now about 50% of the Earth's population lives in urban areas. Explain the causes of this phenomenon. Be sure to give specific details and reasons in your explanation. Cause/effect paragraphs generally follow basic paragraph format. That is, they begin with a topic sentence and this sentence is followed by specific supporting details. For example, if the topic sentence introduces an effect, the supporting sentences all describe causes. Here is an example: In recent decades, cities have grown so large that now about 50% of the Earth's population lives in urban areas. There are several reasons for this occurrence. First, the increasing industrialization of the nineteenth century resulted in the creation of many factory jobs, which tended to be located in cities. These jobs, with their promise of a better material life, attracted many people from rural areas. Second, there were many schools established to educate the children of the new factory laborers. The promise of a better education persuaded many families to leave farming communities and move to the cities. Finally, as the cities grew, people established places of leisure, entertainment, and culture, such as sports stadiums, theaters, and museums. For many people, these facilities made city life appear more interesting than life on the farm, and therefore drew them away from rural communities. ท่ีมา : http://lrs.ed.uiuc.edu/students/fwalters/cause.html

Notice how each supporting sentence is a cause that explains the effect mentioned in the topic sentence. In the chart below are the main ideas of the above paragraph, to help you understand the relationships better: EFFECT CAUSES (Topic Sentence) (Supporting Sentences) Cities have grown very large. Factory jobs attracted people. [There are several reasons for this.] (Cities have grown very large.) Better schools attracted families to move to the city. (Cities have grown very large.) Places of leisure, entertainment, and culture made city life appear more interesting. Notice also how the topic sentence is followed by the \"focusing\" or \"prediction\" sentence, There are several reasons for this. Such sentences help the reader anticipate the organization of the paragraph or essay. Cause and Effect Conjunctions Here are some common conjunctions that can be used to express cause and effect: since as a result because of + noun phrase because therefore due to + noun phrase consequently, for this reason So There are two things you must be careful of when using these conjunctions. First, you must order the cause and the effect correctly. For example, in the sentence Sally closed the window because the weather outside was cold. The CAUSE is the fact that the room was cold, and the EFFECT is Sally's closing the window. The conjunction because is placed in the correct position here, which is right before the cause. Similarly, in the sentence Because the weather outside was cold, Sally closed the window. The conjunction because is correctly placed before the part of the sentence that expresses the cause, even though the subordinate clause because the

room was cold is now at the beginning of the sentence. (Note that the first letter of the conjunction is now capitalized.) However, in this sentence: The weather outside was cold because Sally closed the window. Even though it is grammatical, it does not make sense because a person's opening or closing a window does not influence the weather. Second, you should be careful when using commas. Conjunctions such as therefore, consequently, as a result, and for this reason are usually followed by a comma, as in these examples: The weather was cold; therefore, Sally closed the window. The weather was cold. Therefore, Sally put on her coat. The weather was cold. Consequently, Sally put on her scarf. A blizzard hit the town. As a result, the schools were closed. The adverbial clause conjunctions since and because are exceptions. These are attached directly at the beginning of CAUSE-sentence without a comma, as in the example above, Because the weather outside was cold, Sally closed the window. The comma here is placed at the end of the subordinate clause. The coordinating conjunction so is also different from the ones above. This conjunction has a comma before it, as in this sentence: The weather was warm, so Jim turned on the air conditioner. However, in formal academic writing, so may not be used at the beginning of a sentence (Although you will often see it in informal writing): The weather was warm. So, Jim turned on the air conditioner. (too informal -- avoid this usage) ที่มา : http://lrs.ed.uiuc.edu/students/fwalters/cause.html

A. Directions: Combine the pair of sentences below into ONE sentence, using appropriate cause or effect transitions from the list at the bottom. due to because therefore consequently so since because of but 1. Alvin missed the bus. He woke up late …………………………………………………………………………………………………………. …………………………………………………………………………………………………………. 2. My brother does not sleep very well. The neighborhood is noisy. …………………………………………………………………………………………………………. …………………………………………………………………………………………………………. 3. Heavy rain for several days. Few provinces of Thailand suffered flood. …………………………………………………………………………………………………………. …………………………………………………………………………………………………………. 4. Education is important. We have to study hard for our future. …………………………………………………………………………………………………………. …………………………………………………………………………………………………………. 5. She wanted to get better grades. She didn’t do anything. …………………………………………………………………………………………………………. …………………………………………………………………………………………………………. 6. I didn’t come to school. I had a headache. …………………………………………………………………………………………………………. …………………………………………………………………………………………………………. 7. Carbon dioxide multiplies rapidly into the atmosphere. We should regulate the use of automobile and electrical devices which contributes to global warming. …………………………………………………………………………………………………………. …………………………………………………………………………………………………………. 8. Melvin didn’t pay attention to his studies. He failed all his subjects. …………………………………………………………………………………………………………. ………………………………………………………………………………………………………….

B. Directions: Below are paragraph with missing cause/effect conjunctions. Complete the paragraph by choosing the correct cause/effect conjunctions inside the box. Since as a result because as a consequence So because of There are several possible reasons why my father is in excellent health, even though he is over eighty years of age. For one thing, he is in excellent condition 1. he has stopped smoking cigarettes. 2. He quit smoking cigarettes whenever he climbed stairs, he would invariably stop several times and cough loudly. His good health is also 3. . his cutting down on the wrong kinds of foods. For example, whereas before he would eat fatty red meat and deep-fried dishes several times a week, nowadays he seldom does so. He has more energy 4. . He is also in good physical shape 5. his devotion to exercise. He swims three times a week at the local gym, and on sunny days he prefers to walk home rather than take the bus. 6. my father is in better shape than some of his children are! C. Directions: Read the passage and write down the cause-and-effect examples you find. Cause – Why something happens, the action that makes something else happen Effect – the result of the action or cause Have you ever heard about global warming? This problem has been an issue nowadays. Global warming is the rising of earth’s temperature. This had its cause and effect. One cause of global warming is population. More people mean more food, and more methods of transportation, right? That means more methane because there will be more burning of fossil fuels, and more agriculture. Now you’re probably thinking, \"Wait a minute, you said agriculture is going to be damaged by Global Warming, but now you're saying agriculture is going to help cause Global Warming?\" Well, have you ever been in a barn filled with animals and you smell something terrible? You're smelling methane. Another source of methane is manure. Because more food is needed, we have to raise food. Animals like cows are a source of food which means more manure and methane. Another problem with the increasing population is transportation. More people mean more cars, and more cars means more pollution. Also, many people have more than one car.

How about its effect? Changing climate may cause the weather to become more extreme, be it droughts or violent storms and heavy rain. Climate change also distorts the natural habitats and lives of many plants and animals. For example, the survival of polar bears and penguins in icy regions are in danger, as they cannot survive anywhere else. Other plants and animals in hot regions will die if temperature suddenly becomes too cold for them. Changing climate also causes water bodies to dry out. There is also dryness that causes droughts, bush fires and many water and land animals will die as a result. With all these causes, the earth suffers. Many warmer places are now getting colder, and many colder regions are getting much colder or even warmer. Some people do not believe that these are caused by human activities. It also causes ice sheets to melt in icy regions of the world and mountain tops. Large volumes of melted ice (water) then flow down into streams, rivers, lakes and seas. The result is rising sea and water levels, causing floods and massive destruction to low-lying towns and cities along water bodies. Global warming is a problem, and every problem has its solution. We should do something like saving old trees by protecting them from being cut down. One great way to have fun with trees is to plant one on every special day like birthday, Christmas, National holidays or even in memory of special friends. Let’s work together to make the earth a better place to live.

CAUSE EFFECT

D. Direction: Write the topic sentence for each paragraph. Choose from the choices given below. Every good paragraph must develop only one main thought. The sentence which expresses this main thought is called the topic sentence. The topic sentence contains the main idea expressed in the paragraph. 1. …………………………………………………………………………..……... You engage in physical exercises to make your body strong and healthy. You do your daily calisthenics. You raise your arms and swing them about; you raise your toes; you do deep breath and bending exercises. You should exercise your mind in the same way. A. You develop your mind as you develop your body. B. Mind and body are associated. C. Exercise is important. 2. ………………………………………………………………………………...……... The principal had announced that classes would be dismissed at the end of the period. The boys openly smiled in anticipation of the unexpected holiday. The girls put their heads together whispering, wondering why the classes were being dismissed. Some were gathering their books and notebooks together. A. The principal was lazy B. Everybody in the classroom was excited. C. The students wanted to study more. 3. ………………………………………………………………………………………..At six the children were trained for physical and military training. In Persia, they were made to run and shoot the bow and arrow. They also practiced jumping on and off a horse. They were taught to hunt, to endure extreme heat and cold, to eat very little food, and to sleep on the ground. A. In ancient Persia, physical education was practiced at an early age. B. In ancient Persia, military training was practiced at the late age. C. In ancient Persia, education was severe.

4. ………………………………………………………………………………………..One was short and fat, the other was tall and thin. The short, fat one had a thin, high voice and the tall, thin one had a big, booming voice, and I wondered if she was not a boy distinguished as a girl. The short, fat girl was very aggressive. They were kicking and slapping each other. A. Girls were happy. B. Two girls loved shouting. C. Two girls quarreled. 5. ………………………………………………………………….………………………It is my passion. I love reading books especially novels. One of my favorite novels is the story about Harry Potter. I also love reading magazines. I do it during my free time. I enjoy reading because I learn some stuff from it. A. I love reading B. Books are important C. Everybody has his /her pastime. E. Direction: The topic sentence is given after each of the following numbers. Choose the letter that supports the topic sentence. 1. Topic sentence: Getting better grade is not easy. 1. It requires hard work. 2. John is on the honor roll. 3. One must develop good study habits. 4. One must study very hard. 5. I envy John when I see his name on the honor roll. 6. John is my best friend. 7. I am proud of him 8. One must be attentive. A. 1, 2, 4 and 8 B. 2, 3, 4 and 5

C. 3, 4, 5 and 6 D. 1, 3, 4 and 8 2. Topic sentence: It was a hard-fought game. 1. The two teams were well matched. 2. I saw the game with my father. 3. The game seesawed several times. 4. There was a big crowd. 5. With three minutes to go, the score was tied. 6. I cheered for my team enthusiastically. 7. I grew hoarse with shouting. 8. When the buzzer ending the game went off, our team had won. A. 1, 2, 4, 5, 6 and 8 B. 2, 3, 4, 5, 6, 7 and 8 C. 1, 2, 3, 4, 5 and 6 D. 1, 2, 3, 4, 5, 6 and 7 3. Topic sentence: Everything in my room was in order. 1. I worked hard all morning 2. The bed cover lay smoothly over the bed. 3. The floor was spic and span. 4. The pillows were arranged neatly. 5. Some friends were coming to see me. 6. The waste basket contained a few soiled pieces of tissue paper. 7. The dressing table had received special care. 8. All the articles on it were arranged in neat rows. A. 2, 3, 4, 5, 6 and 7 B. 1, 2, 3, 4, 5 and 6 C. 3, 4, 5, 6, 7,and 8 D. 1, 2, 3, 4, 5 and 7

4. Topic sentence: Mary didn’t want to play with us. 1. She said that she had a lot of things to do. 2. Mary generally joins us in our play every day. 3. She is a very lively girl. 4. She would have a test the next day. 5. She always wants to study well for a test. 6. We spent some time coaxing her to play with us. 7. When Mary says no, she means it. 1. 2, 3, 4, 5, 6 and 7 2. 1, 3, 4, 5, 6 and 7 3. 1, 4, 5, 6 and 7 4. 1, 2, 4, 6 and 7 5. Topic sentence: English is important 1. It is the international language. 2. It is the business language, too. 3. I love English 4. I got good grade in English. 5. It serves as a tool in communicating to people around the world. 6. English is essential in all countries. A. 1, 2, 3 and 4 B. 2, 4, 5 and 6 C. 2, 3, 4 and 5 D. 1, 2, 5 and 6

หน่วยการเรียนรู้ Global Warming วิชาภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 7 Name………………………………………Class…………….……………Number…………… Post-reading Activity Direction: Read the Global Warming feature (from worksheet 5) again and write your new words and meaning. Global Warming ที่มาของภาพ : www.nrdc.org/globalwarming/ - ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

หน่วยการเรียนรู้ Global Warming วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 8 Name………………………………………Class…………….……………Number…………… Direction: Create meaningful sentences which are related to the picture as many as you can within 15 minutes. ท่ีมาของเรื่อง : www.nrdc.org/globalwarming/ - expected result unexpected result cause result/cause

หน่วยการเรียนรู้ Global Warming วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 9 Name………………………………………Class…………….……………Number…………… Direction: Create meaningful sentences which are related to the picture as many as you can within 15 minutes. (ให้นกั เรียนเขียนประโยค How to save the world มีความหมายและความสมั พนั ธ์กบั ภาพ ตามความคดิ ของนกั เรียนให้ได้มากที่สดุ ภายในเวลา 10 นาที) ท่ีมาของภาพ : greentheworld.igetweb.com/index.php?mo=18&catid...4 Topic: ...........................................................................................................

หน่วยการเรียนรู้ Global Warming วิชาภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 10 Name………………………………………Class…………….……………Number…………… Direction: Work with a partner. Draw a picture on how to save the world.

หน่วยการเรียนรู้ Global Warming วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 11 Name………………………………………Class…………….……………Number…………… Direction: A. Complete the brainstorm diagram. ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ reduce recycle reuse Save our World

B. Do the plan. Introduction…………………………………………………………………………………………. Body paragraph 1………………… ………………………………………………………………... Topic sentence 1………………………………………………………………… ………………… Details: ……………………………………………………………………………………………. Body paragraph 2…………………………………………………………………………………... Topic sentence 2: …………………………………………………………………………………… Details: ……………………………………………………………………………………................ Conclusion:…………………………………………………………………………………….

หน่วยการเรียนรู้ Global Warming วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 12 Name………………………………………Class…………….……………Number…………… Direction: Work with a partner. Draw an interesting global warming picture. Create meaningful sentences which are related to the picture as many as you can within 10 minutes ให้นกั เรียนวาดภาพปรากฏการณ์โลกร้อน และเขียนประโยคตงั้ ช่ือเร่ืองท่ีมีความหมายและ ความสมั พนั ธ์กบั ภาพ ให้ได้มากที่สดุ ภายในเวลา 10 นาที ……………………………………………......……………………………………………………………….... ..………………………………………………………………......…………………………………………… …………………......………………………………………………………………......…..………………… …………………………………………......………………………………………………………………...... ………………………………………………………………......……………………………………………… ………………......………………………………………………………………......………………………… ……………………………………........………………………………………………………………......… ……………………………………………………………......………………………………………………..

หน่วยการเรียนรู้ Global Warming วิชาภาษาอังกฤษอ่านเขียน เร่ือง Global Warming ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 13 Name………………………………………Class…………….……………Number…………… Direction: Write Save our World essay using your plan. Use transitional words and conjunctions in the box. (Refer to worksheet 9) first, second, then, after that, in conclusion, however, and, but, also, likewise, in addition ………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………

LEARNING MANAGEMENT PLAN USING THE 4A’S TEACHING STRATEGIES TO DEVELOP READING COMPEREHENSIONS AND CREATIVE WRITING SKILLS 4A’S TEACHING AFTER TEACHING RECORD STRATEGIES E32205 Reading and Writing 4 PLAN ACTIVATE loading.. . ACQUIRE APPPLICATION UNIT 1 GLOBAL WARMING MS. LORAFE T. PECONADA Kanarasdornbumroong Yala School EP/IEP Department A Secondary educational Service Office Area 15 SSESMENT

After Teaching Record Semester 2 Academic Semester 2 Academic Year 2 E32205 Reading and Writing 4 Credit Unit 1.0 Total Hours: 40 Intensive English Program Subject Teacher: Ms. Lorafe T. Peconada Date: November 4, 2021 Channel the teachers use for teacher  Line  Facebook Group  Google Meet  Google Classroom  Others 1. Teaching Preparation  Study the learning materials and worksheets  Preparing students’ attendance  Prepare the learning materials and worksheets  Prepare the online media for teaching such as PowerPoint presentation, online test etc. 2. Teaching Process  Checking students’ attendance before teaching  Joined in Distance Learning Management Education with students  Asking questions and discussing problems with students  Review and Summarizing Learnings after teaching 3. Number of students attended the class Total Number of Students ___ Total Number of Absent ___ Total Number of Present___ 4. Total Number of hours for teaching Time: 30 minutes per session for online classes 5. Problem and suggestions about learning and management Note After Teaching The students attended the class in Reading and Writing via Google Meet. Learned about Global Warming according to 4A’s teaching strategies, discussed about W1,W2,W3,Learn New Vocabulary in W4 and Read the passage in W5 and assigned the students to do the W5 to write Topic Sentence, Supplying Information in the

chart given related to the reading passage and answering the questions about Global Warming. Lesson file has been posted in FB Group and work submission must be posted in FB Group as well. Comments/ Suggestions ________________________________________________________________________________ ________________________________________________________________________________ Signed: _______________________ (Ms. Lorafe T. Peconada) Subject Teacher Date............Month..............Year........... Signed: _______________________ Signed: _______________________ (Mrs. Siriporn Thongchumroon) (Ms. Pherdpit Kuhamook) EP / IEP Department Head Asst. Director for Academic Affairs Date............Month..............Year........... Date............Month..............Year...........