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

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 11, 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 W6 Cause and Effect Paragraphs and Conjunctions, writing the Topic Sentence, do the W7 Post Reading Activity W8 Creating meaningful sentences using concept map

assigned the students to do the W10 working with a partner. Asked the students to draw a picture on how to save the world and present by recording a short clip video. Asked students to post in FB Group. 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...........



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: December 9, 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 W11 and do the brainstorming activity related to the 3R’s writing the topic sentence, details and conclusion W12 draw and interesting global warming pictures related to

the pictures given. Assigned the students to do the W13 Writing an Essay, discuss the real-life solution to save the words using transition words. Asked students to post in FB Group. 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...........

LEARNING MANAGEMENT PLAN USING THE 4A’S TEACHING STRATEGIES TO DEVELOP READING COMPEREHENSIONS AND CREATIVE WRITING SKILLS 4A’S TEACHING LESSON PLAN STRATEGIES E32205 Reading and Writing 4 PLAN ACTIVATE loading.. . ACQUIRE APPPLICATION UNIT 2 Sufficiency Economy MS. LORAFE T. PECONADA Kanarasdornbumroong Yala School EP/IEP Department A Secondary educational Service Office Area 15 SSESMENT

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 2 Sufficiency Economy 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 Indicator Learning Outcomes Comply with the agreements, rules, regulations, Punctuality in performing various activities in daily rules of the school and society. life and responsible for work.

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 2. Self - Discipline 3. Willingness to learn Skills/ Processes (P) Work Process Skills Pre-Test for Unit 1 The passing criteria is Skill assessment Assess work Assessment Form not less than 50. 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 Global Warming 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. Intro to the lesson (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 Sufficiency Economy 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 Sufficiency Economy 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 understand by 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...........

STUDENT HAND-BOOK

หน่วยการเรียนรู้ Sufficiency Economy วิชาภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศึกษาปี ท่ี 5 บัตรภาพ : Sufficiency Economy ท่มี าของภาพ : http://www.sapapattanakarn.blogspot.com/ -

หน่วยการเรียนรู้ Sufficiency Economy วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 1 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… Pre-Reading Activity A. Direction : Write the words which are related to the picture as many as you can within 5 minutes. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

หน่วยการเรียนรู้ Sufficiency Economy วิชาภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 1 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… Pre-Reading Activity B. Answer the questions before reading the passage. 1. Look at the picture. Think of the adjectives that best describe the king. 2. What do you know about His Majesty King Bhumibol Adulyadej? 3. Have you ever read about the “Philosophy of Sufficiency Economy”?

C. Match the word with its meaning. 1. economic a. keep under control 2. adversity b. pertaining to the production and use of income' 3. insecurity c. overwhelming desire for more 4. livelihood d. refrain from 5. globalization e. lack of safety 6. forbearance f. hardship situation 7. greed g. occupation 8. restrained h. free movement of goods, services and people across the world

หน่วยการเรียนรู้ Sufficiency Economy วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 2 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… While-Reading Activity Read the following paragraphs and answer the questions. The Philosophy of Sufficiency Economy 1. The economic crisis of 1997 affected everyone in Thailand, even His Majesty the King. Seeing many of his subjects suffering, he advised the Thai people to change their economic philosophy in order to cope with present economic adversity and withstand future economic insecurity. His Majesty’s words have become known as the Philosophy of Sufficiency Economy and have been used as the guiding principle in drafting the current 9th National Economic and Social Development Plan. 2. “Sufficiency Economy is a philosophy that guides the livelihood and behavior of people at all levels, from the family to the community to the country, on matters concerning national development and

administration. It calls for a ‘middle way’ to be observed, especially in pursuing economic development in keeping with the world of globalization. Sufficiency means moderation and reasonableness, including the need to build a reasonable immune system against shocks from the outside or from the inside. Intelligence, attentiveness, and extreme care should be used to ensure that all plans and every step of their implementation are based on knowledge. At the same time, we must build up the spiritual foundation of all people in the nation, especially state officials, scholars, and business people at all levels, so they are conscious of moral integrity and honesty and they strive for the appropriate wisdom to live life with forbearance, diligence, self-awareness, intelligence, and attentiveness. In this way we can hope to maintain balance and be ready to cope with rapid physical, social, environmental, and cultural changes from the outside world.” 3. This philosophical statement has lent itself to interpretation by diverse groups of people. First, we can dismiss outright the extreme interpretation that the Sufficiency Economy means complete self- reliance. But His Majesty the King explicitly rejected this interpretation: “This self-sufficiency does not mean that every family must grow food for themselves, to make clothes for themselves; that is too much. But in a village or sub-district there should be a reasonable amount of sufficiency. If they grow or produce something more than they need they can sell them. But they do not need to sell them very far; they can sell them in nearby places without having to pay high transport costs.” 4. We also hear people relating the Sufficiency Economy to the knowledge and applicability of Buddhism. In Buddhism, life, especially spiritual life, is enhanced by cutting out excessive wants and greed. True happiness may be attained when a person is fully satisfied with what he or she has and is at peace with the self. To strive to consume more leads to unhappiness if (or when) consumption is not satisfied or falls short of expectations. A sufficiency economy in this context would be an economy fundamentally conditioned by basic need, not greed, and restrained by a conscious effort to cut consumption. This is probably acceptable insofar as it does not reject gains in welfare and well-being due to greater consumption. 5. His Majesty’s philosophy serves as a guide for Thai people to surpass the economic crisis. Whatever problem may arise, people may refer to the king’s philosophy and put them into practice. ที่มา : http://www.chaipat.or.th/chaipat_english/index.php?option=com_content&view= article&id=4103&Itemid=293 Answer the questions. 1. What did the king do to help the people of Thailand during the economic crisis? __________________________________________________________________________________ 2. What is “Sufficiency Economy”? _________________________________________________________________________________

3. Why did His Majesty the King reject the interpretation about self-reliance? _________________________________________________________________________________ 4. According to the passage, how does Sufficiency Economy relate to Buddhism? _________________________________________________________________________________ 5. What is the main idea of the passage? _________________________________________________________________________________

หน่วยการเรียนรู้ Sufficiency Economy วิชาภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 3 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… Post-reading Activity Reading Skill Focus Understanding Summary Summarizing is a key skill for reading and thinking. It is a way to measure reading comprehension, but can also help a reader to come to a new understanding of a text. Learners who know how to summarize can learn more efficiently. But what is summarizing? And how can we teach it? At its most basic, summarizing is the process of condensing a text or an experience into a statement of the most important ideas. Summarizing requires a reader to select the important ideas, delete trivia or irrelevant information, collapse lists, and paraphrase the author’s words. It’s no wonder that many students find summarizing to be a challenge! However, it's also easy to see why summarizing is so often used as a measure of reading comprehension. To summarize a text, a reader needs to thoroughly understand what the author is saying. • Find the main idea. • When you begin writing, set the article aside and work from your list. Use your own words in the summary • Organize your summary. • Keep opinions to yourself. • Make your summary concise. • When you are finished drafting your summary, compare what you have written with the original. If you find you have omitted important ideas, or included minor details, revise your summary. Make sure your sentences flow smoothly. • Include bibliographic information. Do not include this information in the actual summary, but put it at the top or bottom of the summary. For example: Bartleby, Charles. \"Chambered Nautilus.\" Encyclopedia of Shellfish. Ed. Karen Cartright. Vol. 4. New York: Random House, 1988.

ที่มา : http://kyotoreview.cseas.kyoto-u.ac.jp/issue/issue3/article_292.html ท่ีมา : http://www.eng.fju.edu.tw/con&com_databank/Marguerite/Steps.htm Direction : Read the paragraphs again and choose the main idea of each paragraph. 1. Paragraph 1 A. His Majesty’s words have become known as the Philosophy of Sufficiency Economy B. The economic crisis of 1997 affected everyone in Thailand, even His Majesty the King. C. Seeing many of his subjects suffering, he advised the Thai people to change their economic philosophy. 2. Paragraph 2 A. Sufficiency means moderation and reasonableness. B. Intelligence, attentiveness, and extreme care should be used to ensure that all plans and every step of their implementation are based on knowledge. C. “Sufficiency Economy is a philosophy that guides the livelihood and behavior of people at all levels, from the family to the community to the country, on matters concerning national development and administration. 3. Paragraph 3 A. His Majesty the King explicitly rejected this interpretation. B. The philosophical statement has lent itself to interpretation by diverse groups of people. C. This self-sufficiency does not mean that every family must grow food for themselves. 4. Paragraph 4 A. We also hear people relating the Sufficiency Economy to the knowledge and applicability of Buddhism. B. True happiness may be attained when a person is fully satisfied with what he or she has and is at peace with the self. C. In Buddhism, life, especially spiritual life, is enhanced by cutting out excessive wants and greed. 5. Paragraph 5 A. Self-Sufficiency Economy is useful for Thai people’s guide in life. B. Thai people should be contented and live a simple life. C. Thailand is a country with a bright king.

หน่วยการเรียนรู้ Sufficiency Economy วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 4 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… Direction : Read the two examples of summary. Answer the questions that follow. Summary 1: Soon the lives of the poor will be as luxurious as those of the rich thanks to the inventions that have been made. Steam power is making the difference. Summary 2: In the past, only the upper class could afford a comfortable life. Now artisans and tradesmen can afford beautiful and comfortable things, and soon the working class will be able to as well. Steam powered machines already produce high quality goods at prices that everyone can afford. In addition, steamboats and trains now transport people over long distances luxuriously and quickly. ที่มา : www.csun.edu.com 1. The main idea of the first summary is that…………………………………………………… A. class differences are being erased by new discoveries. B. new inventions are making life better for people of all classes. C. steam-powered machinery has provided beautiful clothing for all people. D. industry will bring many conveniences to people in the future. 2. The information about machines and transportation…………………………………………. A. explains how fabrics are produced, dyed, and moved to markets. B. discusses what the future of industry will be. C. supports the idea that practical items and luxuries are becoming more affordable. D. explains how everyone can afford to travel long distances. 3. The first summary ……………………………………………………………………………… A. provides a discussion of steam-powered machines. B. explains how transportation changed industry. C. does not state the main idea accurately.

D. included few unnecessary details. 4. The second summary…………………………………………………………………………… A. has too many details. B. covers all the main points. C. leaves out mention of transportation. D. includes the author’s wishes for the future

หน่วยการเรียนรู้ Sufficiency Economy วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 5 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… Direction: Look back to the passage about Philosophy of Sufficiency Economy. Summarize each paragraph in one sentence. 1. …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… 2. …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… 3. …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… 4. …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… 5. …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………

หน่วยการเรียนรู้ Sufficiency Economy วิชาภาษาอังกฤษอ่านเขียน4 เร่ือง Sufficiency Economy ชัน้ มัธยมศึกษาปี ท่ี 5 จานวน 8 ช่ัวโมง Worksheet 6 เร่ือง Grammar Focus Name………………………………………Class…………….……………Number…………… Direction : Study grammar focus after that and do exercises that follow. Reading Grammar Focus Understanding Synonyms : These are words which are similar in meanings; e.g. seek-find : raising-growing Antonyms : These are words which have opposite meanings to one another; e.g. reliable-unreliable, black-white, sufficient-insufficient, satisfied, unsatisfied Compound words : These are words made of two differ-rent words with different meanings : When they are joined make a different meanings, too. e.g. how + ever however further + more furthermore Homophones : These are words with the same sound but different spellings and different meanings; e.g. meet meat tale tail gate gait pail pale

A) Put a ✓next to the synonym of the first word. 1. mentioned a) think b) said c) did 2. various a) very b) kinds c) many B) Put a ✓next to the antonym for the first word. 3. seek a) find b) nothing c) can’t find 4. Rely a) can’t make b) can’t depend c) depend C) Put a ✓ to the best answer. 5. We do not have to borrow from other a) men b) persons c) people 6. With less greed, they will cause less to other people. a) trouble b) mistake c) people 7. “Saying what is necessary, acting just as and working adequately,…” a) needed b) needs c) need to D) Write the letter a on the line if the word is compound word. Put b on the line if the word is not a com pound word. 8. careful 9. productively 10. happily 11. furthermore 12. pickup 13. strengthen

F) Put a ✓next to the word that fits the meaning of the sentence. 14. I want to a new pickup. a) bye b) by c) buy 15. The on the car gave out. a) break b) brake

หน่วยการเรียนรู้ Sufficiency Economy วิชาภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 7 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… Direction: Make a brainstorm on how to apply Philosophy of Sufficiency Economy in our everyday lives. At home school Sufficiency Economy In the community ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________

หน่วยการเรียนรู้ Sufficiency Economy วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 8 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… Direction: Complete the plan. Use transition words and conjunctions. Introduction: ________________________________________________________________________ Body paragraph 1: ___________________________________________________________________ Topic sentence 1: ____________________________________________________________________ Details: _____________________________________________________________________ Body paragraph 2: ________________________________________________________________ Topic sentence 2: _____________________________________________________________________ Details: _________________________________________________________________ Body paragraph 2: _______________________________________________________________ Topic sentence 2: _____________________________________________________________________ Details: _____________________________________________________________________ Conclusion: ____________________________________________________________________

หน่วยการเรียนรู้ Sufficiency Economy วิชาภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 9 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… Direction: Write an essay using the plan above. ..………………………………………………………………………………………….............................................................................................................. ………………………………………………………………………………………….............................................................................................................. ………………………………………………………………………………………….......................................................................................................... ....…………………………………………………………………………………………........................................................................................................ ......…………………………………………………………………………………………................................................................................................. .............…………………………………………………………………………………………................................................................................................... ............…………………………………………………………………………………………........................................................................................... ...................…………………………………………………………………………………………............................................................................................. ..................………………………………………………………………………………………….............................................................................................. ................…………………………………………………………………………………………................................................................................................ ..............…………………………………………………………………………………………................................................................................................ ..............………………………………………………………………………………………….................................................................................................. ............………………………………………………………………………………………….................................................................................................. ............…………………………………………………………………………………………................................................................................................. .............…………………………………………………………………………………………................................................................................................... ............………………………………………………………………………………………….................................................................................................... ...........…………………………………………………………………………………………..................................................................................................... ...........…………………………………………………………………………………………..................................................................................................... .........………………………………………………………………………………………….......................................................................................................

.......…………………………………………………………………………………………......................................................................................................... ..... หน่วยการเรียนรู้ Sufficiency Economy วิชาภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 10 Name………………………………………Class…………….……………Number…………… Direction: Work with a partner. Draw the interesting picture and create meaningful sentences which are related to the picture as many as you can within 10 minutes ให้นกั เรียนเขียนประโยคตงั้ ช่ือเร่ืองที่มีความหมายและความสมั พนั ธ์กบั ภาพ ตามความคดิ เศรษฐกิจพอเพียง ให้ได้มากท่ีสดุ ภายในเวลา 10 นาที …………………………………………………………………………………………........................................................................................................... ...………………………………………………………………………………………….......................................................................................................... ....…………………………………………………………………………………………........................................................................................................ ......………………………………………………………………………………………….................................................................................................

.............…………………………………………………………………………………………................................................................................................. .............…………………………………………………………………………………………................................................................................................... .. หน่วยการเรียนรู้ Sufficiency Economy วิชาภาษาอังกฤษอ่านเขียน เร่ือง Sufficiency Economy ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 11 เร่ือง Sufficiency Economy Name………………………………………Class…………….……………Number…………… Direction: Make a comic strip using your composition. Integrate the topic about Sufficiency Economy in the story. Name………………………………………Class…………….……………Number……………

Test A Direction : Complete the sentences. Choose the letter of the correct answer. 1. The synonym of intelligent is …………………………. A. clever B. honest C. reliable D. efficient 2. To seek a better job is to …………………….. another which gives satisfaction. A. find B. give up C. hire D. apply 3. The antonym of courteous is ………………………….. A. brave B. impolite C. hardworking D. inattentive 4. She’s gorgeous, but her sister is ……………………….. Her sister is envious of her looks. A. ugly B. professional C. lovely D. punctual 5. Which word isn’t a compound word? grandchildren, bookworm, sunglasses, television A. grandchildren B. bookworm C. sunglasses D. television 6. Which word isn’t a compound word? A. chalkboard B. hometown C. communication D. landmark 7. Which word does not belong to the group?

A. site B. sight C. cite D. seethe D. vein 8. Which word does not belong to the group? D. two D. raze A. vain B. van C. vane 9. Which word does not belong to the group? A. to B. too C. tough 10. Which word does not belong to the group? A. rise B. raise C. rays Test B A. Direction: Answer the following questions. Choose the letter of the correct answer. 1. Which of the following statements about SUMMARIZING is false? A. The summary is what the passage is mostly about. B. The summary is what all or most of the sentences or paragraphs are about. C. The summary is usually found in more than just one sentence of the passage. D. The summary is one isolated thought in a passage. 2. Which of the following statements about SUMMARIZING is true? A. The summary is a thought that is true but is not in the passage. B. The summary is what the passage is mostly about. C. The summary is specific, detailed information contained in the passage. D. The summary is always found in the first sentence of the passage. B. Direction: Read the following passage and identify its summary. 3. When some people think about Texas, they think of cowboys on the open range-herding cattle up a dusty trail. However, Texas has much more than open prairie with large herds of cows. There are the mountains of West Texas, the piney hills of east Texas, and the emerald waters off the coast of Padre Island. Texas also has large coastal harbors with numerous sailboats, powerboats, inland lakes, rivers, swamps of southeast Texas with alligators and other exotic wildlife. The summary of this passage is…………………………………………………….. A. There are a lot of cows in Texas.

B. There are many different, varied parts of Texas. C. Texas is one of the biggest states in the United States. D. There are alligators in the swampland of southeast Texas. 4. Tomorrow is Jill's birthday. She is excited because she gets to pick where she will eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it be fried chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger Palace. She just couldn't decide. Then there was always the Pizza Shop with that great pepperoni pizza. How would she ever decide? Maybe she would just flip a coin. The summary of this passage is…………………………………………………… A. Jill has many restaurants to choose from for her birthday. B. Jill loves Mexican food. C. The Pizza Shop has the best pizza in town. D. Jill will choose a place by flipping a coin. 5. It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged himself over to see the elephants, which were eating from a stack of hay. Normally, the elephants were his favorite. Without much interest, Peter followed his classmates to the camels, which were busy swatting flies with their tails. Peter knew he should be having fun at the zoo, but he just felt terrible and all he wanted to do was lie down and rest. Even the lions and tigers did not interest him now. The summary of this passage is…………………………………………………….. A. Peter's favorite animals were the elephants. B. The camels were swatting flies with their tails. C. It was really hot at the zoo. D. Peter didn't enjoy the zoo because he felt really bad. Test C Direction : Summarize the following paragraphs in one sentence. 1. Long ago, animals could talk. A golden lion roamed the African plains. He rested on a big, flat rock. A large bird soared in the sky.\"I wish I could fly like that bird,\" the lion said. \"Maybe if I run fast, I can

leap into the air!\" The silly lion tried all day. He wore himself out. Then he gave up. \"Why did I want to fly?\" he asked. \"All the fun is here on the ground!\" ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 2. David looked out at the lawn. The big oak trees that filled the yard had been covered with green leaves all summer. Now the trees were bare. The leaves were brown and yellow. They covered the ground in a thick layer. The problem was that Mom wanted him to rake them into a pile. David called his friend Mark for help. Mark loved playing outside. He showed David how much fun they could have with the leaves. First, they raked piles of leaves into one big pile. They were careful to remove sticks. Then they took turns running to the pile and jumping in. At the end of the day, they raked the pile together again, wearing big smiles on their faces. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 3. Rex is a police dog. He can smell really well. He works at the airport. He helps the police to make sure there are no bad drugs going on airplanes. On Friday Rex was at the airport. He started to bark. Rex had found something. The policeman thought Rex was being silly. When the policeman opened the boxes, the bad drugs were hidden there. Rex was right again! ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………

4. Kayla and Kiki are two dolphins in a show at the local aquarium. Each afternoon they perform for the audience who comes to watch them. Kayla and Kiki know many tricks. They jump through hoops. They walk across the water using their tails. They leap high out of the water to take a fish from the dolphin trainer. Kayla and Kiki are beautiful dolphins. They are about 12 feet long. They each weigh about 400 pounds. They can stay under water for almost 15 minutes while holding their breath. Kayla and Kiki are very gentle animals. The audience loves seeing them perform and learning about them. ………………………………………………………………………………………………… ………………………………………………………………………………………………… 5. I am so proud of my aunt. She quit smoking! Today marks the 90th day from when she quit. The family is going out to dinner to celebrate. We will go to her favorite restaurant, La Taliano. My aunt had smoked for twenty years. Recently, she was told by her doctor that she had better quit. There are many health risks associated with smoking. She told me she wanted to live a long time to see me grow up. I'm in third grade right now. She gave up cigarettes on a Friday night, and so far, has never looked back. I know it hasn't been easy. I am making her a special card to tell her how much I love her. ………………………………………………………………………………………………… …………………………………………………………………………………………………

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 2 Sufficiency Economy 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: December 16, 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 Sufficiency Economy according to 4A’s teaching strategies, discussed about W1 Warm Up Activity, Pre-Reading Activity answering questions before reading the

passage. Discussed about W2 The Philosophy of Sufficiency Economy of the King Rama 9. Assigned the students to answer the questions, files are posted in FB Group Asked students to post in FB Group. 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...........