Lesson Plan and After Teaching Record UNIT 1 Term 2 Academic Year 2021
Kanarasdornbumroong Yala School Secondary Education Area Office 15 English Program Department LESSON PLAN Term 2 Academic Year 2021 Subject: English Listening-Speaking 6 Subject Code: E23209 Class: Grade 9 (M3/8) Unit: 1 Topic: How about you? Class Hour: 100 minutes Subject Teacher: Mr. Von Jovie Kier Samson I. LEARNING STANDARD: - Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions. II. INDICATORS/ LEARNING OUTCOMES: - F1.2.1 Converse and write to exchange data about themselves, various matters around them, situations, news, and matters of interest to society, and communicate the data continuously and appropriately. - Standard F1.2.4 Speak and write appropriately to ask for and give information, explain, compare and express opinions about what has been heard or read. III. FOCUS (ACCORDING TO SECONDARY EDUCATION SERVICE AREA OFFICE 15 AND SCHOOL) - Standard F1.2 Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions. IV. MAIN POINT - It enables learners to acquire a favorable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood, and pursuing further education at higher levels. Learners will thus have knowledge and understanding of stories and cultural diversity of the world community and will be able to creatively convey Thai concepts and culture to the global society. V. LEARNING OBJECTIVES
At the end of the lesson, students will be able to: a. identify the languages to keep the conversation going, b. write a suitable response with sounds + adjectives for each of the statements, and c. apply the important languages in making conversations. VI. PROCEDURE A. PRELIMINARIES - Greetings and Attendance - Set Classroom Standards B. ENGAGE 1. Unlocking of Difficulties - Teach, drill, and board any unfamiliar items by a vocabulary game activity. 2. Motivation Activity - Learners make a note of three common conversation topics for each situation based on the picture. - Learners listen to two conversations and write letters to match the pictures with the conversations. C. STUDY Language Focus Respond in various ways to what someone says in a conversation. - use really as a short response to show interest and surprise. - use (that) sounds + adjectives to comment on or sympathize with what someone says. - use so do I and neither do I to say that we feel the same way as the person we are talking to. So follows positive statements. Neither follows negative statements. -use different kinds of questions to encourage people to speak. - ask follow-up questions to invite someone to give more information. - ask how about you / what about you to invite someone else to answer. - write a suitable response with sounds + adjectives for each of the statements D. Activate Learners write a suitable response with sounds + adjectives for each of the statements. Learners choose one of the statements in activity 5a and write five follow-up questions for the statement they choose. Learners compare what they wrote in activities 5a and 5b.
Taking turns to make comments on topics from the table. Other people in the group respond, trying to keep each conversation going for two minutes. (Can be Presented through TIKTOK, Google Meet, or On-site Classes) E. Feedback - Ask learners from one another to say briefly what topics they discussed. VII LEARNER’S KEY COMPETENCIES Ability to construct knowledge and communicate Ability to think systematically Ability to solve problem Ability to use technology Ability to apply knowledge for daily life VIII INTEGRATION Sufficiency Economy ASEAN Local VIII EVIDENCE OF LEARNING MANAGEMENT (WORKPIECE/ASSIGNMENT)
IX. MEDIA / LEARNING RESOURCES - Textbook - Audio CD - PowerPoint Presentation - Innovation Resources - Google Classroom - Google Meet - Line - Google Form -
X. ASSESSMENT AND EVALUATION Rubrics for Speaking and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 Speaking exactly Speaking does not Speaking using the Speaking exactly Speaking exactly according to the meet the issues terminology issue using using the structure is poor, according to the the issues using terminology terminology speaking a phrase structure. Some structure is not or word is wrong issue using the the terminology words are correct. correct. The according to the grammatical is principle. terminology structure, the wrong structure idiom is a correct, Uses grammar with rarely grammatical a few errors error Rubrics for Listening and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 The student is The student is The student is attentive, attentive and The student is The student is uninvolved in the courteous, and courteous; he activity and lacks sensitive to the purposefully and courteous and easily distracted; courtesy words. ideas, tone, and confidently listens purpose of the to the willing to listen to lacks the presentation; presentation. intellectual others; accepts confidence to curiosity, attention to the task, and the ideas of receive ideas sensitivity to others help to others. easily and clearly; create a productive climate may use language, in and for the group. tone, or nonverbal behavior inappropriate for the occasion; is an insecure member of the group.
Kanarasdornbumroong Yala School Secondary Education Area Office 15 English Program Department LESSON PLAN Term 2 Academic Year 2021 Subject: English Listening-Speaking 6 Subject Code: E23209 Class: Grade 9 (M3/8) Class Hour: 100 minutes Unit: 1 Topic: Things you like and do have changed Subject Teacher: Mr. Von Jovie Kier Samson I. LEARNING STANDARD: - Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions II. INDICATORS/ LEARNING OUTCOMES: - F1.2.1 Converse and write to exchange data about themselves, various matters around them, situations, news, and matters of interest to society, and communicate the data continuously and appropriately. - Standard F1.2.4 Speak and write appropriately to ask for and give information, explain, compare and express opinions about what has been heard or read. III. FOCUS (ACCORDING TO SECONDARY EDUCATION SERVICE AREA OFFICE 15 AND SCHOOL) - Standard F1.2 Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions. IV. MAIN POINT - It enables learners to acquire a favorable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood, and pursuing further education at higher levels. Learners will thus have knowledge and understanding of stories and cultural diversity of the world community and will be able to creatively convey Thai concepts and culture to the global society. V. LEARNING OBJECTIVES
At the end of the lesson, students will be able to: a. tell how things you like and do have changed b. use used to when we talk about things in the past, and c. talk about how things have changed since they were younger. VI. PROCEDURE A. PRELIMINARIES - Greetings and Attendance - Set Classroom Standards B. ENGAGE 1. Unlocking of Difficulties - Teach, drill, and board any unfamiliar items by a vocabulary game activity. 2. Motivation Activity - Learners will share one important change that has happened in the last ten years in the areas of food and drink, technology, and fashion. - Learners look at the photos, read the sentences in the boxes and decide who they think says each set. Learners then write Barry, Gladys, or Katie in the correct spaces. C. STUDY Language Focus Present the following important languages and examples: - Use used to when we talk about things in the past that are not true now. - We often use never + used to instead of didn’t + use to in negative sentences when speaking. - We do not use used to when we refer to something that happened only once. Instead, we use the past simple. D. Activate -Learners rewrite the sentences using used to, where possible. -Go over the instructions and check to understand. Learners think about how things they like and do have changed since they were younger. Learners use the table to make notes. -Go over the instructions and examples to check to understand. In pairs, learners talk about how things have changed since they were younger. E. Feedback
-Learners tell the class about their partner’s answers. Highlight good use of language and elicit corrections of any problems noted. VII LEARNER’S KEY COMPETENCIES Ability to construct knowledge and communicate Ability to think systematically Ability to solve the problem Ability to use technology Ability to apply knowledge for daily life VIII INTEGRATION Sufficiency Economy ASEAN Local VIII EVIDENCE OF LEARNING MANAGEMENT (WORKPIECE/ASSIGNMENT)
XI. MEDIA / LEARNING RESOURCES - Textbook - Audio CD - PowerPoint Presentation - Innovation Resources - Google Classroom - Google Meet - Line - Google Form XII. ASSESSMENT AND EVALUATION Rubrics for Speaking and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 Speaking exactly Speaking does not Speaking using the Speaking exactly Speaking exactly according to the meet the issues terminology issue using using the structure is poor, according to the the issues using terminology terminology speaking a phrase structure. Some structure is not or word is wrong issue using the the terminology words are correct. correct. The according to the grammatical is principle. terminology structure, the wrong structure idiom is a correct, Uses grammar with rarely grammatical a few errors error Rubrics for Listening and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 The student is The student is The student is attentive, attentive and The student is The student is uninvolved in the courteous, and courteous; he activity and lacks sensitive to the purposefully and courteous and easily distracted; courtesy words. ideas, tone, and confidently listens purpose of the to the willing to listen to lacks the presentation; presentation. intellectual others; accepts confidence to curiosity, attention to the task, and the ideas of receive ideas others. easily and clearly; may use language, tone, or nonverbal behavior inappropriate for
AFTER TEACHING REPORT Subject: English Listening- Speaking 6 Subject Code: E23209 Class: M3/8 Class Hour: 50 minutes Unit: 1 Topic: How about you? Date: 01 November 2021 Subject Teacher: Mr. Von Jovie Kier Samson Activities: 1. Warm-up Activity 2. Unlocking of Difficulties by a Vocabulary game 3. In pairs, learners made a note of three common conversation topics for each situation. Learning Outcomes Knowledge and Ability - Learners can match the pictures with the conversations. - Learners can comprehend through listening and complete the conversations. - Learnerscano check their work in a listening activity. Process Skills - Learners arecanad the conversations in inactivity and circle the correct options to show if the statements are true (T) or false (F). - Learners arecanplain the scripts in inactivity to find further examples. - Learners can write a suitable response with sounds + adjectives for each of the statements. Desirable Characteristics - Learners shows self-discipline, avidity for learning Problems/Barriers During Teaching Knowledge and Ability - Some students weren’t able to complete the conversation because of a lack of knowledge about it. Process Skills - Mostly of the learners weren’t able to answer the vocabularies and specify the correct word or phrase to be used in the sentences. Desirable Characteristics -
Knowledge and Ability Solution Process Skills - Asked the learners to focus on the important languages used by the Desirable Characteristics speakers in a listening activity to help them complete the conversation. - Let the learners listen again to the conversation to remember the important languages used by the speakers and get the right words to complete the activity. - Signature _______________________________ _______________________________ (MR. VON JOVIE KIER SAMSON) (MRS. SIRIPORN THONGCHUMROON) Subject Teacher EP/IEP Department Head _____________________ (MRS. PHERDAPIT KUHAMOOK) Deputy Director for Academic Affairs
AFTER TEACHING REPORT Subject: English Listening- Speaking 6 Subject Code: E23209 Class: M3/8 Class Hour: 50 minutes Unit: 1 Topic: Things you like and do have changed Date: 08 November 2021 Subject Teacher: Mr. Von Jovie Kier Samson Activities: 1. Warm-up Activity 2. Unlocking of Difficulties by a Vocabulary game 3. In pairs, learners made a note of one important change that has happened in the last ten years in the areas of food and drink, technology, and fashion. Learning Outcomes Knowledge and Ability - Learners can read the sentences in the boxes and decide who they think says each set. Learners then can write Barry, Gladys, or Katie in the correct spaces. - Learners can think about how things they like and do have changed since they were younger. Learners can use the table to make notes. - Learners can talk about how things have changed since they were younger. Process Skills - Learners can listen and check their answers to activity 2a. - Learners can read the sentences in Activity 2 again, and write numbers to answer the questions. - Learners can check the answers for themselves in activity 3b. - Learners can write the sentences using used to, where possible. Desirable Characteristics - Learners shows self-discipline, avidity for learning Problems/Barriers During Teaching Knowledge and Ability - Some students weren’t able to complete the conversation because of a lack of knowledge about it. Process Skills - Mostly of the learners weren’t able to answer the vocabularies and specify the correct word or phrase to be used in the sentences. Desirable Characteristics -
Knowledge and Ability Solution - Asked the learners to focus on the important languages used by the speakers in a listening activity to help them complete the conversation. Process Skills - Let the learners listen again to the conversation to remember the Desirable Characteristics important languages used by the speakers and get the right words to complete the activity. - Signature _______________________________ _______________________________ (MR. VON JOVIE KIER SAMSON) (MRS. SIRIPORN THONGCHUMROON) Subject Teacher EP/IEP Department Head _____________________ (MRS. PHERDAPIT KUHAMOOK) Deputy Director for Academic Affairs
Lesson Plan and After Teaching Record UNIT 2 Term 2 Academic Year 2021
Kanarasdornbumroong Yala School Secondary Education Area Office 15 English Program Department LESSON PLAN Term 2 Academic Year 2021 Subject: English Listening-Speaking 6 Subject Code: E23209 Class: Grade 9 (M3/8) Unit: 2 Topic: Find out about the people in your class Class Hour: 100 minutes Subject Teacher: Mr. Von Jovie Kier Samson I. LEARNING STANDARD: - Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions II. INDICATORS/ LEARNING OUTCOMES: - F1.2.1 Converse and write to exchange data about themselves, various matters around them, situations, news, and matters of interest to society, and communicate the data continuously and appropriately. - Standard F1.2.4 Speak and write appropriately to ask for and give information, explain, compare and express opinions about what has been heard or read. III. FOCUS (ACCORDING TO SECONDARY EDUCATION SERVICE AREA OFFICE 15 AND SCHOOL) - Standard F1.2 Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions. IV. MAIN POINT - It enables learners to acquire a favorable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood, and pursuing further education at higher levels. Learners will thus have knowledge and understanding of stories and cultural diversity of the world community and will be able to creatively convey Thai concepts and culture to the global society. V. LEARNING OBJECTIVES
At the end of the lesson, students will be able to: a. write the adjectives from the box, next to the correct meanings. b. listen and use prepositions after adjectives to complete the conversation, and c. compare the sentences they wrote and present them to class. VI. PROCEDURE A. PRELIMINARIES - Greetings and Attendance - Set Classroom Standards B. ENGAGE 1. Unlocking of Difficulties - Teach, drill, and board any unfamiliar items by a vocabulary game activity. 2. Motivation Activity - learners write the adjectives from the box, next to the correct meanings. - learners complete the sentences with the adjectives from activity 1. - Learners listen to the conversation and underline the correct options to complete the statements. C. STUDY Language Focus Present the following important languages and examples: - We often use prepositions after adjectives. The preposition we use depends on the adjective. - Work with a partner. Read Andrew and Mary’s conversation from activity 3, below. Complete the conversation with the prepositions from the box. - Read the conversation in activity 4a again. Choose the correct option to complete the rule. A list of common adjective + preposition combinations is given in the Language Reference section. D. Activate - Go over the instructions and examples to check to understand. In pairs, learners write numbers to match the beginnings of the sentences on the left with the correct endings on the right. - Learners listen for what happens to the underlined letters.
- Go over the instructions and check to understand. Learners work independently to choose five of the sentences and complete them to make them true for themselves and present them to class. - Go over the instructions and examples to check to understand. In pairs, learners compare the sentences they wrote in activity 7a. E. Feedback -Learners tell the class about their partner’s answers. Highlight good use of language and elicit corrections of any problems noted. VII LEARNER’S KEY COMPETENCIES Ability to construct knowledge and communicate Ability to think systematically Ability to solve the problem Ability to use technology Ability to apply knowledge for daily life VIII INTEGRATION Sufficiency Economy ASEAN Local VIII EVIDENCE OF LEARNING MANAGEMENT (WORKPIECE/ASSIGNMENT)
XIII. MEDIA / LEARNING RESOURCES - Textbook - Audio CD - PowerPoint Presentation - Innovation Resources - Google Classroom - Google Meet - Line - Google Form
XIV. ASSESSMENT AND EVALUATION Rubrics for Speaking and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 Speaking exactly Speaking does not Speaking using the Speaking exactly Speaking exactly according to the meet the issues terminology issue using using the structure is poor, according to the the issues using terminology terminology speaking a phrase structure. Some structure is not or word is wrong issue using the the terminology words are correct. correct. The according to the grammatical is principle. terminology structure, the wrong structure idiom is a correct, Uses grammar with rarely grammatical a few errors error Rubrics for Listening and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 The student is The student is The student is attentive, attentive and The student is The student is uninvolved in the courteous, and courteous; he activity and lacks sensitive to the purposefully and courteous and easily distracted; courtesy words. ideas, tone, and confidently listens purpose of the to the willing to listen to lacks the presentation; presentation. intellectual others; accepts confidence to curiosity, attention to the task, and the ideas of receive ideas sensitivity to others help to others. easily and clearly; create a productive climate may use language, in and for the group. tone, or nonverbal behavior inappropriate for the occasion; is an insecure member of the group.
sensitivity to the occasion; is an others help to insecure member create a of the group. productive climate in and for the group.
Kanarasdornbumroong Yala School Secondary Education Area Office 15 English Program Department LESSON PLAN Term 2 Academic Year 2021 Subject: English Listening-Speaking 6 Subject Code: E23209 Class: Grade 9 (M3/8) Class Hour: 100 minutes Unit: 2 Topic: Describe Things from your Culture Subject Teacher: Mr. Von Jovie Kier Samson I. LEARNING STANDARD: - Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions II. INDICATORS/ LEARNING OUTCOMES: - F1.2.1 Converse and write to exchange data about themselves, various matters around them, situations, news, and matters of interest to society, and communicate the data continuously and appropriately. - Standard F1.2.4 Speak and write appropriately to ask for and give information, explain, compare and express opinions about what has been heard or read. III. FOCUS (ACCORDING TO SECONDARY EDUCATION SERVICE AREA OFFICE 15 AND SCHOOL) - Standard F1.2 Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions. IV. MAIN POINT - It enables learners to acquire a favorable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood, and pursuing further education at higher levels. Learners will thus have knowledge and understanding of stories and cultural diversity of the world community and will be able to creatively convey Thai concepts and culture to the global society. V. LEARNING OBJECTIVES
At the end of the lesson, students will be able to: a. describe and explain what things are, b. use different expressions to describe and explain what something is, and c. make a note of three things from their culture. VI. PROCEDURE A. PRELIMINARIES - Greetings and Attendance - Set Classroom Standards B. ENGAGE 1. Unlocking of Difficulties - Teach, drill, and board any unfamiliar items by a vocabulary game activity. 2. Motivation Activity - Learners use their ideas to put the things in the pictures into four groups. - Learners explain their ideas to the class. - Learners unscramble the words and write them on the lines. - Learners write the numbers of the pictures into the correct boxes in the table. - Learners compare the way they grouped the pictures in activity 1 to the way they are grouped in activity 2b and consider if they are the same or different. - Learners write names of things from activity 1 to correctly complete the descriptions. - Learners circle the words in the descriptions that helped them to find the answers. C.. STUDY Language Focus Present the following important languages and examples: - Use different expressions to describe and explain what something is. - There is a subtle distinction between made of and made with. - We can use made of to talk about the basic materials used in something, e.g. Lassi is made of yogurt and water. - We can use made with when we talk about one or more ingredients of something, basic or otherwise. Compare: ( ) Lassi is made with yogurt and water. (basic ingredients)
( ) Lassi is made of yogurt and water. (basic ingredients) ( ) Lassi is sometimes made with mango. (non-basic ingredient) (X) Lassi is sometimes made of mango. (non-basic ingredient). - Learners find and underline examples of the language from the Language Focus section in the descriptions in activity 3. D. Activate - Learners read the descriptions and make a note of one thing that can fit each description. Point out that there are no specific answers, and that the learners should give their own opinions. - Go over the instructions and check to understand. In pairs, learners make a note of three things from their culture. These could be from the ideas given or ideas of their own. - Learners should keep their ideas secret, as they will work with another partner and try to guess each other’s ideas. -Go over the instructions and check to understand. Learners change partners. In their new pairs, learners take turns to describe the things they made a note of and guess what their partner describes. Highlight the fact that learners should try to use expressions from the lesson. (Can be done through Digital Application or in Onsite setting). E. Feedback Highlight good use of language and elicit corrections of any problems noted. Learners tell the class how many things they guessed correctly. VII LEARNER’S KEY COMPETENCIES Ability to construct knowledge and communicate Ability to think systematically Ability to solve the problem Ability to use technology Ability to apply knowledge for daily life VIII INTEGRATION Sufficiency Economy ASEAN Local
VIII EVIDENCE OF LEARNING MANAGEMENT (WORKPIECE/ASSIGNMENT)
XV. MEDIA / LEARNING RESOURCES - Textbook - Audio CD - PowerPoint Presentation - Innovation Resources - Google Classroom - Google Meet - Line - Google Form XVI. ASSESSMENT AND EVALUATION Rubrics for Speaking and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 Speaking exactly Speaking does not Speaking using the Speaking exactly Speaking exactly according to the meet the issues terminology issue using using the structure is poor, according to the the issues using terminology terminology speaking a phrase structure. Some structure is not or word is wrong issue using the the terminology words are correct. correct. The according to the grammatical is principle. terminology structure, the wrong structure idiom is a correct, Uses grammar with rarely grammatical a few errors error
Rubrics for Listening and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 The student is The student is The student is attentive, attentive and The student is The student is uninvolved in the courteous, and courteous; he activity and lacks sensitive to the purposefully and courteous and easily distracted; courtesy words. ideas, tone, and confidently listens purpose of the to the willing to listen to lacks the presentation; presentation. intellectual others; accepts confidence to curiosity, attention to the task, and the ideas of receive ideas sensitivity to others help to others. easily and clearly; create a productive climate may use language, in and for the group. tone, or nonverbal behavior inappropriate for the occasion; is an insecure member of the group.
AFTER TEACHING REPORT Subject: English Listening- Speaking 6 Subject Code: E23209 Class: M3/8 Class Hour: 50 minutes Unit: 2 Topic: What are you excited about? Date: 15 November 2021 Subject Teacher: Mr. Von Jovie Kier Samson Activities: 1. Warm-up Activity 2. Unlocking of Difficulties by a Vocabulary game 3. Learners wrote the adjectives from the box, next to the correct meanings. Learning Outcomes Knowledge and Ability - Learners can complete the sentences with the adjectives from activity 1. - Learners can complete the statements by listening to the conversation. - Learners can share the question as a class, as a way of rounding off this section of the lesson. Process Skills - Learners can complete the prepositions from the box by reading the text of Andrew and Mary’s conversation from activity 3. - Learners can match the beginnings of the sentences on the left with the correct endings on the right by writing the right sequence of the numbers. Desirable Characteristics - Learners shows self-discipline, avidity for learning Knowledge and Ability Problems/Barriers During Teaching Process Skills - Some students weren’t able to complete the conversation because Desirable Characteristics of a lack of knowledge about it. - Mostly of the learners weren’t able to answer the vocabularies and specify the correct word or phrase to be used in the sentences. -
Knowledge and Ability Solution Process Skills - Asked the learners to focus on the important languages used by the Desirable Characteristics speakers in a listening activity to help them complete the conversation. - Let the learners listen again to the conversation to remember the important languages used by the speakers and get the right words to complete the activity. - Signature _______________________________ _______________________________ (MR. VON JOVIE KIER SAMSON) (MRS. SIRIPORN THONGCHUMROON) Subject Teacher EP/IEP Department Head _____________________ (MRS. PHERDAPIT KUHAMOOK) Deputy Director for Academic Affairs
AFTER TEACHING REPORT Subject: English Listening- Speaking 6 Subject Code: E23209 Class: M3/8 Class Hour: 50 minutes Unit: 2 Topic: Describe things form your culture Date: 08 December 2021 Subject Teacher: Mr. Von Jovie Kier Samson Activities: 1. Warm-up Activity 2. Unlocking of Difficulties by a Vocabulary game 3. Learners used their ideas to put the things in the pictures into four groups. Learning Outcomes Knowledge and Ability - Learners can unscramble the words and write them on the lines. - Learners can write the numbers of the pictures into the correct boxes in the table. - Learners can compare the way they grouped the pictures in activity 1 to the way they are grouped in activity 2b and considered if they are the same or different. Process Skills - Learners can write names of things from activity 1 to correctly complete the descriptions. - Learners can find and underline examples of the language from the Language Focus section in the descriptions in activity 3. - Learners can make a note of one thing that can fit each description by reading the descriptions. Desirable Characteristics - Learners shows self-discipline, avidity for learning Problems/Barriers During Teaching Knowledge and Ability - Some students weren’t able to complete the conversation because of a lack of knowledge about it. Process Skills - Mostly of the learners weren’t able to answer the vocabularies and specify the correct word or phrase to be used in the sentences. Desirable Characteristics -
Knowledge and Ability Solution - Asked the learners to focus on the important languages used by the speakers in a listening activity to help them complete the conversation. Process Skills - Let the learners listen again to the conversation to remember the Desirable Characteristics important languages used by the speakers and get the right words to complete the activity. - Signature _______________________________ _______________________________ (MR. VON JOVIE KIER SAMSON) (MRS. SIRIPORN THONGCHUMROON) Subject Teacher EP/IEP Department Head _____________________ (MRS. PHERDAPIT KUHAMOOK) Deputy Director for Academic Affairs
Lesson Plan and After Teaching Record UNIT 3 Term 2 Academic Year 2021
Kanarasdornbumroong Yala School Secondary Education Area Office 15 English Program Department LESSON PLAN Term 2 Academic Year 2021 Subject: English Listening-Speaking 6 Subject Code: E23209 Class: Grade 9 (M3/8) Unit: 3 Topic: Animal Trouble Class Hour: 100 minutes Subject Teacher: Mr. Von Jovie Kier Samson I. LEARNING STANDARD: - Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions II. INDICATORS/ LEARNING OUTCOMES: - F1.2.1 Converse and write to exchange data about themselves, various matters around them, situations, news, and matters of interest to society, and communicate the data continuously and appropriately. - Standard F1.2.4 Speak and write appropriately to ask for and give information, explain, compare and express opinions about what has been heard or read. III. FOCUS (ACCORDING TO SECONDARY EDUCATION SERVICE AREA OFFICE 15 AND SCHOOL) - Standard F1.2 Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions. IV. MAIN POINT - It enables learners to acquire a favorable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood, and pursuing further education at higher levels. Learners will thus have knowledge and understanding of stories and cultural diversity of the world community and will be able to creatively convey Thai concepts and culture to the global society. V. LEARNING OBJECTIVES
At the end of the lesson, students will be able to: a. complete the diagram with their ideas, b. use keywords to retell stories, and c. compare their versions of the story. VI. PROCEDURE A. PRELIMINARIES - Greetings and Attendance - Set Classroom Standards B. ENGAGE 1. Unlocking of Difficulties - Teach, drill, and board any unfamiliar items by a vocabulary game activity. 2. Motivation Activity - Go over the instructions and check to understand. In pairs, learners complete the diagram with their ideas. - In pairs, learners read the words in the word cloud. They circle the things in the word cloud that they can see in the picture on page 21. - Learners are going to listen to a story about an animal and discuss the questions. - Learners discuss their ideas from activity 3a as a class. - Learners listen to the story and check their ideas from activity 3a. C. STUDY Language Focus Present the following important languages and examples: -Learners are going to retell, in their own words, the story they heard, but that they will have a chance to listen again before they do so. -Learners read the excerpts from the story they heard in activity 3 and underline any words or expressions they don’t know. -Learners discuss the meanings of the words and expressions they underlined in activity 4a. - Learners listen to the story again and number the excerpts in activity 4a in the order they hear them. D. ACTIVATE
- Check to understand. In pairs, learners write the story from activity 3 in their own words. Highlight the fact that learners should include all the excerpts from activity 4a, and that they can also use words from activity 2. -Go over the instructions and check to understand. Learners work with a new partner and take turns retelling the story without reading what they wrote. -Ask learners how similar or different the stories they told were to each other. (Can be done through Digital Application or in Onsite setting). E. FEEDBACK Highlight good use of language and elicit corrections of any problems noted. Learners tell the class how many things they guessed correctly. VII LEARNER’S KEY COMPETENCIES Ability to construct knowledge and communicate Ability to think systematically Ability to solve the problem Ability to use technology Ability to apply knowledge for daily life VIII INTEGRATION Local Sufficiency Economy ASEAN
VIII EVIDENCE OF LEARNING MANAGEMENT (WORKPIECE/ASSIGNMENT) XVII. MEDIA / LEARNING RESOURCES - Textbook - Audio CD - PowerPoint Presentation - Innovation Resources - Google Classroom - Google Meet
- Line - Google Form XVIII. ASSESSMENT AND EVALUATION Rubrics for Speaking and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 Speaking exactly Speaking does not Speaking using the Speaking exactly Speaking exactly according to the meet the issues terminology issue using using the structure is poor, according to the the issues using terminology terminology speaking a phrase structure. Some structure is not or word is wrong issue using the the terminology words are correct. correct. The according to the grammatical is principle. terminology structure, the wrong structure idiom is a correct, Uses grammar with rarely grammatical a few errors error Rubrics for Listening and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 The student is The student is The student is attentive, attentive and The student is The student is uninvolved in the courteous, and courteous; he activity and lacks sensitive to the purposefully and courteous and easily distracted; courtesy words. ideas, tone, and confidently listens purpose of the to the willing to listen to lacks the presentation; presentation. intellectual others; accepts confidence to curiosity, attention to the task, and the ideas of receive ideas sensitivity to others help to others. easily and clearly; create a productive climate may use language, in and for the group. tone, or nonverbal behavior inappropriate for the occasion; is an insecure member of the group.
Kanarasdornbumroong Yala School Secondary Education Area Office 15 English Program Department LESSON PLAN Term 2 Academic Year 2021 Subject: English Listening-Speaking 6 Subject Code: E23209 Class: Grade 9 (M3/8) Unit: 3 Topic: Stretching the truth Class Hour: 100 minutes Subject Teacher: Mr. Von Jovie Kier Samson I. LEARNING STANDARD: - Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions II. INDICATORS/ LEARNING OUTCOMES: - F1.2.1 Converse and write to exchange data about themselves, various matters around them, situations, news, and matters of interest to society, and communicate the data continuously and appropriately. - Standard F1.2.4 Speak and write appropriately to ask for and give information, explain, compare and express opinions about what has been heard or read. III. FOCUS (ACCORDING TO SECONDARY EDUCATION SERVICE AREA OFFICE 15 AND SCHOOL) - Standard F1.2 Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions. IV. MAIN POINT - It enables learners to acquire a favorable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood, and pursuing further education at higher levels. Learners will thus have knowledge and understanding of stories and cultural diversity of the world community and will be able to creatively convey Thai concepts and culture to the global society. V. LEARNING OBJECTIVES
At the end of the lesson, students will be able to: a. talk about lies and making things up, b. use different verbs and structures to report what someone thinks or says, and c. ask questions to get more information. VI. PROCEDURE A. PRELIMINARIES - Greetings and Attendance - Set Classroom Standards B. ENGAGE 1. Unlocking of Difficulties - Teach, drill, and board any unfamiliar items by a vocabulary game activity. 2. Motivation Activity - Learners complete the phrases with the verbs from the box, then draw lines to match the phrases with the meanings on the right. - Direct attention to the article on page 25 and the picture of Harry Speed. This is a true story. - Learners read the title and first paragraph of the article, look at the picture of Harry, and consider what Harry’s secret is. - Take brief responses as to why learners think Harry did what he did. C. STUDY Language Focus Present the following important languages and examples: - Use different verbs and structures when we report what someone thinks or says. - We can report thoughts with think plus a that-clause. - We can report statements with saying or telling plus a that-clause. If we use tell as the reporting verb, we mention a person before the that-clause. - We often leave out that in informal speech. - We can report wh-questions with ask plus a clause beginning with a question word. The word order is the same as for statements. We don’t use question marks. - We can report yes/no questions with ask plus an if-clause. We can use whether instead of if.
- We can report requests, invitations, and commands with ask, invite or tell plus person + to + base form of the verb. D. ACTIVATE - Go over the instructions and examples to check to understand. In pairs, learners write the words in the correct order to make reporting sentences. Point out that learners will need to add one more word to make each sentence, and that sometimes more than one answer is possible. - Check to understand. Learners work independently to make a note of their answers to the questions. - Learners share their answers to the questions in activity 7a. Highlight the fact that they should ask questions to get more information. (Can be done through Digital Application or in Onsite setting). E. FEEDBACK Highlight good use of language and elicit corrections of any problems noted. Learners tell the class how many things they guessed correctly. VII LEARNER’S KEY COMPETENCIES Local Ability to construct knowledge and communicate Ability to think systematically Ability to solve the problem Ability to use technology Ability to apply knowledge for daily life VIII INTEGRATION Sufficiency Economy ASEAN
VIII EVIDENCE OF LEARNING MANAGEMENT (WORKPIECE/ASSIGNMENT) XIX. MEDIA / LEARNING RESOURCES - Textbook - Audio CD - PowerPoint Presentation - Innovation Resources - Google Classroom - Google Meet
- Line - Google Form XX. ASSESSMENT AND EVALUATION Rubrics for Speaking and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 Speaking exactly Speaking does not Speaking using the Speaking exactly Speaking exactly according to the meet the issues terminology issue using using the structure is poor, according to the the issues using terminology terminology speaking a phrase structure. Some structure is not or word is wrong issue using the the terminology words are correct. correct. The according to the grammatical is principle. terminology structure, the wrong structure idiom is a correct, Uses grammar with rarely grammatical a few errors error Rubrics for Listening and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 The student is The student is The student is attentive, attentive and The student is The student is uninvolved in the courteous, and courteous; he activity and lacks sensitive to the purposefully and courteous and easily distracted; courtesy words. ideas, tone, and confidently listens purpose of the to the willing to listen to lacks the presentation; presentation. intellectual others; accepts confidence to curiosity, attention to the task, and the ideas of receive ideas sensitivity to others help to others. easily and clearly; create a productive climate may use language, in and for the group. tone, or nonverbal behavior inappropriate for the occasion; is an insecure member of the group.
AFTER TEACHING REPORT Subject: English Listening- Speaking 6 Subject Code: E23209 Class: M3/8 Class Hour: 50 minutes Unit: 3 Topic: Animal Trouble Date: 05 January 2022 Subject Teacher: Mr. Von Jovie Kier Samson Activities: 1. Warm-up Activity 2. Unlocking of Difficulties by a Vocabulary game 3. Learners wrote the words from the box into the correct places in the diagram. Learning Outcomes Knowledge and Ability - Learners can complete the diagram with their ideas. - Learners can circle the things in the word cloud that they can see in the picture by reading the words in the word cloud. - Learners can discuss the questions by listening to a story about an animal. Process Skills - Learners can check their ideas from activity 3a by listening to the story. - Learners can use keywords to retell stories by focusing on keywords when they listen to a story. Desirable Characteristics - Learners can identify any words or expressions they don’t know and read the excerpts from the story they hear in activity 3 to give them a clue of those words. - Learners shows self-discipline, avidity for learning Problems/Barriers During Teaching Knowledge and Ability - Some students weren’t able to complete the conversation because Process Skills of a lack of knowledge about it. Desirable Characteristics - Mostly of the learners weren’t able to answer the vocabularies and specify the correct word or phrase to be used in the sentences. -
Knowledge and Ability Solution - Asked the learners to focus on the important languages used by the speakers in a listening activity to help them complete the conversation. Process Skills - Let the learners listen again to the conversation to remember the Desirable Characteristics important languages used by the speakers and get the right words to complete the activity. - Signature _______________________________ _______________________________ (MR. VON JOVIE KIER SAMSON) (MRS. SIRIPORN THONGCHUMROON) Subject Teacher EP/IEP Department Head _____________________ (MRS. PHERDAPIT KUHAMOOK) Deputy Director for Academic Affairs
Lesson Plan and After Teaching Record UNIT 4 Term 2 Academic Year 2021
Kanarasdornbumroong Yala School Secondary Education Area Office 15 English Program Department LESSON PLAN Term 2 Academic Year 2021 Subject: English Listening-Speaking 6 Subject Code: E23209 Class: Grade 9 (M3/8) Class Hour: 100 minutes Unit: 4 Topic: Friends and neighbors Subject Teacher: Mr. Von Jovie Kier Samson I. LEARNING STANDARD: - Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions II. INDICATORS/ LEARNING OUTCOMES: - F1.2.1 Converse and write to exchange data about themselves, various matters around them, situations, news, and matters of interest to society, and communicate the data continuously and appropriately. - Standard F1.2.4 Speak and write appropriately to ask for and give information, explain, compare and express opinions about what has been heard or read. III. FOCUS (ACCORDING TO SECONDARY EDUCATION SERVICE AREA OFFICE 15 AND SCHOOL) - Standard F1.2 Endowment with language communication skills for exchange of data and information; efficient expression of feelings and opinions. IV. MAIN POINT - It enables learners to acquire a favorable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood, and pursuing further education at higher levels. Learners will thus have knowledge and understanding of stories and cultural diversity of the world community and will be able to creatively convey Thai concepts and culture to the global society. V. LEARNING OBJECTIVES
At the end of the lesson, students will be able to: a. tell people about a relationship in their life, b. use go in various ways, to talk about activities, and c. use to get with past participles and many adjectives to describe a change of state. VI. PROCEDURE A. PRELIMINARIES - Greetings and Attendance - Set Classroom Standards B. ENGAGE 1. Unlocking of Difficulties - Teach, drill, and board any unfamiliar items by a vocabulary game activity. 2. Motivation Activity - Learners write go or get into the spaces so that the expressions on the left match the meanings on the right. - Learners read the title of the article and look at the picture, then tick an option to show what kind of relationship they think Karen and Kenny have. Encourage learners to speculate. Assure them that they will be able to check their ideas in the next activity. - In pairs, learners read the article again and circle the correct options to show if the statements are true (T) or false (F). C. STUDY Language Focus Present the following important languages and examples: - In pairs, learners read the article on page 29 again to find and underline more examples of the uses of go and get covered in the Language Focus section. - use go in various ways, to talk about activities. - We can use get with past participles and many adjectives to describe a change of state. It has a similar meaning to become. - We usually use go, not get, with colors and many negative adjectives, such as bad, bald, mad, and wrong, but we use to get with tired, old, sick, angry, bored, and ill. - Read the article on page 29 again. Find and underline more examples of these uses of go and get. We also use go and get in many idioms and phrasal verbs. Look at activity 1a for some examples. D. ACTIVATE
- Go over the instructions and examples to check to understand. In pairs, learners use the words from the boxes to complete the sentences. Point out that learners will need to put the verbs into the correct form, and use to or a where necessary. - Learners work independently to think about a relationship in their life and use the table to make some notes about it. -Check to understand. In pairs, learners tell each other about the people they made notes on in activity 7a. Highlight the fact that learners should try to use expressions with go and get. - Learners tell the class about their partner’s relationship. (Can be done through Digital Application or in Onsite setting). E. FEEDBACK Highlight good use of language and elicit corrections of any problems noted. Learners tell the class how many things they guessed correctly. VII LEARNER’S KEY COMPETENCIES Ability to construct knowledge and communicate Ability to think systematically Ability to solve the problem Ability to use technology Ability to apply knowledge for daily life VIII INTEGRATION Sufficiency Economy ASEAN Local VIII EVIDENCE OF LEARNING MANAGEMENT (WORKPIECE/ASSIGNMENT)
XXI. MEDIA / LEARNING RESOURCES - Textbook - Audio CD - PowerPoint Presentation - Innovation Resources - Google Classroom - Google Meet - Line - Google Form XXII. ASSESSMENT AND EVALUATION Rubrics for Speaking and Scoring Criteria 9-10 7-8 5-6 3-4 1-2 Speaking exactly Speaking exactly Speaking exactly Speaking does not Speaking using the according to the the issues using according to the meet the issues terminology issue using the the terminology issue using using the structure is poor, terminology structure, the terminology terminology speaking a phrase structure idiom is a correct, structure. Some structure is not or word is wrong words are correct. correct. The
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