English Teaching Method lesson plan

ນດົ ສອຘ ວຊິ າ ວທິ ສາຍຄບູ ະຖມົ ລ ສກົ ຮຽຘ 20

ທສີ ອຘພາສາອງັ ກດິ ລະນນົ 2+2 ບີ1 019-2020

Lesson Plan 1 Subject: Teaching English Module: I Time: 50 minutes Topic 1: Sub-topic: 1 Learning outcomes: Overview of English Language Teaching English to Student Teachers will be able to Learning Primary school students: identify the different styles of student’s A. Styles of Learning learning. Resources: Assessment: - Methodology Text book for Year 2 & 3 (11+3 System) of the Teacher Training College, Pre-service English - Answer the question Program, 2002, pp. 1 - 4 (To check the ST understanding of what they get from this lesson). - Work sheets of Class Checklist. - Charts of Class Checklist. - Class Observation Activator: Brainstorming (10 minutes) - Ask the whole class think about their own learning style or how do they like to learn. - Put key words ‘styles of learning’ on board and ask them talk to their friends who are around - Elicit the answers from the whole class and put on a simple drawing ‘Mind Map’ - Wrap up by go over the ‘Mind Map’. Example: Styles of learning Watching TV reading books Talking with others Feedback: As we can on the ‘mind Map’, everyone has their own way to get the knowledge and expenses. Teaching and Learning Activities: Introduction (5 minutes) - Tell the ST do exercise individually ‘Class Checklist’. - Explain them the task, it’s about ‘Learning English’. Go through all statements and make sure the ST understand them. Some statement will be translated into Lao it necessary. - Give the ST a ‘Class Checklist’ (See attached page). - Check the ST comprehension of all statements and do some translation; Class Check List (20 minutes) - Form the ST work in pairs by listing A & B work to gather in one pair, A & B second pair and … - Remind the ST reflect their own learning styles by tick () the appropriate ones that relate to themselves and then compare the ‘Checklist’ with others. - Gives limit time for the ST go over the check list of styles of learning and tick. - When finish, compare the answers with a partner and explain why they chose that number (The discussion could be done in Lao). - Put Chart of the ‘Checklist’ on bb and ask the ST read on by one. - Ask ST raise their hand instead of the answers. For each statement count the number of hand and records on the chart. - Give them an example by asking question. 1

e.g. 1. Do you like copying from the board? Answers 2. Do you like working in group? Me The whole class Example:  25 I like learning ….. 10 1. by copying from the board.  30 2. by working in group. 3. by playing games. - Sum up by go over the chart again and find out which statement get highest and which one get lowest score (The ST will probably have different ideas of the ways they to learn). - Set the ST discuss the reasons in group laSTer. Conclusion (5 minutes) - Tell the ST work in group of 5 by counting number 1, 2, 3, 4, 5 in one group and 1, 2, 3, 4, 5 … - Give each group do the same task, find out the reason(s) why that happen. Example: 1. Why some people like copy from the board while some don’t? - Call a representative from 2 – 3 groups report about their ideas. - Give feedback Feedback: We all have different styles of learning so it becomes the important aspect that we need to think about when we are teaching. Assessment (10 minutes) - Ask the whole class give the reasons why they need to know the English learning Styles of primary students. - The ST share ideas among their friends who are next to them and answer a question bolow. Question: 1. What can we learn from this information? - Elicit the answers and put key ideas on board. - Give feedback. Feedback: There are possible ideas: The answer is not all students like to learn in the same way, so teachers must do a variety of different activities while they are teaching. 2

Resources: Work Sheet Class Checklist Look over all statements and tick () the appropriate learning styles that relate to you. I like learning ….. Answers Me The whole class 1. by copying from the board. 2. by reading text books. 3. by using pictures, images, and spatial understanding. 4. by working in groups with other people. 5. through playing games. 6. by watching someone do something then trying to do it myself. 7. using sound and music in a class at school or library. 8. by repeating and remembering. 9. by making mistakes. 10. by working alone and using self-study 11. by using a part of body, hands and sense of touch. 12. by using logic, reasoning and systems. 13. by practice as often as possible. 14. doing grammar exercises. 15. by writing words, both in speech and writing. 3

Lesson Plan 2 Subject: Teaching English Module: I Time: 50 minutes Learning Outcomes: Topic 1: Sub-topic: 1 Teacher trainees will be able to Overview of English Language Teaching English to consider things when teacher Learning Primary school students: English at primary school B. What do primary Assessment: school students think? - Evaluate the ST’s answers Resources: - Matching exercise - Methodology Text book for Year 2 & 3 (11+3 System) of (It’s about some statements that the Teacher Training College, Pre-service English Program, the teacher trainees should remind themselves). 2002; pp. 1- 4 - Work sheets of Class Checklist. - Charts of Class Checklist. Activator: Brainstorming (10 minutes) - Ask the whole class to observe two different pictures of schools. - Show the ST two pictures of Primary School and Secondary School; ask them to identify and the differences between those pictures. - The ST exchange ideas with their friends who are close to them. - Ask them a question about their primary school students. Question: 1. How old are the students that you will be teaching? - Call 2 – 3 volunteers answer. - Give feedback. Feedback The primary school are younger. Almost their ages are from 7 to 12 years old. School age might be one aspect that affects the way that Teacher Trainees teach in the future, so they need to know therefore to be able to handle the risk. Teaching and Learning: Introduction (5 minutes) - Tell the ST work in group of 5 by counting number 1 - 5, then ask each number form their own group. For example: all No 1 are together. No 2…, No 3…… - Give each group do the same task, each group need to answer about ‘how the Primary School Students like learning’. - Show and explain them a questionnaire: If you think the Primary School students might agree with the statements, put () on (☺) If you think the Primary School students might disagree with the statements put () on (). - First the ST work on questionnaire individually for 5 minutes; then they share their work sheet with others among their group, then make decision and put the answer on their group worksheet. Questionnaire (25 minutes) - Give the ST a questionnaire and have 15 minutes to finish. - The ST do questionnaire individually, the share the answers among their group members 1

- Check the answer by asking the ST raise their hand if they agree; instead of the answers, then count the number and put on chart. Example: 1. A good teacher is friendly and responsible. ☺  2. I don’t like playing games.   3. I don’t like when a teacher always call the good students to answer.  Note: There is no ‘right answers’ because all students are the different. - Sum up by go over the questionnaire and talk about the highest and lowest statements. - Give feedback. Feedback: The primary school students might say: 1) They like a good teacher is friendly and responsible. 2) They like playing games. 3) They don’t like when a teacher always call the good students to answer. 4) They like looking at and using picture. 5) They prefer working with friends (in pair or in group) 6) They don’t like doing the same activity for a long time. 7) They like learning new things and not to repeat what they have done. Conclusion (5 minutes) - Ask the ST summarize the key ideas of what they should be consider when teaching English to the Primary School students by using ideas from feedback. Feedback: It’s very important that the teacher trainees need to know what primary school students think about their own learning. Assessment - Tell the ST work in pairs by joining A & B is one pair, A & B ….. - Give the STs do matching exercise and give reasons of their results. - Explain them the task, match the halves of the sentences and give reasons. - Elicit the answers and reasons. Key Answer: 1. C, 2. A, 3. E, 4. D 5. B Answer key: c. who is friendly and responsible. 1.Primary School Students like a teacher a. to see picture 2.Primary School Students need e. do the same activity regularly 3.Primary School Students don’t like d. playing games. 4.Primary School Students like b. to work with friends in pair or in group. 5.Primary School Students prefer - Give feed back. Feedback: All statements on matching exercise are some key ideas that the teacher trainees should keep in mind when they teach at primary school. 2

Resources: ▪ Worksheet 1. (Questionnaire of how the Primary School students like learning) ☺ 1. A good teacher is friendly and responsible. 2. A good teacher is always good in communication. 3. A good teacher has excellent student rapport. 4. I like looking at and using picture. 5. I don’t like playing games. 6. The good language learner thinks about how s/he is learning. 7. I like doing the same activity for a long time. 8. A good teacher has content and pedagogy knowledge. 9. The good language learner has a balanced concern for communication and accuracy. 10. I like a teacher who motivate students. 11. I don’t like when a teacher always call the good students to answer. 12. A good teacher makes the students interested. 13. The good language learner is willing to experiment and take risks. 14. I like doing new things in each lesson. 15. I like a teacher who is fair to students. 2. Assessment Task: Match the halves of the sentences and give reasons. 1. Primary School Students like a teacher a. to see picture. 2. Primary School Students need b. to work with friends in pair or in group. 3. Primary School Students don’t like c. who is friendly and responsible. 4. Primary School Students like d. playing games. 5. Primary School Students prefer e. do the same activity regularly 3

▪ Key Answers Match the halves of the sentences and give reasons. 1. Primary School Students like a teacher a. to see picture. 2. Primary School Students need b. to work with friends in pair or in group. 3. Primary School Students don’t like c. who is friendly and responsible. 4. Primary School Students like d. playing games. 5. Primary School Students prefer e. do the same activity regularly Answers: 1. C, 2. A, 3. E, 4. D 5. B 4

Lesson Plan 3 Subject: Teaching English Module: I Time: 50 minutes Learning outcomes: Topic 1: Sub-topic: 1 Student Teachers will be able to Overview of English Teaching English to Primary emphasize the key aspects of Language Learning school students: primary school C. Things to be considered Resources: when teaching primary Assessment: school students - Scramble sentence - Methodology Text book for Year 2 & 3 (11+3 System) of (The ST need to put words in the Teacher Training College, Pre-service English Program, correct reorder in the sentences). - Observation 2002; pp. 1 - 4. (The St’s participation in group work). - Work sheets - Key Answer sheet Activator: Brainstorming (10 minutes) - Ask the whole class to give opinion on a statement about primary school’s behaviour ‘Primary school students don’t like to listen to teachers all the time’. - The ST exchange ideas with their friends who are close to them (discussion could be done in Lao) - Elicit the answers from the whole class and put key ideas on board Possible Answers: Primary school students don’t like to listen to teachers all the time. - feel exhausted - get confused - get bored - misunderstand - want to move - no participation - Ask the ST share ideas in a small group of 5 by counting 1, 2, 3, 4, 5 work in one group; and…. - The ST find out the reasons how to make those students more happy to learn. Example: How to make the primary school students get excited in the class? - Give feedback. Teaching and Learning : Introduction (5 minutes) - Introduce the STs worksheet about complete the statements that to be consider when teaching English to primary school students and explain how to do this exercise. - The ST work individually first, then share with their group members. - The ST go over the exercise. Compete the check list (25 minutes) - Ask the ST work in group of 5 by giving them 6 different colours (black, white, red, green, blue, orange), then call someone who get the same colour to be together. - Give the ST worksheet (See attached page). 1

Example: Complete the sentences with the correct word from the box doing friends teachers 1. Primary school students don’t like listening to …… teachers …. All the lesson. 2. Primary school students don’t like … doing ….. the same thing in each lesson. 3. Almost primary school students prefer working with … friends ……. - The STs complete the statements individually, then share with their group members and put the answers in one sheet. - Elicit the answers from the whole class and put on board. - Ask the ST to reflect themselves what can they get from this activity. Conclusion (5 minutes) - T and the ST go over the answers and the statements together. - Give feedback. Feedback: The teacher trainers should remember these statements and remind themselves when teaching at primary school because it is very important in implementation. Assessment (10 minutes) - Tell the ST work in same group of 6 - Give each group do the same task, each group have a set of scrambled sentences from the worksheet. Rearrange the sentences in the correct order. - Walk around to observe and take note while the ST doing task. - The STs discuss and rearrange the sentences in group. - Ask a representative of a volunteer group read their sentences. - Wrap up by giving feedback Feedback: 1.Primary School students like to see things (flashcards, pictures, real objects etc…). 2. Sometimes Primary School Students are moving, especially in the afternoon. 3. Primary School students need many short activities because they can’t concentrate for a long time. 2

Resources: ▪ Work Sheet 1. Complete the sentences with the correct word from the box. moving look at embarrass short fun bored know good teachers quiet do Example: Primary school students don’t like listening to …… teachers …. all the lesson. 1) Primary School students need many …………………….. activities because they can’t concentrate for a long time. 2) Primary School students to ………………………………. things (flashcards, pictures, real objects etc…). 3) Primary School students get ……………………. if they listen to the teacher all the time. 4) Primary School students need to be …………………………to keep their minds working. 5) Primary School students need to have ………………………………. 6) Give the Primary School students to ……………..…… They will probably behave better. 7) Let Primary School students show what they ……………………… They like to do this. 8) Don’t always use the same 3 or 4 …………….… Primary School Students to answer your questions. 9) Sometimes Primary School Students are …………….………, especially in the afternoon. 10)Primary School Students have feelings too! Be careful not to …………….………… them. 2. Assessment: Scrambled sentence (Cut words in the sentences into pieces Put the word in the correct order in the sentence. 1. Primary School students / (flashcards, pictures, real objects etc…) / to see / things / like 2. especially / Primary School Students / Sometimes / in the afternoon / are moving. 3. can’t / need /many/for a long time / short /because Primary School students /they/concentrate /activities 3

▪ Key Answers: 1. Complete the sentences with the correct word from the box. moving look at embarrass short fun bored know good teachers quiet do Example: Primary school students don’t like listening to …… teachers …. all the lesson. 1) Primary School students need many ……short ……….. activities because they can’t concentrate for a long time. 2) Primary School students like to ……look at………. things (flashcards, pictures, real objects etc…). 3) Primary School students get …bored ……. if they listen to the teacher all the time. 4) Primary School students need to be ….. quiet ………to keep their minds working. 5) Primary School students need to have …… fun ……………. 6) Give the Primary School students to ……do….. they will probably behave better. 7) Let Primary School students show what they … know………… They like to do this. 8) Don’t always use the same 3 or 4 … good ….… Primary School Students to answer your questions. 9) Sometimes Primary School Students are …… moving ………, especially in the afternoon. 10)Primary School Students have feelings too! Be careful not to … embarrass … them. 2. Assessment: Scrambled sentence Put the word in the correct order in the sentence. 1. Primary School students like to see things (flashcards, pictures, real objects etc…). 2. Sometimes Primary School Students are moving, especially in the afternoon. 3. Primary School students need many short activities because they can’t concentrate for a long time. 4

Lesson Plan 4 Subject: Teaching English Module: I Time: 50 minutes Topic 1: Sub-topic: 1 Learning outcomes: Overview of English Language Teaching English to Student Teachers will be able to identify, discuss and suggest Learning Primary school students: solution for possible challenges that might occur when teaching English D. English Class at Primary to primary level students. School Resources: Assessment: - Methodology Text book for Year 2 & 3 (11+3 System) of - Thumb Up and thumb down the Teacher Training College, Pre-service English Program, (Teacher read the statements of 2002, pp. 1- 4. some solution to the ST. It they agree put the thumb up; if they - Hand-outs of Case study don’t put the thumb down). - 5 sets of word cards. - Observation Activator: Brainstorming (5 minutes) - Tell the ST work in the same group of six by counting 1, 2, 3, 4, 5, 6 work in one group…. - Give each member a card of different words. - Explain them the task. The ST need to consider a card in their hand and put it in the correct order in sentence by standing in line such as 1st, 2nd, 3rd….. - All group start at the same time; which group finish first and correct that group is the winner. Example: Primary School students need to have fun in the class - The ST come up in free space of the classroom and stand in correct order. - Ask a representative of 1-2 groups give reasons about their stance; - T and TT wrap up by go over the statement and ask the ST reflect themselves a question. Question: Why do primary school student need to have fun in the class? Teaching and Learning Introduction (5 minutes) - Tell the ST that they will read the text about teaching English situation of Grade 3 at a Primary School, then they will give some solutions in order to make English care more fun. - The ST read the ‘case study’ individually, then share information with their group members. Case Study Part 1 (10 minutes) - The ST remain the same group - Give the ST hand out of case study part 1, first they read the text carefully and think about solution of a question individually, and then ask them sharing the ideas in groups about Somsanith’s expectation. Question: Have she been shifted to other grade as she expected? Why?/Why not? - Get feedback from the whole group. 1

Case Study Part 2 (20 minutes) - The ST remain the same group. - Give TTs the hand out of case study part 2. - The ST read the text individually, then write a solution to help Somsanith solve her problems. - Wthen finish hey need to share with other group members and write briefly of group suggestions to help Somsanith on flip chart and put around the wall in the room. - Ask the ST walk around as a wise clock to give some comments on each other flip chart. - Get feedback from the whole group. Conclusion (5 minutes) - All groups get their flip chart back and discuss among their group member if they agree with the comment or something that need more explanation from commentators. Assessment (5 minutes) - Choose some the suggestions to ask the whole class agreement. - Read for the class and ask them raise their tump up if they agree and put their tump down if they don’t agree. 2

Resources: (Separate the case study into pieces as ‘case stud 1’ and ‘case study 2’ and give one by one. Case study Part 1: English Class at Primary School A grade 3 classroom at primary school of a small district in LuangPrabang province. It is too crowded, there are more than 50 students in a class with mixed learning ability and multi tribes. As a result, it becomes a big challenging for a teacher who teaches grade 3 as Somsanith. She is a senior teacher who has a lot of experiences of teaching but her English is at basic level and she lacks of skills of teaching English; therefore, she feels unhappy and wants to teach other grades where it does not have English class. Have she been shifted to other grade as she expected? Why?/Why not? Case study Part 2: Case Study 1 5 minutes Somsanith has to carry on her class regularly, including teaching English. She has been trying to follow the teacher’s guide and all activities are provided in the text book. However, she is still not self-confident to deliver English through teaching and learning activities. She does not understand much about teaching procedures in the main stages of teaching such as Presentation, Practice and Production; moreover she could not use supplementary activities when teaches in the class, so her classes are not too interesting, students get tired and always leave the class. Have you had any suggestions to sort out this problem? Word Cards students fun (Create 5 sets of word cards) Primary School to have need in the class 3

Lesson Plan 1 Subject: Teaching English Module: I Time: 50 minutes Learning outcomes: Topic: 1 Sub-topic: 2 Student Teachers will be able to identify Overview of English Language Basic skills of English the four language learning skills. Learning Language Learning: A. Introduction to four Assessment: Resources: language Skills - Complete the chart (Complete the chart with the correct - Hand outs symbols of four language learning skills - 6 sets of symbols of four language learning skills. ‘ ’ ). - 5 sets of word cards of four language skills. - Class Observation - 5 sets of word cards of Lao translation the four language skills. Activator: Brainstorming (5 minutes) - Tell the ST work in group of 4 by counting the numbers (1, 2, 3, 4) are in one group; and … - Put Key words ‘ language learning skills’ on board and ask the ST discuss among their group members; - Elicit the answers from the whole class and put on a simple drawing ‘Mind Map’ - Wrap up by go over the ‘Mind Map’. Example: Listening Speaking Writing Reading Language Feedback: learning skills Four language skills are Listening, Speaking, Reading and Writing Teaching and Learning Activities: Introduction (5 minutes) - Tell the whole class stand up and give each ST a card of different language skills (Listening, Speaking, Reading ,Writing) and their meaning in Lao (ທກັ ສະການຟັງ, ທັກສະການເວາ້ົ , ທັກສະການອາ່ ນ, ທັກສະການຂຽນ); - Give explanation of doing a task. The ST need to consider a card in their hand and find the partner who has the correct Lao translation. - When the ST find their partner they will stand in pairs; Example: Listening ທກັ ສະການຟງັ

- T and TT wrap up by showing the right pairs. - Introduce the ST a topic of today’s lesson, it’s about ‘four language learning skills’. Presentation (20 minutes) - Ask the ST work in pairs by dividing one group into two pairs; A, B are together, A, B …. - Give the ST a hand out (See attaches Sheet) and explain how to do the task; the ST need to work in pairs and complete the chart with four language learning skills; Four Language Learning Skills Productive Skills Receptive Skills (Active Skills) (Passive Skills) …………….. …………… ………….. - The ST discuss with the…ir…pa…ir…a..nd put the four language learning skills in the correct blank space on chart. - Elicit the answer from the whole class; - Give feedback on the answers and ask 2-3 volunteers to explain the chart; - The 2-3 volunteers come up in front and explain their chart; - Wrap up the activity ‘we will compare our own chart with the original from your reading page’. Conclusion (10 minutes) - Show the chart from hand out, reading page of introduction to four language learning skills. - Ask them to compare their own chart; Four Language Learning Skills Productive Skills Receptive Skills (Active Skills) (Passive Skills) - ExplainSLpistethaeenkiicnngognnection of four languWaRgreeitailndeginagrning skills on the chart. Feedback: Productive skills are speaking and writing; in these skills, students need to use the language knowledge or express the ideas in ‘Oral’ or ‘Written text’. Receptive Skills are listening and reading; in these skills’ students need to pay attention on or concentrate of what they listen to or read in order to get the information. Assessment (10 minutes)

- Tell the ST work in group of 5 by counting number 1 -5, then ask each number form their own group. For example: all No 1 are together, No 2…, No 3…… - Give each group do the same task, each group have a blank chart and the symbols of four language learning skills ( ). - Ask the ST to complete the chart by glue the correct symbols of four language learning skills and write the name of skills (Listening, Speaking, Reading, Writing) on chart. - Walk around to observe and take note while the ST doing task. Complete the chart with the correct symbols of four language learning skills (Listening, Speaking, Reading, Writing) Classification of Language Skills Spoken Productive Skills Receptive Skills (Oral) …………………… ………………… Written …………………… - The ST catego…r…iz…e …th…e…fo…u..r language learning skills in the right group, then share the reasons of their chart. - When the group finish put their chart on the wall and leaves a person there to give more information. - Wrap up by giving feedback Feedback: The four skills of language learning are as fundamental capacities that learners need to develop, therefore to help them have effective interpersonal communication.

Resources: ▪ Reading: Introduction to four language skills What Are the Four Language Skills? The four skills of language, and it is also known as the four skills of language learning; are a set of four capabilities that allow an individual to comprehend and produce spoken language for proper and effective interpersonal communication. The four skills of language refer to ‘Listening’, ‘Speaking’, ‘Reading’ and ‘Writing’. In the context of first-language acquisition, the four skills are most often acquired in the order of listening first, then speaking, then possibly reading and writing. For this reason, these capabilities are often called LSRW skills (www.linguacore.com, 25/3/2019). Figure 1: Chart of Four Language Learning Skills Four Language Learning Skills Productive Skills Receptive Skills Spoken (Oral) Speaking Listening Writte n Writing Reading

▪ Key Answers Task 1: Presentation Complete the chart with the correct language learning skills (Listening, Speaking, Reading, Writing) Four Language Learning Skills Productive Skills Receptive Skills (Active Skills) (Passive Skills) Speaking Writing Listening Reading Task 2: Assessment Complete the chart with the correct symbols of four language learning skills (Listening, Speaking, Reading, Writing) Classification of Language Skills Productive Skills Receptive Skills Speaking Spoken (Oral) Listening Written Wrting Reading

▪ Tasks: Presentation Task 1: Complete the chart with the correct language learning skills (Listening, Speaking, Reading, Writing) Four Language Learning Skills Productive Skills Receptive Skills (Active Skills) (Passive Skills) ………….. …………. …………… ………… Task 2: Assessment Complete the chart with the correct symbols of four language learning skills (Listening, Speaking, Reading, Writing) Classification of Language Skills Productive Skills Receptive Skills Spoken …………………… (Oral) ………………… Written …………………… …………………..

Cards: 1. 6 sets of symbols of four language learning skills 2. 5 sets of word cards of four language learning skills Writing Speaking Listening Reading 3. 5 sets of word cards of Lao translation the four language learning skills 4. ທ65ກັ .. ສະການເວາ້ົ ທກັ ສະການຟງັ ທກັ ສະການອາ່ ນ ທກັ ສະການຂຽນ

Lesson Plan 2 Subject: Teaching English Module: I Time: 50 minutes Learning outcomes: Topic 1: Sub-topic: 2 Student Teachers will be able to Overview of English Language Basic skills of English classify and explain the meaning of Learning Language Learning: four language learning skills. B. What are four language Resources: Assessment: learning Skills? - Observation - Training Manual for STC Key Trainers. VSO Working - Scrambled sentence Document, 2004. (Rearrange the scrambled sentence of four language Skills). - h STps://www.academia.edu - h STps://www.ligualcore.com - h STps://www.researchgate.net - Hand out of Reading - 6 sets of cu STing sentences (6 sets) Activator: Finding a partner (10 minutes) ). - Ask the ST stand up and give each ST a symbol of different language skills ( Tell the ST find their partner by asking a question(s) to anyone in the class; ‘Are you good at … ?’ They need to find a partner who holds the right symbols in hand. If not, they have to keep asking other questions until they could find the right one. For example, if you get you should find someone who get Example: In case you get A: Are you good at reading? B: No I’m not. A: Are you good at listening? B: Yes, I am A: You are my partner because I’m good at - When the STs find their partner they will stand in pairs and give the reason why they think he or she is their partner. - T and ST wrap up by referring to previous lesson. Productive Skills: & Spoken (Oral): & Written: Feedback OR Receptive Skills: & & Teaching and Learning Activities: Introduction (5 minutes) - Tell the ST work in the group of 4 by giving them four different colour (red, blue, yellow, green); - Explain the task ‘Sharing Reading’ or ‘Jigsaw’. The ST need to do sharing reading in a small 1

group of four about definition of four language learning skills (Listening, Speaking, Reading, Writing); - Draw a simple chart on the board and explains: Home Groups Specialist Groups Home Groups Red. G Yellow.G Red Yellow Blue.G Green.G Red Yellow Blue Green Blue Green Steps of doing ‘Sharing Reading’ or ‘Jigsaw’: Firstly, the ST form the ‘Home group’ of four that mixed four colour (red, blue, yellow, green); Then, classify into new or ‘Specialist group’ (Who get red need to be together, then blue, yellow and green ….) and each group get different piece of text (Listening, Speaking, Reading, Writing); Now, the ST do reading individually first, then share what they have read with the group members and take note key point of the text in order to take it back to their ‘Home group’; Lastly, the ST get back to their ‘Home group’ and report what they have share in the ‘Specialist group’. Presentation (20 minutes) - Ask the ST work in ‘Home group’ first, group of four (red, blue, yellow, green); - Separate the ST into ‘Specialist group’ - Give the four different texts to ‘Specialist group’ (In case, there are more than 30 students each colour may divide into two groups or more…: Red group = Listening Blue group = Speaking Yellow group = Reading Green group = Writing - The ST gat back to their ‘Home group’ and report what they have share in the ‘Specialist group’. - Ask a representative of each group answer the following questions. Questions: 1) What is Listening Skill? 2) What is Speaking Skill? 3) What is Reading Skill? 4) What is Writing Skill? - Elicit the answers from a representative of each group and the rest may add some more missing information. - Wrap up the activity by giving the ST the completed four pieces of text (See a STached page). Conclusion 10 minutes - Give the ST a reading of four language learning skills ( See a STaches Sheet); - Ask them read on their own then share with close friends; 2

- Give opportunity for the ST asking some questions (Q & A ). Assessment (5 minutes) - Tell the ST work in group of 5 by counting number 1 - 5, then ask each number form their own group. For example: all No 1 are together. No 2…, No 3…… - Give each group do the same task, each group have a set of scrambled sentences from the worksheet. Rearrange the sentences in the correct order. - Walk around to observe and take note while the ST doing task. - The ST discuss and rearrange the sentences in group. - Ask a representative of each group read their sentence. - Wrap up by giving feedback Feedback: Listening is the first skill of language learning we acquire in our native language. Speaking is the second skill language learning we acquire in our native language. Reading is the third skill language learning we may acquire in our native language. Writing is the fourth skill language learning we may acquire in our native language. 3

Resources: 1. Reading The Definition of four Language Learning Skills Listening is the first language skill that we gain in our native language. It is what is known as ‘a receptive skill’, or ‘a passive skill’, as it requires us to use our ears and our brains to comprehend language as it is being spoken to us. It is the first of two natural language skills, which are required by all natural spoken languages. Speaking is the second language skill that we gain in our native language. It is what is known as ‘a productive skill’, or ‘an active skill’, as it requires us to use our vocal tract and our brains to correctly produce language through sound. It is the second of two natural language skills. Reading is the third language skill that we may gain in our native language. As with listening, it is ‘a receptive skill’, or ‘a passive skill’, as it requires us to use our eyes and our brains to comprehend the written equivalent of spoken language. It is one of the two artificial language skills, as not all natural spoken languages have a writing system. Writing is the fourth language skill that we may gain in our native language. As with speaking, it is ‘a productive skill’ or ‘an active skill’, as it requires us to use our hands and our brains to produce the written symbols that represent our spoken language. Along with reading, it is one of the two artificial language skills, as not all natural spoken languages have a writing system. 2. Tasks for Assessment Listening / is / the first language skill / we / acquire / in /our /native language Speaking / is / the second language skill / we /acquire / in/ our / native language Reading / is / the third language skill / we / may / acquire / in / our / native language Writing / is / the fourth language skill /we / may / acquire / in / our / native language 4

Lesson Plan 3 Subject: Teaching English Module I: Time: 50 minutes Learning outcomes: Topic 1: Sub-topic: 2 Student Teachers will be able to clarify Overview of English Language Basic skills of English the important of four language learning Learning Language Learning: skills. C. Why are four Resources: Assessment: language learning - Matching Important? (Match key word with its meaning) - A bilingual Resource for Teacher Trainers Book 4: - Class Observation Teaching Listening and Speaking. TESOL Certificate; Teaching English to Speakers of Other Languages, 2001 - A bilingual Resource for Teacher Trainers Book 5: Teaching Reading and Writing. TESOL Certificate; Teaching English to Speakers of Other Languages, 2001 - Assessment work sheet - Word cards of four language Skills - Cards of four different animals Activator: Brainstorming (10 minutes) - Tell the TT work in the same group of four; - Give each member a card of different language skills (Listening, Speaking, Reading ,Writing); - Give explanation of doing a task. The TT need to consider a card in their hand and put it in the correct order in accordance with its significant of language learning skills; Example: Listening Speaking Reading Writing - The TT come up in free space of the classroom and stand in correct order; - Ask 1-2 group give reasons about their stance; - T and TT wrap up by go over the line. Feedback: In general, the first-language acquisition, the four skills are most often acquired in the order of listening first, then speaking, then possibly reading and writing. Teaching and Learning Activities: Introduction 05 minutes - Tell the TT work in four groups by labelling the different pictures animals (bird, cat, monkey, dog). - When finish label the different picture of animals; ask the TT who get the same animal they need to form a group. - Draw a simple chart on the board how to form a group by name animals: For example: Bird Dog Cat Monkey 1

- Explain the task. The TT need to do sharing reading in a small group of 6 -7 about the important of four language learning skills. Presentation (20 minutes) - Ask the TT work in the same group as a (bird, cat, monkey and dog) group and each group get different piece of text. Example: Bird Group Why is Listening important? Cat Group Why is Speaking important? Monkey Group Why is Reading important? Dog Group Why is Writing important? - The TT do sharing reading about their task. First a member group read text individually and discuss the content among their group members. - When each group has finished, they need to put key aspects of each skill on flipchart and hang on the wall around the classroom; - Ask the whole class walk around as a wise clock and give some comments. Conclusion (10 minutes) - Give the TT a reading 3 of the important of four language learning skills ( See attaches Sheet); - Ask them read on their own then share with close friends; - Give opportunity for the TT asking some questions (Q & A ). Assessment (5 minutes) - Tell the TT work in group of three by counting 1, 2 , 3 work in the same group. - The TT do matching exercise. Match the four language learning skills with its important. - Ask a representative of each group read their sentence. Example: is a person who teaches at school. ____A teacher - Wrap up by giving feedback Feedback Listening is a receptive language skill which learners usually find the most difficult. Language is a tool for communication. We communicate with others, to express our ideas, Reading is a learning skill. It helps you improve all parts of the English language – vocabulary, spelling, grammar, and writing. Writing provides a learner with physical evidence of his achievements and he can measure his improvement. 2

Resources: Reading: The important of four language Learning Skills To become a well communicator, one needs to be skilful in each of the four language learning skills. These four skills give learners chances to create contexts in which to use the language; for exchange of real information, evidence of their own ability (proof of learning) and, most important, confidence. Listening and reading are the receptive skills because learners do not need to produce language, they receive and understand it. These skills are sometimes known as passive skills. The productive skills are speaking and writing because learners are applying these skills in a need to produce language. They are also known as active skills. Why is Listening important? Listening is a receptive language skill which learners usually find the most difficult. This often is because they feel under unnecessary pressure to understand every word. The listener has to get oriented to the listening portion and be all ears. The listener is also required to be attentive. Anticipation is a skill to be nurtured in Listening. In everyday life, the situation, the speaker, and visual clues all help us to decode oral messages. In due course of listening, be in a lookout for the sign post words. Thirdly one should be able to concentrate on understanding the message thoroughly. Listening Skills could be enhanced by focusing on making the students listen to the sounds of that particular language. This would help them with the right pronunciation of words. To equip students with training in listening, one can think about comprehending speeches of people of different backgrounds and regions. This intensive listening will ultimately help a student to understand more on the accents to be used and the exact pronunciation of words. Why is Speaking important? Language is a tool for communication. We communicate with others, to express our ideas, and to know others’ ideas as well. We must take into account that the level of language input (listening) must be higher than the level of language production. In primary schools elocution and recitation are main sources to master the sounds, rhythms, and intonation of the English language through simple reproduction. The manifestations of the language in games and pair work activities are encouraging source to learn to speak the language. This assists the learners to begin to manipulate the language by presenting them with a certain amount of choice, albeit within a fairly controlled situation. This skill could be improved by understanding Para-linguistic attributes such as voice quality, volume and tone, voice modulation, articulation, pronunciation etc. This could also be further enhanced with the help of debates and discussions. Why is Reading important? Reading is a learning skill. It helps you improve all parts of the English language – vocabulary, spelling, grammar, and writing. It helps to develop language intuition in the corrected form. Then the brain imitates them, producing similar sentences to express the desired meaning. Using skimming or scanning technique to read quickly is highly effective. While reading underlining of key words is a must. Reading Skills help the students grasp the content and draw conclusions. The students should also make it a point to familiarize themselves with the jargons and new words by making reading a habit be it reading newspapers, articles, books, magazines etc. Why is Writing important? Writing provides a learner with physical evidence of his achievements and he can measure his improvement. It helps to consolidate their grasp of vocabulary and structure, and complements the other language skills. It helps to understand the text and write compositions. It can foster the learner’s ability to summarize and to use the language freely. To write flawless language one should excel in the Writing Skills with the help of various methods. Importance should be given to composition and creative writing. One should also focus on coherence and cohesiveness when it comes to writing a language. 3

Task Assessment: Matching, match key word with its meaning 1. Writing a. is a receptive language skill which learners usually find the most 2. Reading difficult. 3. Language b. is a tool for communication. We communicate with others, to express 4. Listening our ideas, c. is a learning skill. It helps you improve all parts of the English language - vocabulary, spelling, grammar, and writing. d. provides a learner with physical evidence of his achievements and he can measure his improvement. Key Answers for assessment task 1d, 2c, 3b, 4a Reading is a learning skill. It helps you improve all parts of the English language – vocabulary, spelling, grammar, and writing. Writing provides a learner with physical evidence of his achievements and he can measure his improvement. Language is a tool for communication. We communicate with others, to express our ideas, Listening is a receptive language skill which learners usually find the most difficult. Cards of four language skills Listening Speaking Reading Writing Cards of four different animals: Cat Monkey Bird Dog 4

Lesson Plan 1 Subject: Teaching English Module: I Time: 50 minutes Topic 1: Sub-topic: 3 Overview of English Assessment Learning outcomes: Language Learning - Student Teachers will be able to clarify A. Introduction to Resources: Learning Assessment things that are related to Learning - Hand outs Assessment. - Worksheet - Student Teachers will be able to indicate - Key answers what to be assessed in the class. - Questions Assessment: Activator: - Answer questions (To check the ST understanding of what to be assessed, language knowledge or skills). - Class Observation Brainstorming (5 minutes) - Put the words ‘Learning Assessment’ on bb and explain the task; the ST need to think about question words that are related to student’s learning assessment. - Ask the ST work in pairs that are organized, A, B first pair; A, B second pair ….. - The ST think about the key question words - Elicit the answers from the whole class and put them to gather as a simple ‘Mind Map’. Example: Student’s learning Assessment What? Why? when How? Feedback: Things to remember when we assess our students and we should always ask ourselves these questions: 1. What do we assess student’s learning outcome? 2. When do we assess student’s learning outcome? 3. Why do we assess student’s learning outcome? 4. How do we assess student’s learning outcome? Teaching and Learning Activities: Introduction (5 minutes) - Ask the whole class a question Question: What’s learning assessment? - Tell the ST share ideas with someone who next to them - Elicit the answer by pointing 2-3 volunteers. - Take key note on board. - Wrap up the question by go over the note again. 1

- Show the definition of learning assessment on Power Point. Feedback A learning assessment is an approach to measure student’s learning outcome that how much of the knowledge and skills a learner gain during of their course study or program. Presentation: What do we assess? (10 minute)s Tell the ST work in pairs to classify things to be assessed, when finish they can swap their paper with the pair is close to them. - Give worksheet to students and explanation (from a STached sheet). - Draw two columns on bb and elicit the answers - The ST response - Give feedback what learning outcome is… Answer: Knowledge (learned) Skills (be able to do) Grammar Listening Vocabulary Reading Spelling Speaking Wring Pronunciation Feedback Generally, it’s quite easy to assess student’s KNOWLEDGE, but it’s important to assess student’s SKILLS as well. Practice (20 minutes) - Tell the ST work in a small group of 3 by counting number 1, 2, 3 one group, 1, 2, 3 one group - The ST consider the following questions and tell what language or skills areas each question tests and put the answers on A4 paper. Questions: 1) Can they follow spoken street directions? 2) Can they talk about what they did last weekend? 3) Can they write three sentences about their school? 4) Do they know the words of classroom objects? 5) Can they describe their hometown with simple language? - When which group has finished transfer their answer to flip chart and stick on the wall around the classroom. - Ask the ST walk around as clockwise to read and add some comments on the flip charts. - T and the ST go over the ideas on Power Point.to gather. 2

Questions Assessment 1) Can they follow spoken street directions? New vocabulary and Listening Skill. 2) Can they talk about what they did last weekend? New vocabulary, grammar and Speaking Skill. 3) Can they write three sentences about their school? New vocabulary, grammar and Writing Skill. Answer 4) Do they know the words of classroom objects? New vocabulary. 5) Can they describe their hometown with simple New vocabulary Reading and Listening Skills. language? Conclusion (5 minutes) - Tell the ST work turn to their friends and talk about key points of what they should think of when we design a test. - The ST discuss with their friend. - Elicit the answer from the whole class and put key words on bb. - Teacher and the ST go over the key point on bb again. Feedback When we design test for students we should be very clear about what to be assessed such as language knowledge, skills or mixed knowledge and skills. Assessment (10 minutes) - Tell the ST work individually to consider the following exercises and tell what language or skills areas each exercises focuses on Exercise: 1. Read and match. Match the sentence with the correct picture. 2. Scrambled sentence. Put the words in the right order. 3. Complete the words by using vowels. - Answer a question ‘What did they learn from doing this activity?’ - The ST discuss with their friends. - Elicit the answers from the whole class and put key words on bb. - Teacher and the ST go over the key point on bb again. 3

Resources Skills (be able to do) ▪ Tasks Task 1: Presentation Knowledge (learned) Task 2: Practice Questions: 1) Can they follow spoken street directions? 2) Can they talk about what they did last weekend? 3) Can they write three sentences about their school? 4) Do they know the words of classroom objects? 5) Can they describe their hometown with simple language? Key Answers: Questions Assessment 1.Can they follow spoken street directions? New vocabulary and Listening Skill. 2.Can they talk about what they did last weekend? New vocabulary, grammar and Speaking Skill. 3.Can they write three sentences about their school? New vocabulary, grammar and Writing Skill. 4.Do they know the words of classroom objects? New vocabulary. 5.Can they describe their hometown with simple New vocabulary Reading and Listening Skills. language? Questions 1. What do we assess student’s learning outcome? 2. When do we assess student’s learning outcome? 3. Why do we assess student’s learning outcome? 4. How do we assess student’s learning outcome? 4

Lesson Plan 2 Subject: Teaching English Module: I Time: 50 minutes Topic 1: Sub-topic: 3 Learning outcomes: Overview of English Language Assessment Student Teachers will be able to point Learning B.The importance of out the importance of learning assessment. Resources: learning Assessment Assessment: - https://assessment.tki.org.nz - Word Connection Game - https://app.griffith.edu.au/assessment-matters - Observation - Word cards Activator: Throwing ball Game (10 minutes) - Tell ST stand in a big circle and talk to someone who is close to them about purposes of assessment. - Explain rules of playing game; teacher stands in the centre as a commander throwing the ball around. If someone gets a ball he or she has to say one reason of assessment, and then throw a ball back to a commander. Do the same procedure about 6-7 people. - Ask 2-3 volunteers sum up the main purpose of assessment. The main purposes of assessment are to improve students’ learning and Feedback: to provide more effective teaching. Teaching and Learning Activities: Introduction (5 minutes) - Ask the ST work in pairs by counting number; e.g: 1, 2 one pair, 1, 2 another pair and … - The ST work in pairs share ideas about the purpose of formative and summative assessment and put on A4 paper. - Elicit the ideas from the whole class and put on the bb. Example: Formative Assessment Summative Assessment - ….. - ….. - ….. - ….. - ….. - ….. - Teacher and the ST go over the notes on board to gather. - Give feedback at conclusion stage. Presentation: Importance of Assessment for learning (25 minutes) - Tell the ST work in a small group of 5-6 by counting 1, 2, 3, 4, 5 in one group and …… - Give the ST explanation of doing a task; the ST discuss the importance of assessment for learning and record o A4 paper, then transfer to a flip chart. - When finish put the flip chart on the wall around the room. - Ask the ST walk around as clockwise to read and add some comments on the flip charts. - Get feedback about flip chart. - Wrap up by giving the ST hand out. 1

Feedback: The importance of assessment for learning: ▪ To check what the students have known before starting a lesson or topic. ▪ To check what the students have known after teaching a lesson or topic. ▪ To check the weather teaching has been effective and to find areas where there is a problem. ▪ To grade the students. ▪ To motivate the students to review/learn carefully. ▪ To show students that they have made progress. ▪ To show students where they need to focus more attention. ▪ To find out how students feel about their work Conclusion (5 minutes) - Tell the ST work in the same a small group and revise the main purpose of formative and summative assessment on their note in A4 paper. - Wrap up by showing the purpose of formative and summative assessment on Power Points. The purpose of Formative and Summative Assessment: Feedback: Formative Assessment Summative Assessment To provide students with feedback on how they are going. To gather evidence to make a judgment about a student's level of performance; To provide more effective instruction, against the specified learning objectives. To identify students strengthens and weakness and target area need work. To evaluate achievement or learning. To evaluate students’ learning at the end of an instructional unit by comparing it against some sort of standard. Assessment: Connection Game (5 minutes) - Tell the whole class stand. - Explain the rule of game; each ST gets one word card, then they need to find their company and stand in line. - When the ST can find their connection and stand in line in the right order as quick as they can. - The group finish first is the winner. - Wrap up by asking the winner group say the correct sentence of the main purposes of assessment. Feedback The main purposes of assessment are to improve students’ learning and teacher’s teaching. 2

Resources and 5 sets of words cards teacher’s teaching are students’ learning The main purposes of to improve assessment 3

Lesson Plan 3 Subject: Teaching English Module: I Time: 50 minutes Topic 1: Overview of English Language Sub-topic: 3 Learning outcomes: Learning Assessment - Student Teachers will be able to C.Two types of Learning Resources: discriminate the differences of - Hand outs Assessment formative and summative assessment. - Work Sheet Assessment: - Key Answers - Matching (Match the types of assessment to their meanings) - Class Observation Activator: Brainstorming (5 minutes) - Ask the whole class one question about their previous understanding of learning outcome. Question: What’s student’s learning outcome? - The ST discuss with someone who is next to them to get the ideas for 3 minutes. - Elicit the ideas and put on bb. - T and the ST go over the ideas on bb to gather. - Give feed what learning outcome is… Learning outcome is a statement that identify what the learner will know Feedback: and be able to do by the end of a course or program. Teaching and Learning Activities: Introduction (10 minutes) - Tell the ST work in group of three by counting 1, 2, 3 work in the one group; and do the same for the whole class. - Give each group a sheet of task (See the task in the attached page) and set time limited 5 minute - The ST do the tasks; Sharing reading the statements and put the correct type of assessment to its description. Example: A prognostic assessment expands the findings of an assessment with analysis of abilities and potentials with a further dimension: the future development of the concerned person, as well as the necessary conditions, timeframe and limits. - Elicit the answers from a representative of 3 – 4 groups. - 3 – 4 voluntary groups give the answers. - Get feedback from the whole class. - Wrap up by showing the correct one through Power Point (See the text in the attached page) - The ST read the statements on their own then talk to their friends. Feedback: 1.Summative Assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. 2.Formative Assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. 1

Presentation: Formative VS Summative assessment (25 minutes) - Tell the ST work in a small group of 4 – 5 by giving them different shapes (square, circle, rectangle, triangle, oval), then form a group by shape; e.g: square ... - Give each group the same task, then explain them what to do. - The ST discuss and complete the table on flip chart about the differences between the ‘Formative VS Summative assessments’. - When finish stick the flip chart on the wall around the room. - Ask the ST walk around as clockwise to read and add some comments on the flip charts. - T and the ST go over the ideas on bb to gather. - Wrap Up and give hand out to the ST. - The ST read the statement and talk to their friends who next to them. Conclusion (5 minutes) - Ask the ST discuss in the same small group as above and note down the key aspect that they could remember of the ‘Formative Assessment, Summative Assessment’. - Elicit the answers from 2-3 volunteers and put on bb. - Wrap up by go over the notes on bb Feedback Formative Assessment is used for learning while Summative Assessment is used of learning. Assessment (5 minutes) - Tell the ST stand up and give each TT a card of two types of assessment and its meaning (Formative Assessment, Summative Assessment) and its meaning (Assessment of Learning, Assessment for Learning). - Give explanation of doing a task. The ST need to consider a card in their hand and find the partner who have the meaning of assessment or types of assessment that match with yours. - When the ST find their partner they will stand in pairs; Example: Formative Assessment Assessment for Learning - T and TT wrap up by showing the right pairs. Feedback 1. Summative Assessment Assessment of Learning 2. 2

Resources ▪ Reading What’s formative Assessment? Formative Assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Types of Formative Assessment: 1. Observations during in-class activities; 2. Homework exercises as review for exams and class discussions; 3. Reflections journals that are reviewed periodically during the semester; 4. Question and answer sessions, both formal—planned and informal—spontaneous; 5. Conferences between the instructor and student at various points in the semester; 6. In-class activities where students informally present their results; 7. Student feedback collected by periodically. What’s Summative Assessment? Summative Assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. Types of Summative Assessment: 1. Examinations (major, high-stakes exams); 2. Final examination (a truly summative assessment); 3. Term papers (drafts submitted throughout the semester would be a formative assessment); 4. Projects (project phases submitted at various completion points could be formatively assessed); 5. Portfolios (could also be assessed during its development as a formative assessment); 6. Performances; 7. Student evaluation of the course (teaching effectiveness); 8. Instructor self-evaluation. The Differences between Formative VS Summative Assessment Formative Assessment Summative Assessment e.g: Focus on the process. e.g: Focus on the learning outcome. ▪ Help students learn. ▪ Identifies how much lessons have been ▪ Classwork/Homework. learnt. ▪ Incorporates feedforward. ▪ End-of-unit or chapter tests, End-of-term ▪ Check areas for improvement or semester exams. ▪ Help teachers modify future lesson planning, ▪ Can be difficult to incorporate in-module based on learners’ need. feedback ▪ Assess progress against goals. ▪ Scores that are used for accountability. LEARN MEASURE 3

▪ Tasks Task 1: Put the correct type of assessment into its description A. Formative Assessment B. Summative assessment 1. ……………………………… takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process. 2. ……………………………… provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Task 2: Complete the chart with the differences of formative VS summative assessment Formative Assessment Summative Assessment e.g.: Focus on the process. e.g.: Focus on the learning outcome. LEARN MEASURE 4

Lesson Plan 1 Subject: Teaching English Module: I Time: 50 minutes Topic 1: Sub-topic: 4 Learning outcomes: Overview of English Language Planning effectively for Student Teachers will be able to clarify Learning language learning: the key aspects of lesson planning. A. Introducing to lesson Resources Assessment Planning - Teacher Training Manual for STC key Trainers, 2004, pp. - Observation (To observe ST’s participation) 106-141. - hSTps://resource.eln.io Jan 26, 2018. - Group Discussion - www.teachablemath.com (The ST will share the ideas of the - Work sheets important of a lesson planning). Activator Brainstorming (5 minutes) - Tell the ST work individually first to think about what a teacher should do before having a class or during ‘Teaching Preparation’, then share the ideas with their friends who are next to them. - Put the key words as ‘Teaching Preparation’ - Elicit the answers from the whole class and put them to gather as a simple ‘Mind Map’. Example: Teaching making a lesson plan Preparation Creating teaching Talking with other about confused points - T and ST wrap up by go over the ‘Mind Map’ Feedback: Traditionally, teachers have to prepare their teaching in advance especially planning a lesson and making teaching aids. Teaching and Learning Activities Introduction (10 minutes) - Ask the whole class a question about what a lesson plan is….. Question: What’s a lesson plan? - The ST turn to their close friend and exchange ideas about lesson plan definition. - Elicit the ideas from 2-3 volunteers and put the key words on boards. - T and the ST wrap up by go over the note on board. Feedback: A lesson plan is as a track for teachers to follow or as a teaching guideline. Usually, the lesson plan is a detailed of teaching and learning procedures, especially the teacher’s objectives for what students will achieve during the lesson and how they will learn it. 1

Group Discussion (20 minutes) - Tell the ST work in a small group of 5 by counting the number from 1 – 5, then ask the same number be together in five groups (G -1, G- 2 and …). - Put a question on board and ask each group think about it. Question: Why do teachers need to plan a lesson? - The ST share ideas about the reasons of planning a lesson and take notes on A4 paper then transfer to flip chart. When they finish, stick the flip chart on the wall. - The ST walk around as a wise clock group by group to consider the answer on flipchart. - Ask the ST to adapt their own flip chart. - Wrap up by asking 2-3 volunteers express their respond to the question above. - Give feedback orally or show Power Point Feedback: There are many possible answers which base on the TT’s understanding. For example: there are some reasons as follows: 1) Ensure alignment across grades; 2) Avoid teaching from cover to cover; 3) How to teach; 4) A good lesson plan makes a confident teacher; 5) Lesson planning save time in future; 6) Handing over and professional performance. Conclusion (5 minutes) (Adaptation from www.teachablemath.com) - Ask the whole class to share the idea ‘a good lesson plan makes a confident teacher.’ - The ST share reasons with their friends who sit close to them; 2 or 3 people. - Elicit the ideas from 2 – 3 volunteers - Give feed back Feedback: Possible Answer: A good lesson plan makes a confident teacher because: - It is clear on what he/she want to teach; - It is also ready to handle with anything occur; - To remind him/her for the teaching why get confused; - It provides a step-by-step guide to teachers to explore deep into what he/she is teaching. Assessment (10 minutes) - Tell the ST work in the same group of 5 and discuss the importance of lesson planning. - The ST work in group talking about importance of lesson planning - Call a representative of 2 – 3 voluntary groups report their statements. - Take note the kay expression on board - Ask 1-2 volunteers to sum up the key points by asking them a question: Question: What can we learn from this information? - Wrap up through Power Points Feedback: A lesson planning is important for both new and experienced teachers. In general, almost teachers teach their own class as the way they were taught as students; however, that might not the best way because the teaching-learning environment changed. As a result, we need to continually update ourselves with the best practice that work and how to teach more effectively. 2

Lesson Plan 2 Subject: Teaching English Module: I Time: 50 minutes Topic 1: Learning outcomes: Overview of English Language Sub-topic: 4 Student Teachers will be able to point Learning Planning effectively for out and clarify the key components of a language learning: lesson plan. Resources - Work sheet B.Introducing to lesson Assessment - Hand out. Planning - Answer question - A lesson plan template (To check the ST perception about key components of a lesson plan). - Class Observation Activator: Brainstorming (10 minutes) - Put the words ‘Key Components of a lesson plan’ on board - Explain the task, the ST need to think about ‘Key Components of a lesson plan’ the would be include in the lesson. - Ask the St work in pairs that is organised. For example: A and B are the first group, A and B are second group, and ……….. - Elicit the answers from the whole class and put them to gather as a simple ‘Mind Map’. Example: Resources Key components of Assessment A lesson plan Making a lesson plan contains of setting learning goals, indicating of teaching and Feedback: learning activities and determining the teaching aids that will be used. Teaching and Learning Activities: Introduction (5 minutes) - Tell the ST work in a small group of 3 by counting 1, 2, 3 are one group; 1, 2, 3 are one group. - Introduce and give the ST a lesson plan template (See attached page) and ask them to look at the whole structure that they could get overview of a lesson plan. Presentation (25 minutes) - Tell the ST work in a small group of 4 – 5 by counting the number from 1 – 5, then ask the same number be together in five groups (G -1, G- 2 and …). - The ST go over the template in groups, then think about what to do in each component and take note on A4 paper. Example: Objectives - teacher need to set up very clear about what they need their students will be able to learn or do at the end of the lesson - Ask a representative of 2-3 voluntary groups report their work. - Wrap up by showing solution through flip chart or Power Point. 1

Conclusion (5 minutes) - Ask the whole class to share ideas about things they have learnt from analyse each key component of a lesson plan. Question: What did you learn from above activity? - The ST turn to their friends who are next to them and exchange their ideas. - The ST shares reasons of things to be done in each lesson plan component. Assessment (10 minutes) - The ST sharing in pairs; A & B work together, A & B …..; A & B…… - The ST shares reasons of things to be done in each lesson plan component. Question: Why do teachers focus on 5 components of a lesson plan? - Call 3 – 4 volunteers to express their ideas for the whole class. - Give feedback. Feedback 5 key components of a lesson plan are important for teacher when they plan the lesson because they remind them to go on track of what they have planned in advance. 2

Resources Lesson Plan Template (Primary School) Subject: …………… Class: ………………. Time: ….….minutes I. Objectives II. Measurement & Evaluation III. Contents IV. Teaching Material V.Teaching and Leaning Activity 3

Lesson Plan Template (Primary School) Subject: …………… Class: ………………. Time: ….….minutes I. Objectives (What kind of knowledge or skills that students will get or will be able to do after learning this lesson). By the end of this lesson, students will be able to: - Listening & Speaking - Reading - Writing II. Measurement & Evaluation (How will you assess teacher trainees’ learning? Formative assessment for learning) III. Content (Which knowledge or skills that you are going to teach in this lesson) Vocabulary Grammar Letters & Sounds Letter formation Blending Sight words IV. Teaching Material (Which resources will you use to support teaching and learning?) V.Teaching and Leaning Activity (Which activities are the most suitable to make teacher-trainees reach the learning outcomes? What will you teach, how will you teach it and how do teacher-trainees learn?). 4

Lesson Plan 3 Subject: Teaching English Module I: Time: 50 minutes Learning outcomes: Topic 1: Sub-topic: 4 Student Teachers will be able explain Overview of English Language Planning effectively for and identify what the lesson objective is Learning language learning: A. Lesson Objectives Assessment: Resources - Complete (Complete the chart with different types - Teacher Training Manual for STC key Trainers, 2004, pp. of lesson objectives). 106-141. - Students’ participation - Work sheets - 5 sets of animal cards (cat, dog, coat, pig, horse, monkey) - Chart of the lesson Activator: Brainstorming (10 minutes) - Ask the ST work in a small group of 5 by giving them different 5 animals (cat, dog, coat, pig, horse, monkey). - The ST express their understanding about ‘Objective’ and talk about their objectives in life that they would to like to have by asking them a question. Question: What would you really like to achieve in the next five years? - Call for a representative of 2-3 voluntary groups to report the class about their groups. - Wrap up by asking a volunteer to sum up what the meaning of objective is …. - Give feedback. Feedback Objective is something that we plan to achieve or get. For example, my life objective in next five years is; I prefer to have a small and lovely wooden house in the big yard. Thus, I need to plan or think ways of saving or earning in order to be successful. Teaching and Learning Activities Introduction (5 minutes) - Ask the whole class giving the reason about ‘Setting lesson objectives’ by answering the following question. Question: 1. Why does a teacher set the lesson aims in his/her a lesson plan? - The ST turn to friends who are next to them and exchange the reasons. - Elicits the answers from the whole class and puts the key words on board. - T and TT wrap up by go over the note on board. Feedback: We set the ‘lesson objectives’ to confirm ourselves about what we are going to teach in the lesson, and it’s more important so we know what we want the students to learn, and we can check this at the end of the lesson. Setting lesson objectives (20 minutes) - The ST work in the same group of 5 as above activity. - Put a chart of before and after lesson about ‘Face’ and explain the task, the St need to consider the chart of student’s feeling before and after learning the lesson, then share ideas and answer 4 questions: 1

Questions: 1). what happens before and after teaching? 2).How do students feel? 3). Were the lesson aims achieve? 4).How do we know? FORE THE LESSON AFTER THE LESSON ? ? LESSON: ! ? ? Aims ☺! New Lesson Doesn’t have the language: Has the language (Can’t communicate) (Can communicate) - The ST work in group and answer the questions - Call a representative of 1-2 volunteer groups to give the answers by explaining important information on the chart. - To wrap up this activity by asking the whole class a question. Question: What’s the objective of this lesson plan? - The ST share ideas with their friend who are around them. - Elicit the answers 2-3 volunteers and give feedback. Feedback: The objective of this lesson is the students will learn vocabulary about face and to make simple sentences by using have/has got. Conclusion (5 minutes) - Ask the whole class a question to check their understanding about a lesson objective. Question: 1. How do you know what the objective of a lesson is? - Call 2-3 volunteers to give the answers. - Wrap up and give feedback. The objectives of the lessons are always provided in the text book, but you must still make sure that Feedback: you really understand what it means and you are clear about the objectives of the lesson as a whole. Assessment (10 minutes) - Organize the ST work in group of 5 as above activity - Explain them the task, put types of aim for each lesson aim in the table. Example: Read the lesson aims bellow and put Sk for Skills (S, R, L, W) T=Topic, G=grammar, V No lesson aims Types of aims 1. Students compare using Simple Present and Present Continuous Tenses G 2. Students learn to English songs and missing words on a gap fill worksheet Sk (L) - Elicit the answers and puts on board. - T and the ST go over the answers together. 2