Teaching English1 12+2

Lesson 33 Subject: Teaching Module: 1 Time: 50 minutes English 1 Topic 3: English Sub-topic: About Me Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - ask and answer questions about basic personal information. Resources Assessment Worksheet – Nice to Meet You (one copy per teacher - Observe teacher trainees during trainee -copy and cut up) Activity 2 and the performance of the conversation Activator (5 mins) Hit the board - Organize teacher trainees into 3 teams – Team A, Team B and Team C. - Write Team A, Team B and Team C and the following letter sounds on the board s, a, t, i, p, n, c, e, h, r, d, m, g, o, l, f, u, b, j, z, w - Ask the teams to line up in front of the board. Then ask the first teacher trainee in each line to stand with their back to the board. - Explain that you will say a letter sound and the first teacher trainee to hit the correct sound wins a point for their team. - Play the first round and record the point on the board. Ask the teacher trainees to go to the back of the line and continue the game with the next three teacher trainees at the front of the line. - At the end of the game, add up the points and name the winning team. Teaching and learning activities Introduction (10 mins) - Ask teacher trainees what greetings they know in English. Write their ideas and the greetings Hello, Hi, Good morning, Good afternoon on the board. - Write the following questions on the board What’s your name? How are you? How old are you? Where are you from? - Elicit how to answer each question and write the answers on the board next to each question ( My name is … I’m fine/good/well, thank you. I’m … years old. I’m from…. - Organise teacher trainees into pairs and ask teacher trainees to practice using the greetings. Activities (25 mins) Activity 1 - Give out the worksheet - Nice to Meet You and ask teacher trainees to look at Activity 1. - Explain that teacher trainees have to listen the conversation and complete the gaps. - Give teacher trainees time to read the conversation. Then read the listening script to teacher trainees 3 times – you may want to ask one teacher trainee to read part B of the conversation.

Listening script A: Hello! How are you? B: Hi! I’m (1) ………………, thank you. How (2) ………………… you? A: (3) ……………… good too. What’s your name? B: My name is (4) ……………….……… What’s your name? A: I’m Somphone. How (5) ………………… are you, Vilayvanh? B: I am (6) …………… years old. Where are you from? A: I’m from Vientiane. And you? B: I’m (7) ………………. Pakse. It’s nice to meet you. B: Nice to meet (8) …………… too! - Ask teacher trainees to check their answers with a partner. Then check the answers as a whole class. Answers: 1 fine 2 are 3 I’m 4 Vilayvanh 5 old 6 old 7 from 8 you - Ask the teacher trainees practice reading the conversation in pairs. Activity 2 - Ask teacher trainees to Look at Activity 2 and read the instruction. - Explain that teacher trainees have to practice the conversation again, but this time they have to answer with their own information. - Choose a pair of students to model the activity. Then ask students to complete the activity in pairs. Summary & assessment (10 mins) - Choose pairs of teacher trainees to perform the conversation in front of the class. Annex Resources to be used during this lesson: - Worksheet – Nice to Meet You

Worksheet (Module 1, Lesson 33) Nice to Meet You Activity 1 Listen and complete the missing information. A: Hello! How are you? B: Hi! I’m (1) ………………, thank you. How (2) ………………… you? A: (3) ……………… good too. What’s your name? B: My name is (4) ……………….……… What’s your name? A: I’m Somphone. How (5) ………………… are you, Vilayvanh? B: I am (6) …………… years old. Where are you from? A: I’m from Vientiane. And you? B: I’m (7) ………………. Pakse. It’s nice to meet you. B: Nice to meet (8) …………… too! Activity 2 Read the conversation again but complete the sentences with your own information. Worksheet (Module 1, Lesson 33) Nice to Meet You Activity 1 Listen and complete the missing information. A: Hello! How are you? B: Hi! I’m (1) ………………, thank you. How (2) ………………… you? A: (3) ……………… good too. What’s your name? B: My name is (4) ……………….……… What’s your name? A: I’m Somphone. How (5) ………………… are you, Vilayvanh? B: I am (6) …………… years old. Where are you from? A: I’m from Vientiane. And you? B: I’m (7) ………………. Pakse. It’s nice to meet you. B: Nice to meet (8) …………… too! Activity 2 Read the conversation again but complete the sentences with your own information.

Lesson 34 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: About Me Topic 3: English Learning outcomes: At the end of the instruction lesson, teacher trainees will be able to: - ask for and give basic information Resources Worksheet - Class Survey about their classmates Assessment - Observe teacher trainees as they complete the survey - Check the sentences they write Activator (5 mins) - Tell the teacher trainees that they are going to play the Counting Duck game. - Ask them to make a big circle. - Explain that teacher trainees have to count from 1 -20 around the circle (the first person says one, the second person says two, etc.) but if you get number 5, 10, 15 or 20 you have to make the sound of a duck. If a student makes a mistake, they have to sit down. - Play one round as a practice (no students are out of the game), then play for real. Teaching and learning activities Introduction (10 mins) - Write your name, age, favourite colour and phone number on the board, e.g. Noy, 30, purple and 98766072. Do not tell teacher trainees what these words and numbers relate to. - Organise teacher trainees into pairs and ask them to guess what each word and number is. - Elicit their ideas and write them on the board (name, age, colour and phone number). - Point to the word name and ask teacher trainees Do you know how to make a question to ask for a name? Elicit What’s your name? Repeat for the other words, e.g. Name – What’s your name? Colour – What’s your favourite colour? Age – How old are you? Phone number – What’s your phone number? Activities (25 mins) Class Survey - Give out the worksheet – Class Survey. Explain that teacher trainees have to walk around the class and speak to three classmates to complete the survey. - Before starting the survey, point to each question on the board and elicit how to answer the question. Write the answers on the board, e.g. Name – My name is … Colour – My favourite colour is… Age – I am ….. years old. Phone number – My phone number is … - Then ask teacher trainees to walk around the class and complete the survey. - When they have completed the survey, organise teacher trainees into groups of 5 or 6. Explain that they have to tell their group about the people they surveyed, e.g. Phanthachit is 25 years old. His favourite colour is red. His phone number is 99967234. Summary & assessment (10 mins) - Ask teacher trainees to write 3-5 sentences about their classmates using the information from the survey. Annex Resources to be used during this lesson:

Worksheet (Module 1, Lesson 34) Class Survey Walk around the class. Asks three classmates to complete the survey. Write their answers into the table. Questions 123 What’s your name? How are you today? How old are you? What’s your favorite color? What’s your telephone number? Worksheet (Module 1, Lesson 34) Class Survey Walk around the class. Asks three classmates to complete the survey. Write their answers into the table. Questions 123 What’s your name? How are you today? How old are you? What’s your favorite color? What’s your telephone number?

Lesson 35 Subject: Teaching Module: 1 Time: 50 minutes English 1 Topic 3: English Sub-topic: About Me Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - use subject pronouns with the verb ‘to be’ to form simple sentences. Resources Assessment A ball - Observe teacher trainees Worksheet – Phet’s Family completing the worksheet activities Handout – Subject Pronouns and the Verb ‘to be’ and ordering the sentences Jumbled sentences (Cut up one set per group) Activator (5 mins) - Ask teacher trainees to stand in big circle. - Give one teacher trainee the ball and explain that they have to think of a question from the previous lessons, e.g. What’s your name? How are you? How old are you? Where are you from? What’s your favourite colour, What’s your phone number? - Tell them to ask the question and throw the ball to another teacher trainee. The person who catches the ball answers the question, then asks another question and throws the ball. Teaching and learning activities Introduction (10 mins) - Introduce the subject pronouns by giving some example sentences about people in the room. For each pronoun, point or use a gesture to indicate the meaning, for example: I am a teacher. You are a teacher trainee. He is 20 years old. She is (Sengmany). We are in class They are boys. - Repeat the sentences and ask teacher trainees to join in with you and point or copy the gesture. - Write the subject pronouns and verbs on the board, e.g. I am …, You are …, He is …, She is…, We are …, They are … - Point to yourself and say, ‘I am …’. Ask the teacher trainees to suggest a way to complete the sentence. Repeat for the other subject pronouns and verbs. - Organise students into groups of 5 or 6 and ask them to do the same activity. - Choose some groups to say their sentences to the class. - Give out the handout – Subject Pronouns and the Verb ‘to be’ and explain that teacher trainees can use it as a reference. Activities (25 mins) Activity 1 - Give out the worksheet – Phet’s Family. - Ask teacher trainees to look at Activity 1 and read the instructions. Explain that they have to read the text and underline the subject pronouns and the verb ‘be’. - Ask teacher trainees to complete the activity individually. Then ask them to compare their answers with a partner. - Do feedback and elicit the answers. Answers: Hi! I’m Phet and this is my family. We are from Vientiane. I am a mechanic and I’m thirty-four years old. My wife’s name is Dao. She is an office manager. I have two children. My daughter’s name is Ohn. She is eight years old. My son’s name is Kham. He is six years old. They are students at primary school.

Activity 2 - Ask teacher trainees to look at Activity 2 and read the instructions. Explain that they have to complete sentences 1-4 with I, you, he, she, we or they and sentences 5-8 using am, is or are. - Ask teacher trainees to complete the activity individually, then check their answers with a partner. - Do feedback and elicit the answers. Answers: 1 I 2 We / They 3 You 4 She 5 are 6 is 7 are 8 am - Check teacher trainees understand that if a sentence contains the name of one person, e.g. Dao we use is – Dao is Phet’s wife. Dao is an office manager. If a sentence contains the names of two or more people, e.g. Ohn and Kham, we use are – Ohn and Kham are students. Summary & assessment (10 mins) - Organise teacher trainees into groups of 4 or 5. - Give group a set of jumbled sentence cards. - Explain that the aim of the activity is to be the fastest group to put the sentences in the correct order. Groups have to raise their hands when they think they have put the sentences into the correct order. - If a group raises their hand check if their sentences are correct. - At the end of the activity, choose groups to read out the full sentences. Suggested sentences: I am Noy. / I am 20 years old. You are teachers. / They are teachers. She is 20 years old. / She is Noy. He is a boy. They are from Luang Prabang. / You are from Luang Prabang. Annex Resources to be used during this lesson: - Worksheet – Phet’s Family - Handout – Subject Pronouns and the Verb ‘to be’ - Jumbled sentences (Cut up one set per group)

Worksheet (Module 1, Lesson 35) Phet’s Family Activity 1 Read the text. Underline the subject pronouns and the verb ‘be’. Hi! I’m Phet and this is my family. We are from Vientiane. I am a mechanic and I’m thirty-four years old. My wife’s name is Dao. She is an office manager. I have two children. My daughter’s name is Ohn. She is eight years old. My son’s name is Kham. He is six years old. They are students at primary school. Activity 2 Complete the sentences 1-4 with I, you, he, she, we or they. Complete sentences 5-8 using am, is or are. 1 ……………… am Ohn. 2 ……………… are a family. 3 ……………… are my son. 4 ……………… is Phet’s wife. 5 Ohn and Kham ……………… students. 6 He ……………… thirty-four years old. 7 They ……………… from Vientiane. 8 I ……………… Dao.

Handout (Module 1, Lesson 35) Subject Pronouns and the Verb ‘to be’ ການໃຊ້ Subject pronouns and the verb ‘to be’ Subject pronouns Verb (be) Contractions am ຕວົ ຫຍໍ້ ຄາໍ ແທນນາມທເີ່ ປນັ ປະທານ I’m I You’re He’s You are She’s It’s He We’re They’re She is It We are They ການໃຊ້ Subject pronouns Subject pronouns ໝາຍເຖງິ ຄາໍ ແທນນາມທີ່ເຮດັ ໜາ້ ທີ່ເປນັ ປະທານຂອງປະໂຫຍກ ໄດ້ແກ່ ເອກະພດົ ພະຫພຸ ດົ I: ຂ້ອຍ (ເປນັ ບຸລຸດທໜ່ີ ີ່ງຈາໍ ນວນໜອ້ ຍ) We: ພວກເຮົາ (ເປນັ ບຸລຸດທໜງ່ີ ຈໍານວນຫາຼ ຍ) You : ເຈົ້າ, ທາ່ ນ (ເປັນບລຸ ຸດທສອງຈາໍ ນວນໜອ້ ຍ) He: ລາວ (ເປັນບລຸ ດຸ ທໜ່ີ ີງ່ ຈາໍ ນວນໜ້ອຍ ເຊ່ີິງໝາຍເຖງິ You: ພວກເຈົາ້ , ພວກທ່ານ ຜ້ຊາ)) (ເປັນບຸລຸດທສອງຈາໍ ນວນຫຼາຍ) She: ລາວ (ເປນັ ບຸລຸດທ່ໜີ ່ີງຈາໍ ນວນ ເຊງິີ່ ໝາຍເຖງິ (ຜ້ຍິງ) They: ພວກເຂົາ, ພວກທາ່ ນ, ພວກມັນ( It: ມນັ ເປນັ ບລຸ ດຸ ທສາມຈາໍ ນວນຫຼາຍ) ຕວົ ຢາ່ ງ ທາ່ ນແຊມບຢ່ໍ ບ່ າ້ ນ. ລາວໄປການ ນ້ອຍ ບໍ່ໄດມ້ າແຕ່ວຽງຈນັ . ລາວ ມາຈາກ ປາກເຊ Mr. Sam isn’t at home. He’s at work. ລດົ ຍົນລາຄາບໍຖ່ ກື . ພວກມນັ ລາຄາແພງ Noy isn’t from Vientiane. She’s from Pakse. ອາກາດບໍ່ດ. ມັນຮອ້ ນ Cars aren’t cheap. They’re expensive. ທອມກັບຂອ້ ຍເປນັ ນັກຮຽນ ພວກເຮົາເປັນເພື່ອີ ນກັນ The weather is bad. It’s sunny. Tom and I are students. We’re friends.

Jumbled Sentences am Noy. I You are teachers. She is 20 years old.

He is a boy. They are from Luang Prabang.

Lesson 36 Module: 1 Time: 50 minutes Sub-topic: About Me Subject: Teaching Learning outcomes: At the end of the English 1 lesson, teacher trainees will be able to: Topic 3: English - use language to talk about personal Instruction information independently Resources Assessment Worksheet – Review Activities - Observe teacher trainees perform their dialogues Activator (5 mins) - Tell teacher trainees that they are going to play Chinese Whispers. - Organise them into four teams and ask them to stand in lines. - Explain that you will whisper a sentence to the first person in each line. Each teacher trainee whispers the sentence to the next person and the teacher trainee at the end of the line says the sentence aloud. The first team to say the sentence correctly wins a point. - Whisper the sentence, ‘My favourite colour is yellow’ to the first student in each line. Then start the game. - Repeat the game with other sentences, e.g. My phone number is 54293307, Lamxe and Chantavon are sisters, My name is Phonsavanh and I am twenty-five years old. Teaching and learning activities Introduction (5 mins) Activity 1 - Explain that in this lesson, teacher trainees will review the language they have been practising this week. - Give out the worksheet- Review Activities and ask the teacher trainees to look at Activity 1. - Explain that they have to choose the correct word to complete each sentence. - Ask them to complete the activity individually, then check their answer with a partner. - Elicit feedback and check the answers. - Answers: 1 b 2 c 3 a 4 a 5 c 6 b Activities (30 min) Activity 2 - Explain that teacher trainees have to order the words to form questions. When they have made the questions correctly, they have to practice asking and answering the questions with a partner. - Organise teacher trainees into pairs and ask them to do the activity. - Elicit feedback – choose a pair and ask one teacher trainee to read the correct question and the other teacher trainee to answer the question. - Answers: 1 How are you today? 4 What is your name? 2 Where are you from? 5 What is your phone number? 3 What is your favourite colour? 6 How old are you? Activity 3 - Tell teacher trainees that they have to work in pairs to write a dialogue using the language they have practiced in the previous three lessons. Explain that they will perform their dialogue at the end of the lesson.

Summary & assessment (10 mins) - Ask each pair of teacher trainees to join another pair. - Tell them to perform their dialogue for their new partners. - After each pair has had an opportunity to perform their dialogue, choose pairs to perform in front of the class. Annex Resources to be used during this lesson: - Worksheet – Review Activities

Worksheet (Module 1, Lesson 36) Review Activities Activity 1 Read the sentences. Choose the correct word to complete each sentence. 1. I ……………… a student at a teacher training college. a) is b) am c) are 2. ……………… is my sister. a) They b) You c) She 3. We ……………… 20 years old. a) are b) am c) is 4. ……………… a teacher. a) He is b) We are c) They are 5. ……………… are from Laos. c) You a) I b) He 6. Phut and Souttha ……………… brothers. a) is b) are c) am Activity 2 Order the words to form questions. Then practice asking and answering the questions with a partner. 1. today? / you /How / are …………………………………………………………………………………… 2. are / you / from? / Where …………………………………………………………………………………… 3. your / What / colour? / is / favourite …………………………………………………………………………………… 4. name? / your / is / What …………………………………………………………………………………… 5. What / phone / your / number? / is …………………………………………………………………………………… 6. old / you? / are / How / …………………………………………………………………………………… Activity 3 Work with a partner to write a short dialogue using the language you have practiced this week.

Lesson 37 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: At School Topic: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - talk about classroom object using There is … and There are … Resources Assessment Classroom object flashcards or real objects (prepare - Check teacher trainees’ written before the lesson) work in Activity 2 Worksheet - Classroom Objects + There is … / There - Observe teacher trainees during are… pair work Activator (5 mins) - Tell teacher trainees that they are going to play Chinese Whispers. - Organise them into three teams and ask them to stand in lines. - Explain that you will whisper a sentence to the first person in each line. Each teacher trainee whispers the sentence to the next person and the teacher trainee at the end of the line runs to the board and writes the sentence on the board. The first team to write the sentence correctly wins a point. - Whisper the sentence, ‘My favourite colour is blue’ to the first student in each line. Then start the game. - Repeat the game with other sentences, e.g. My name is Phonsavanh, My phone number is 54293307, Lamxe and Chantavon are sisters. Teaching and learning activities Introduction (10 mins) - Show the flashcards or hold up/point real classroom objects pen, book, ruler, eraser, pencil, bag, chair, table and fan and ask teacher trainees that ‘What’s this?’ Elicit the name of any objects they know. - Show each object again, say the name and ask teacher trainees to repeat it. - Place the objects or flashcards around the classroom. Say the names of the objects in random order and ask teacher trainees to point to them. Activities (25 mins) Activity 1 - Give out the worksheet – Classroom Objects and ask teacher trainees to look at Activity 1. - Explain that they have to match the words and pictures. - Organise them into pairs and ask them to complete the activity. - Elicit feedback and check the answers. Answers: 1 book 2 pencil 3 bag 4 ruler 5 chair 6 table 7 pen 8 fan 9 eraser Activity 2 - Ask teacher trainees to Look at Activity 2. - Point to the information box and explain that we use There is for one item and There are for two or more items. Draw teacher trainees’ attention to the s on the plural of books. - Explain that teacher trainees have to complete sentences 1-6 with There is or There are. For item 7 and 8, they have to look at the picture and write a full sentence. - Ask them to complete the activity individually, then check the answers with a partner. - Elicit feedback and check the answers.

Answers: 1 There are two books. 2 There is a ruler. 3 There are three pencils. 4 There are six chairs. 5 There is a bag. 6 There is an eraser. 7 There are four fans. 8 There is a table. Summary & assessment (5 mins) - Organise teacher trainers into pairs. - Ask them to describe the classroom objects they can see around them. - Ask teacher trainees to share sentences with the class. Annex Resources to be used during this lesson: - Classroom object flashcards (optional – prepare one set) - Worksheet - Classroom Objects + There is … / There are…

Worksheet (Module 1, Lesson 37) Classroom Objects Activity 1 Match the words in the box to pictures 1-9. fan ruler book table pen bag eraser pencil chair 1 ………………………………… 2 ………………………………… 3 ………………………………… 4 ………………………………… 5 ………………………………… 6 ………………………………… 7 ………………………………… 8 ………………………………… 9 …………………………………

Worksheet (Module 1, Lesson 37) There is … / There are … There is one book. There are two books. There are three books. Activity 2 Complete the sentences with There is or There are. Ex There is a pen. 1 ………………………… two books. 2 ………………………… a ruler. 3 ………………………… three pencils. 4 ………………………… six chairs. 5 ………………………… a bag 6 ………………………… an eraser. 7 ………………………………………………………… 8 …………………………………………………………

Flashcards









Lesson 38 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: At School Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - use the question Have you got…? Resources Assessment Worksheet 1 – The Paper Game (one copy per student - Observe teacher trainees during pair -copy and cut up) work Worksheet 2 – Have you got a pen? - Check written work on Worksheet 2 Activator (5 mins) - Divide teacher trainees into 5 teams. - Explain that they will play a guessing game. You will give them definitions of classroom objects and they have to try and guess the object. The first team to run to the board and write the correct word wins a point. - Give definition of a classroom object, e.g. It is an object we use to write and to draw pictures. What is it? (pencil). - Give the winning team a point and continue the game. Suggested descriptions: - It is an object we use to carry our books and things. What is it? (a bag). - It is an object we use when we make a mistake. It makes pencil disappear. What is it? (an eraser). - It is an object that helps keeps us cool. It is located above our heads. What is it? (a fan). - It is an object we sit on in the classroom. What is it? (a chair). Teaching and learning activities Introduction (5 mins) - Introduce the question and answer Have you got ….? Yes, I have. No, I haven’t. - Choose a teacher trainee and ask them, Have you got a pen? If they have a pen, encourage them to show the pen and answer Yes, I have. If they have not got a pen, encourage them to answer No, I haven’t and shake their head. - Repeat this step several times with different objects and different teacher trainees. Activities (30 mins) The Paper Game - Organise teacher trainees into pairs and explain that they are going to play a game. - Nominate a Teacher Trainee A and Teacher Trainee B in each pair and give out Worksheet 1- The Paper Game – give Part A to Teacher Trainee A and Part B to Teacher Trainee B. - Show teacher trainees the names on the left side of the worksheet. Explain that they have to choose a name, but they should not tell their partner who they are. The aim of the game is to work out your partner’s name by asking questions using Have you got…? and recording the answers the questions. - Write the question Have you got…? and the answers Yes, I have. No, I haven’t. on the board. - Choose a teacher trainee to demonstrate the activity with you. Then ask teacher trainees to play with their partners. Worksheet 2 - Give out Worksheet 2– Have you got a pen? - Tell teacher trainees work in pairs to look at the example and read it together. - Explain that for each picture, they have to write a question and an answer. If there is a , the answer should be Yes, I have. If there is a , the answer should be No, I haven’t.

- Ask teacher trainees to complete the activity individually. Then compare their answers with a partner. - Do feedback and check the answers. Answers: 1 Have you got a bag? Yes, I have. 2 Have you got a ruler? No, I haven’t. 3 Have you got a book? Yes, I have. 4 Have you got a fan? Yes, I have. 5 Have you got an eraser? No, I haven’t. Summary & assessment (5 mins) - Ask teacher trainees to practice asking and answering questions about classroom objects around them using the question Have you got …? Annex Resources to be used during this lesson: - Worksheet 1 – The Paper Game - Worksheet 2 – Have you got a pen?

Worksheet 1 (Module 1, Lesson 38) The Paper Game – Part A Choose a name but do not tell your partner. Try to work out who your partner is by asking Have you got …? questions and recording their answers. Amy no yes no yes no Tony yes no yes yes yes Sarah no yes no no no Pete no yes no yes no David yes no yes yes yes Sam no yes no no no Worksheet 1 (Module 1, Lesson 38) The Paper Game – Part B Choose a name but do not tell your partner. Try to work out who your partner is by asking Have you got …? questions and recording their answers. Amy no yes no yes no Tony yes no yes yes yes Sarah no yes no no no Pete no yes no yes no David yes no yes yes yes Sam no yes no no no

Worksheet 2 (Module 1, Lesson 38) Have you got a pen? Activity Write a question and an answer for each picture. Have you got a pen?  Yes, I have.  No, I haven’t. ………………………………………………………………………? 1  ………………………………………………………………………. ………………………………………………………………………? 2  ………………………………………………………………………. ………………………………………………………………………? 3  ………………………………………………………………………. ………………………………………………………………………? 4  ………………………………………………………………………. ………………………………………………………………………? 5 ……………………………………………………………………….

Lesson 39 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: At School Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - name school subjects Resources - express likes and dislikes Worksheet – School Subjects Assessment - Class observation Feeling Flashcards (prepare one set) - Check teacher trainees’ written work Activator (5 mins) Hit the board - Put the classroom object flashcards or write the names of the classroom objects on the board. - Organize teacher trainees into 3 teams – Team A, Team B and Team C. Ask the teams to line up in front of the board. Explain that you will say a classroom object and the first teacher trainee to hit the correct picture or word wins a point for their team. - Play the first round and record the point on the board. Ask the teacher trainees to go to the back of the line and continue the game with the next three teacher trainees at the front of each line. At the end of the game, add up the points and name the winning team. Teaching and learning activities Introduction (5 mins) - Write school subjects on the board and ask teacher trainees if they know what it means or if they can give any examples of school subjects. Explain the meaning and write any subjects they name on the board. Activities (30 mins) Activity 1 - Give out the worksheet- School Subjects and ask teacher trainees to look at Activity 1. - Point to the pictures and elicit or establish that they show school subjects. - Explain that teacher trainees have to write the missing letters to complete the school subjects. - Organise them into pairs and ask them to complete the activity. - Elicit feedback and check the answers. Answers: 1 Lao Language 2 Art 3 Maths 4 PE 5 Moral Education 6 Science 7 Music Activity 2 - Write the school subjects on the board. Point to a subject e.g. English, hold up a feeling flashcard, e.g. and make a sentence, e.g. I like English – smile and look happy as you say it. Elicit from teacher trainees what I like… means. Do the same for I don’t like … - Ask a teacher trainee to come to the front of the class and choose a subject. Then ask them to choose the happy or sad flashcard and make a sentence with I like or I don’t like. Repeat two or three times with different students. - Ask the teacher trainees to look at Activity 2. Explain that they have to draw a face to show how they feel about each subject and then write a sentence using I like... or I don’t like… - Ask students to read their sentences to a partner. - Do feedback - ask volunteers to share one of their sentences with the class.

Summary & assessment (10 mins) - Write the question Do you like …? and the answers Yes, I do. /No, I don’t. on the board. - Choose a teacher trainee and ask, Do you like Maths? Encourage them to answer Yes, I do or No, I don’t. Repeat two or three times with different students. - Then ask students to practise asking and answering the question with their partner. Annex Resources to be used during this lesson: - Worksheet – School Subjects - Feeling Flashcards

Worksheet (Module 1, Lesson 39) School Subjects Activity 1 Look at the pictures and write the missing letters to complete the school subjects. 1 ___ ao L___ nguag ___ 2 A ___ ___ 3 M ___ t ___ s 4 ___. E. 5 M ___ ra ___ ___ducatio___ 6 S ___ i ___ nce 7 ___ u s ___ ___ Activity 2 Draw a happy or sad face to show how you feel about each subject. Write a sentence about each subject using I like… or I don’t like… English Example: I like English. Lao Language ………………………………………………………… Maths ………………………………………………………… Science ………………………………………………………… Art ………………………………………………………… ………………………………………………………… Moral Education ………………………………………………………… Music ………………………………………………………… PE

Feeling Flashcards

Lesson 40 Subject: Teaching Module: 1 Time: 50 minutes English 1 Topic 3: English Sub-topic: At School Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - use the new vocabulary to describe their weekly schedule Resources Assessment Worksheet 1 – Days of the Week - Observe teacher trainees during pair Worksheet 2 – My Schedule (Prepare copies of 2A for work half the class and 2B for half the class) Activator (5 mins) Bingo - Write a selection of vocabulary (colours, classroom objects and school subjects) and draw a nine square table on the board. - Explain that the teacher trainees will play Bingo. Ask them to copy the table into their notebook and complete the table with nine words from the board, one in each square. - Check teachers understand that if they get a line of three squares, they have to call out Bingo! Then play the game. Teaching and learning activities Introduction (10 mins) Worksheet 1 - Organise teacher trainees into pairs. - Give out one copy of Worksheet 1 – Days of the Week to each pair and explain they have to match the days to their descriptions. - Ask teacher trainees to swap the worksheet with another pair and check the answers. Answers: 1 d 2 f 3 a 4 c 5 b 6 g 7 e Activities (30 mins) Activity 1 (Worksheet 2) - Organise teacher trainees into pairs. Ask them to nominate a Teacher Trainee A and B. Give Teacher Trainee A - Worksheet 2(A) and Teacher Trainee B - Worksheet 2 (B). - Ask them to look at Activity 1. Explain that they will do an information exchange to find the missing information in their schedule. They have to take turns asking questions and they must not show each other their worksheet. - Look at the example and practice the question together. - When teacher trainees have finished, ask them to compare the schedule with their partner and correct any errors. Activity 2 - Ask the teacher trainees to look at Activity 2. Tell them that they have to work alone to complete their own schedule for the week. - Write the names of classes that teacher trainees take on the board. Then ask them to fill out their schedule. - When they have completed their schedule, ask teacher trainees to ask their partners about their schedules using the same question and answer they used in Activity 1. Summary & assessment (5 mins) - Ask a volunteer to stand at the front of the class and ask the rest of the teacher trainees to ask questions about their schedule. - Repeat two or three times with different teacher trainees.

Annex Resources to be used during this lesson: - Worksheet 1 - Matching worksheet for introduction - Worksheet 2 - Information exchange worksheet for activity

Worksheet 1 (Module 1, Lesson 40) Days of the Week Activity Match the days of the week to the descriptions. Day Description 1 Monday a The day in the middle of the week. 2 Tuesday b The day before the weekend. 3 Wednesday c The day before Friday 4 Thursday d The first day of the week. 5 Friday e The final day of the week. 6 Saturday f The day after Monday. 7 Sunday g The first day of the weekend. Worksheet 1 (Module 1, Lesson 40) Days of the Week Activity Match the days of the week to the descriptions. Day Description 1 Monday a The day in the middle of the week. 2 Tuesday b The day before the weekend. 3 Wednesday c The day before Friday 4 Thursday d The first day of the week. 5 Friday e The final day of the week. 6 Saturday f The day after Monday. 7 Sunday g The first day of the weekend.

Worksheet 2A (Module 1, Lesson 40) My School Schedule (A) Activity 1 Ask your partner questions about their schedule to complete the missing information. For example, A: Which subject do you have on Monday afternoon? B: On Monday afternoon, I have … School Schedule Day Monday Tuesday Wednesday Thursday Friday Morning Math ……………………… Moral ……………………… Lao Language Education Afternoon ……………………… ……………………… ……………………… Music Science Activity 2 Complete the schedule with your own information. Then ask your partner about their schedule. For example, A: Which subject do you have on Monday afternoon? B: On Monday afternoon, I have … School Schedule Day Monday Tuesday Wednesday Thursday Friday Morning Afternoon

Worksheet 2B (Module 1, Lesson 40) My School Schedule (B) Activity 1 Ask your partner questions about their schedule to complete the missing information. For example, B: Which subject do you have on Monday morning? A: On Monday morning, I have … School Schedule Day Monday Tuesday Wednesday Thursday Friday Morning ……………………… Lao Language ……………………… Science ……………………… Afternoon Art English PE ……………………… ……………………… Activity 2 Complete the schedule with your own information. Then tell your partner about your schedule. For example, A: Which subject do you have on Monday afternoon? B: On Monday afternoon, I have … School Schedule Day Monday Tuesday Wednesday Thursday Friday Morning Afternoon

Lesson 41 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: Family Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - talk about people in their family Resources Assessment Family pictures – prepare one photo of your family Observe teacher trainees using the and ask teacher trainees before the lesson to bring a family vocabulary to describe people in photo of their family. their family Running dictation (three large copies and one copy per group) Worksheet - Family Activator (5 mins) Running dictation - Stick the three copies of the running dictation on the wall outside the classroom. - Organise teacher trainees into group of 5 or 6 and tell them that they will do a running dictation - Explain that there are three copies of the dictation outside of the classroom. They have 4 minutes to do the dictation. One teacher trainee from each group can go outside the classroom and read the first sentence of the dictation, tell their group and write down the sentence. Then another teacher trainee goes and reads the second sentence. Teacher trainees continue to take turns until they finish the dictation. - At the end of 4 minutes, ask teacher trainee to swap their dictation with another group. Give each group a copy of the dictation and ask them to check the other group’s dictation and correct any errors. Teaching and learning activities Introduction (10 mins) - Show a picture of your family and ask some questions, e.g. How many people are in the family? Who are they? (It is okay if the teacher trainees answer in Lao at this stage). - And write questions to ask teacher trainees: How many people are there in the family. Who are there? Then let teacher trainees answer about the picture. (Some of the teacher trainees may answer in Lao. But the vocabulary may include: - Write the words mother, father, son, daughter brother, sister, grandfather and grandmother. - Practice pronunciation of family vocabulary using drilling technique (Model, choral drill, Individual drill, Close pair drill). Activities (25 mins) Activity 1 - Organise teacher trainees to work in pairs and give them the worksheet. - Explain that they have to sort the letters to make family words. - Feedback: Ask teacher trainees to write the answers on the board. Answers: 1 grandmother 2 son 3 sister 4 mother 5 grandfather 6 daughter 7 brother - Organise teacher trainees into group of 5-6. - Explain that the teacher trainees will take turns showing a picture of their family and telling their group about the people in their family. - Write the following sentence starters on the board:

- I have… - This is my ………. - His/her name is ………. - He/she is ………… years old. - Model how to use the sentences then ask the teacher trainees to complete the activity. Summary & assessment (5 mins) - Ask teacher trainees to stand at the front of the class, show their photo and describe about their family. Annex Resources to be used during this lesson: - Family pictures (teacher and teacher trainees) - Running dictation (three copies to go outside the classroom and one copy per group) - Worksheet – Family

Worksheet (Module 1, Lesson 41) Family Activity 1 Order the letter to write the family words below. e.g. ftaehr father 1 omrgadtnhre __ __ __ __ __ __ __ __ __ __ __ 2 osn __ __ __ 3 itssre __ __ __ __ __ __ 4 mtoreh __ __ __ __ __ __ 5 gtadnhrefra __ __ __ __ __ __ __ __ __ __ __ 6 dtuhearg __ __ __ __ __ __ __ __ 7 toebrhr __ __ __ __ __ __ __ Worksheet (Module 1, Lesson 41) Family Activity 1 Order the letter to write the family words below. e.g. ftaehr father 1 omrgadtnhre __ __ __ __ __ __ __ __ __ __ __ 2 osn __ __ __ 3 itssre __ __ __ __ __ __ 4 mtoreh __ __ __ __ __ __ 5 gtadnhrefra __ __ __ __ __ __ __ __ __ __ __ 6 dtuhearg __ __ __ __ __ __ __ __ 7 toebrhr __ __ __ __ __ __ __

Running Dictation 1. I have got Maths on Monday morning. 2. On Tuesday afternoon, I have got Moral Education. 3. I haven’t got Art on Wednesday morning. 4. I have Lao Language and Music on Thursday morning. 5. I haven’t got Science or PE on Friday. Running Dictation 1. I have got Maths on Monday morning. 2. On Tuesday afternoon, I have got Moral Education. 3. I haven’t got Art on Wednesday morning. 4. I have Lao Language and Music on Thursday morning. 5. I haven’t got Science or PE on Friday.

Lesson 42 Module: 1 Time: 50 minutes Subject: Teaching English 1 Topic 3: English Sub-topic: Family Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - describe appearance Resources - use the verb have / has Handout – Describing Appearance Assessment: Worksheet – What does he / she look like? - Class observation during group work Activator (5 mins) Hangman – Family vocabulary - Tell the teacher trainees that they are going to play a hangman with family vocabulary. - Explain that teacher trainees can raise their hand to suggest letters to complete the blanks but if they give an incorrect letter, a line of the hangman will be drawn. - After the game, ask teacher trainees what strategies they use in this game. Elicit or establish that it is helpful to start with vowels before consonants. Teaching and learning activities Introduction (10 mins) - Ask two teacher trainees (one male and one female) to stand at the front of the class. - Ask the other teacher trainees, What do they look like? Elicit descriptions. The teacher trainees may answer in Lao but the adjectives should include tall, short, thin, fat/heavy, old young, slim, brown eyes, black eyes, brown hair, black hair, long hair and short hair. - Write the vocabulary on the board and practice pronouncing it. - Introduce the verb have/has for describing people. o Point to yourself and say a sentence, e.g. I have short hair and write it on the board. o Point to the male teacher trainee and say a sentence, e.g. He has short hair. Point to the female teacher trainee and say a sentence, e.g. He has short hair. o Write the sentence on the board. o Underline the verb have and has. Explain the use of have with I, you, we, they and has with he, she and it. Then explain that with adjectives like tall, short, young, old, slim and fat/heavy we use the verb be – am / is / are. - Give out the handout -Describing Appearance and tell teacher trainees to refer to it for the next activities. Activities (25 mins) Activity 1 - Give out the worksheet – What does he / she look like? and ask teacher trainees to look at Activity 1. - Tell teacher trainees they are going to do listening activity. They have to listen to the descriptions and write the names of the people next to the pictures. - Read the listening script two or three times. Listening script Pete is tall. He has short, black hair. Ann is short and heavy. She has short brown hair. Bob is short. He has brown hair and glasses. Lucy is tall and slim. She has long brown hair. Mike is short and he is old.

- Ask teacher trainees to compare their answers with a partner. Then do feedback and elicit the answers. Answers 1 Mike 2 Ann 3 Pete 4 Bob 5 Lucy Activity 2 - Organise teacher trainees into groups of 5-6 and ask them to look at Activity 2. - Tell them they are going to play a guessing game. - Explain that teacher trainees have to take turns to describe someone in their group. The other people in the group have to guess who they are describing. For example: o He is a boy. o He is tall. o He has …… o He ……… o Can you guess who is he? - Remind them to use the handout to help them with vocabulary. Summary & assessment (5 mins) - Ask volunteers to describe about someone in the class and ask the rest of the class to guess who they are describing. Annex Resources to be used during this lesson: - Handout – Describing Appearance - Worksheet – What does he / she look like?

Handout (Module 1, Lesson 42) Describing Appearance tall slim fat / heavy old young short black hair bald short hair brown hair brown eyes beard long hair glasses I long / short hair you have black / brown eyes we a beard glasses they + + black / brown + he - she has - it I am tall he short she is thin it + + fat / heavy you old we are young they bald

Worksheet (Module 1, Lesson 42) What does he/she look like? Activity 1 Listen to write the name in the box next the correct person. Bob Ann Pete Mike Lucy 1 ………………. 5 ………………. 3 ………………. 2 ………………. 4 ………………. Activity 2 Describe one of your classmates and ask your group to guess who you are describing. For example: ▪ He is a boy. ▪ He is tall. ▪ He has …… ▪ He ……… ▪ Can you guess who it is?

Lesson 43 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: Family Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - name different jobs Resources - talk about jobs people in their family Worksheet - Jobs do Assessment - Class observation during group work - Check teacher trainees’ written work Activator (5 mins) - Tell the teacher trainees that they will play Pass the ball. Ask them to stand in big circle around the class (make sure teacher trainees do not stand too far or too close to each other). - Explain that you will play some music and while the music is playing the teacher trainees have to pass the ball around the circle. When the music is stops, the teacher trainee holding the ball must say a sentence to describe himself or herself, e.g. I have long hair. I have tall. Teaching and learning activities Introduction (5 mins) - Organise teacher trainees into pairs. - Ask them to make a list of any jobs they know. - Elicit their ideas and write them on the board. Activities (30 mins) Activity 1 - Give out the worksheet – Jobs and ask teacher trainees to look at Activity 1. - Explain that they have to match the jobs in the box to the pictures. Ask them to do the activity with their partner. - Do feedback and elicit the answers. Answers: 1 policeman 2 doctor 3 construction worker 4 shopkeeper 5 soldier 6 farmer 7 teacher 8 mechanic 9 dentist - Practice pronouncing the job vocabulary. Activity 2 - Organise teacher trainees into groups of 4-5. - Explain that they have to tell their group about what jobs people in their family do. - Write some examples on the board, e.g. My grandmother is a shopkeeper. My father is a teacher. My sister is a doctor, etc. - If the job word they need is not on the worksheet, ask teacher trainees to look it up or tell them the word in English write it on the board. - Do feedback – ask teacher trainees to tell the class about what job somebody in their family has. Summary & assessment (10 mins) - Ask teacher trainees to write three to five sentences about the jobs people in their family do. Annex Resources to be used during this lesson:

Worksheet (Module 1, Lesson 43) Jobs Activity 1 Match the jobs in the box to pictures 1-8. dentist soldier construction worker mechanic farmer shopkeeper policeman doctor teacher 1 ……………………… 2 ……………………… 3 ……………………… 4 ……………………… 5 ……………………… 6 ……………………… 7 ……………………… 8 ……………………… 9 ……………………… Activity 2 Talk about the jobs different people in your family do. For example: My grandmother is a shopkeeper. My father is a teacher. My sister is a doctor. Write three to five sentences about the jobs people in your family do.

Lesson 44 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: Family Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - Write a description about a person Resources Worksheet – My Family in their family Assessment - Check teacher trainees’ written work Activator (5 mins) Hit the board - Write the names of jobs on the board. - Organize teacher trainees into 3 teams – Team A, Team B and Team C. Ask the teams to line up in front of the board. Explain that you will say a classroom object and the first teacher trainee to hit the correct picture or word wins a point for their team. - Play the first round and record the point on the board. Ask the teacher trainees to go to the back of the line and continue the game with the next three teacher trainees at the front of each line. At the end of the game, add up the points and name the winning team. Teaching and learning activities Introduction (10 mins) Activity 1 - Give out the worksheet – My Family and ask teacher trainees to look at Activity 1. - Tell them that they have to order the words to write sentences. They can work alone or with a partner. Remind them to put a capital letter at the start of each sentence and a full stop at the end. - Ask teacher trainee to swap their worksheet with another person and check each other’s answers. Then do a whole class feedback and elicit the correct sentences. Answers 1 I have two brothers and three sisters. / I have three sisters and two brothers. 2 My mother is a dentist. 3 My grandfather is short and bald. 4 My sister has brown eyes and long black hair. 5 My father is forty-two years old. He is a mechanic. Activities (20 mins) - Explain that the teacher trainees are going to write a description about somebody in their family. Their description should include the persons’ name, age, job and a description of their appearance. - Ask teacher trainees to tell their partners about the person first. Then ask them to write their description. Summary & assessment (10 mins) - Organise teacher trainees into groups of four or five. - Ask them to read their descriptions to the people in their group. Annex Resources to be used during this lesson: - Worksheet – My Family

Worksheet (Module 1, Lesson 44) My Family Activity 1 Put the words in the correct order and write the sentences. 1 three sisters / I / and / have / two brothers / ……………………………………………………………………………………………………………… 2 is / mother / a / dentist / my / ……………………………………………………………………………………………………………… 3 short / bald / and / grandfather / is / my ……………………………………………………………………………………………………………… 4 long / and / my / brown eyes / sister / black hair / has ……………………………………………………………………………………………………………… 5 years / my / is / father / forty-two / old. mechanic / a / he / is / ……………………………………………………………………………………………………………… Worksheet (Module 1, Lesson 44) My Family Activity 1 Put the words in the correct order and write the sentences. 1 three sisters / I / and / have / two brothers / ……………………………………………………………………………………………………………… 2 is / mother / a / dentist / my / ……………………………………………………………………………………………………………… 3 short / bald / and / grandfather / is / my ……………………………………………………………………………………………………………… 4 long / and / my / brown eyes / sister / black hair / has ……………………………………………………………………………………………………………… 5 years / my / is / father / forty-two / old. mechanic / a / he / is / ………………………………………………………………………………………………………………

Lesson 45 Module: 1 Time: 50 minutes Subject: Teaching Sub-topic: The World Around Learning outcomes: At the end of the English 1 Us lesson, teacher trainees will be able to: Topic 3: English Instruction - name eight animals - use can and can’t to describe Resources different animals’ abilities Flashcards (prepare one set) Assessment Worksheet – Animals + Can and Can’t - Observe student participation and interaction. Activator (5 mins) - Explain to teacher trainees that they will play a class game called Guess the animal. - Make animal sounds for different animals, e.g. dog, cat, coat, horse, monkey, etc. and ask the teacher trainees to guess the animals. For example: T: Meow, Meow TT: Cat Teaching and learning activities Introduction (10 mins) - Revise or introduce the animal vocabulary by showing flashcards of 8 animals buffalo, horse, chicken, bird, fish, snake, dog, monkey. - Tell teacher trainees to look at the flashcards and name the animals. Use a repetition drill to practice the words. - Show the flashcards again and ask the individual teacher trainees say the name of animals. - Present 7 animal action verbs fly, swim, run, climb, hop, slither and jump by saying the word and doing an action for each word. - And ask teacher trainees to repeat the word and copy the action. - Do the actions and ask the teacher trainees to say the verbs. Write them on the board. Activities (20 mins) Activity 1 - Give out the worksheet -Animals + Can and Can’t and ask teacher trainees to do Activity 1. - Explain that they have to match each verb to its translation. - Ask teacher trainees to check their answers with a partner. Then elicit the answers. Answers 1 b 2 e 3 a 4 g 5 c 6 d 7 f - Ask teacher trainees to practice the verbs with a partner. One person says the verb in Lao, the other person says the verb in English. Activity 2 - Present can and can’t by asking some questions, e.g. Can a buffalo fly? Can a snake slither? Encourage teacher trainees to answers Yes, it can or No, it can’t. - Write the following sentence on the board, A fish can swim but it can’t fly. - Underline the words can and can’t and ask the teacher trainees to explain the meaning. Elicit or establish that we use it to express ability. - Ask teacher trainees to look at the information box about can and can’t on the worksheet. Explain that can and can’t do not change for different people - I, you he, she etc. and the verb we use another verb in the infinitive after after can and can’t. - Ask the teacher trainees do Activity 2.

- Do feedback and elicit the answers. Answers 1 A buffalo and a horse can run but they can’t fly. 2 A dog can swim and run. 3 A monkey can climb up a tree very fast. 4 A fish can’t run, but it can swim. 5 A chicken can fly and run. 6 A snake can’t hop or fly but it can slither well. 7 A bird can fly and jump. Summary & assessment (10 mins) - Tell teacher trainees that they will play a group game called, Which animal am I thinking of? - Organise teacher trainees into groups of 5 or 6. - Ask one teacher trainee to think of an animal and describe it using can and can’t, e.g. It can’t fly or run but it can slither. Ask the other members of the group to guess the animal. When they have to guess the animal correctly, a different teacher trainee can describe the animal. - If there is time, ask some groups to share a description and ask the rest of the class to guess the animal. Annex Resources to be used during this lesson: - Worksheet – Animals + Can and Can’t - Animal Flashcards