Teaching English1 12+2

Worksheet (Module 1, Lesson 45) Animals + Can and Can’t Activity 1 Match each action verbs to it translation. 1 fly a ແລ່ນ 2 swim b ບີນ 3 run c ໂດດ (ກະໂດດ) 4 climb d ເລອື 5 hop e ລອຍນາ້ໍ 6 slither f ເຕັ້ນ (ໂດດຂ້ັນ) 7 jump g ປີນ (ຂນ້ັ ຕ້ັນໄມ້) 2____ Answers 3____ 4____ 5____ 6____ 7____ 1____ Can and Can’t I can fly Can I fly? You can’t swim you swim? He run he run? She climb she climb? It hop it hop? We slither we slither? They jump they jump? Activity 2 Complete the sentences with can and can’t. Example: A bird …can…fly, but it ….can’t…..slither. 1 A buffalo and a horse …….…………. run but they …….……….…..fly. 2 A dog …….…………... swim and run. 3 A monkey …….…………... climb up a tree very fast. 4 A fish …….…………... run, but it …….…………... swim. 5 A chicken …….…………... fly and run. 6 A snake …….…………... hop or fly but it …….…………... slither. 7 A bird …….…………... fly and jump.

Animal Flashcards







Lesson 46 Subject: Teaching Module: 1 Time: 50 minutes English 1 Topic 3: English Sub-topic: The World Around Learning outcomes: At the end of the Instruction Us lesson, teacher trainees will be able to: - use Yes/No Questions to talk about Resources Worksheet – Which animal am I? animals Assessment - Observe student participation and interaction playing the game Which animal am I? Activator (5 mins) - Explain to teacher trainees that they will play Hit the Board. - Put the animal flashcards buffalo, horse, chicken, bird, fish, snake dog and monkey on the board. - Organise teacher trainees into 3 teams and ask them to stand in lines in front of the board. - Explain that you will give a description of an animal, e.g. I can climb and jump very well, but it can’t slither. What is it? - The first teacher trainee in each line should listen carefully and hit the animal you are describing. The first teacher trainee to hit the correct animal wins a point for their team. Ask the next teacher trainee in each line to take a turn and continue the game. Teaching and learning activities Introduction (5 mins) - Show two animal flashcards, e.g. a buffalo and a bird. - Organise the teacher trainees into pairs and ask them to thing about ways in which buffaloes and birds are similar and ways in which buffalos and birds are different. - Elicit their ideas and write them on the board. Some suggested answers are: Similarities - Birds and buffalos both have legs, but birds have 2 legs and buffalos have 4. - They both have tails. Differences - Birds have wings. Buffalos do not. - Buffalos have horn. Birds do not. - Birds can fly. Buffalos cannot fly. - Choose two more animals and repeat the activity. Activities (25 mins) Activity 1 - Give out the worksheet – Which animal am I? Ask the teacher trainees to look at Activity 1. - Explain that they have to match the animal body parts in the box to the pictures. - Elicits the answers and give feedback. Answers: 1 a beak 2 wings 3 a tail 4 feathers 5 legs 6 scales 7 a fin 8 paws Activity 2 - Ask teacher trainees to look at Activity 2. - Explain that they have to read the dialogue with a partner and guess the animal. - When teacher trainees have finished reading the dialogue, elicit the animal – fish. - Explain that there are some Yes/No – Questions in the dialogue. - Read the examples in the table together.

- Activity 3 - Ask teacher trainees to look at Activity 3. - Explain that they are going to play Which animal am I? They have to work with their partner and take turns to think of and guess different animals using Yes / No questions. They can choose any animal – not just the ones in the pictures from the previous lesson. Summary & assessment (5 mins) - Ask a teacher trainee to stand at the front of the class and think of animal. Tell the rest of the class to ask questions and guess the animal. - Repeat with different teacher trainees. Annex Resources to be used during this lesson: - Worksheet – Which animal am I?

Which animal am I? Worksheet (Module 1, Lesson 46) Activity 1 a beak Match the animal body parts in the box to the correct pictures. legs paws feathers wings a fin a tail scales 1 ……………………… 2 ……………………… 3 ……………………… 4 ……………………… 5 ……………………… 6 ……………………… 7 ……………………… 8 ………………………

Activity 2 Read the dialogue with a partner and guess the animal. A: Which animal am I? B: Do you have legs? A: No, I don’t. B: Can you swim? A: Yes, I can. B: Do you have scales? A: Yes, I do. B: Are you a snake? A: No, I’m not. B: Do you have a fin? A: Yes, I do. B: Are you a ______________? Do you ….? Yes / No Questions Can you …? Are you …? Yes, I do. No, I don’t. Yes, I can. No, I can’t. Yes, I am. No, I’m not. Activity 3 Play Which animal am I? with your partner.

Lesson 47 Subject: Teaching Module: 1 Time: 50 minutes English 1 Topic 3: English Sub-topic: The World Around Learning outcomes: At the end of the Instruction Us lesson, teacher trainees will be able to: - describe the weather Resources Assessment Worksheet – Weather - Class Observation - Student’s interaction in doing Weather pictures (one picture per group) activities (write the words under correct picture and complete the weather report). Activator (5 mins) - Explain to teacher trainees that they will play a class game called Weather Actions. - Say the word rainy and tap your feet. Encourage teacher trainees to join in with the action. Do the same for the words windy – wave your hands, stormy – clap your hands, hot – fan your face, cold – rub your arms. - Say the words and ask the teacher trainees do the actions slowly and then faster. Teaching and learning activities Introduction (5 mins) - Ask teacher trainees What’s the weather like today? Elicit their ideas either in English or Lao and write key words in English on the board. Activities (25 mins) Activity 1 - Give out the worksheet Weather and ask teacher trainees to look at Activity 1. - Explain that they have to match the weather words to the pictures. Ask them to do the activity in pairs. - Do feedback and elicit the answers. Answers: 1 sunny 2 cloudy 3 cold 4 windy 5 stormy 6 warm 7 rainy 8 hot - Ask teacher trainees to practice the new words with their partner by asking, A -What’s number 1? B – It’s windy. What’s number 4? - Activity 2 - Tell the teacher trainees look at Activity 2, - Explain that they will listen to a weather forecast for Laos. For each place, they have to tick the weather they hear in the forecast. - Tell them they will hear the report three times. The first time that should listen for the main points. The second time, they should listen and tick the answers. The final time they should listen and check their answers. - Give teacher trainees time to read the table. Then read the listening script below three times at normal speed. Listening Script And here’s today’s weather forecast for Laos. In Vientiane today it’s hot and sunny. But in Luang Prabang it’s cloudy and rainy. And north in Luang Namtha, it’s sunny and warm. Moving to the south now. In Savannakhet, it’s rainy and cold. And in Pakse it’s very windy and stormy. And that’s your weather forecast for today.

- Ask teacher trainees to check their answers with a partner. Then do feedback and elicit the answers. Answers Vientiane sunny rainy cloudy stormy windy hot warm cold Luang Prabang LuangNamtha ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Savannakhet ✓ Pakse ✓ - Ask teacher trainees to ask and to work in pairs ask and answer about the information in the table. One the board write, B: It’s … A: What’s the weather like in ….? - Ask teacher trainees to take turns asking each other about the weather in different parts of Lao. Summary & assessment (10 mins) - Organise teacher trainees into groups of 4 and give each group a picture. - Tell the teacher trainees that they have to describe the weather in their picture and a representative from each group will share their description with the class. - Ask each group to show their picture to the rest of the class and share their description of the weather. Annex Resources to be used during this lesson: - Worksheet – Weather - Weather pictures (prepare one picture per group)

Worksheet (Module 1, Lesson 47) Weather Activity 1 Choose the words from the box and write under correct picture. rainy windy cold sunny hot stormy warm cloudy 1 …………………. 2 …………………. 3 …………………. 4 …………………. 5 …………………. 6 …………………. 7 …………………. 8…………………. Activity 2 Listen to the weather forecast and tick (✓) the weather for each place in Laos. sunny rainy cloudy stormy windy hot warm cold Vientiane Luang Prabang Luang Namtha Savannakhet Pakse Practice asking about the weather in different parts of Laos with your partner. A: What’s the weather like in Pakse? B: It’s stormy and windy.

Weather pictures





Lesson 48 Subject: Teaching Module: 1 Time: 50 minutes English 1 Topic 3: English Sub-topic: The World Around Learning outcomes: At the end of the Instruction Us lesson, teacher trainees will be able to: - write short descriptions about Resources Worksheet – Animal Descriptions animals Assessment - Class Observation - Written work – animal descriptions Activator (5 mins) - Explain to teacher trainees that they will play a class game called ‘Throw the Ball’, - Ask them to stand in a big circle around you. Explain that you will through the ball and say and animal. The teacher trainees that catches the ball has to make a simple sentence about the animal you say, e.g. cat – A cat has four legs and a tail. Teaching and learning activities Introduction (5 mins) Activity 1 - Give out worksheet – Animal Descriptions. Ask teacher trainees to look at Activity 1 and read the instruction. - Organise them into pairs. Explain that they have to match the animals to the descriptions. - Do feedback and elicit the answers. Answers 1 c 2 d 3 e 4 a 5 b Activities (25 mins) Activity 2 - Ask the teacher trainees to look at Activity 2. - Explain that they have to read the text about an animal and complete the gaps with the words in the box. When they have completed the gaps, they should try and guess the animal. - Ask teacher trainees to do the gap fill individually. Then compare their answers with a partner. - Do feedback and elicit the answers. Answers 1 legs 2 tail 3 nose 4 fly 5 climb 6 swim 7 jungle 8 grass What animal is it? It’s an elephant - Organise the teacher trainees into groups of 3. - Explain that they will choose an animal and write a short description of their animal. Tell them not to write the name of the animal on the description. Set a time limit – 10 minutes and ask them to write their descriptions in groups. - Monitor and give support. When they finish, ask them to put their writing on the wall around the class. Summary & assessment (15 mins) - Ask teacher trainees to do a Gallery Walk. Explain that they have to read the descriptions and guess the animals. - Do feedback – read out each description and ask teacher trainees to name the animal being described. Annex Resources to be used during this lesson: - Worksheet – Animal Descriptions

Worksheet (Module 1, Lesson 48) Animal Descriptions Activity 1 Match the animals to the descriptions. Animals Descriptions 1 This animal hasn’t got any wings. But it has got fins a and scales. It can swim very well. It lives in rivers or in the ocean. This animal has two legs and wings. It can fly but not 2 b very far. It eats plants, vegetables and fruit. People keep them because they lay eggs. This animal has four paws and long tail. It can’t fly or 3 c slither. But it can jump and climb very well. It lives in the jungle or sometimes in the zoo. This animal hasn’t got any legs or fins. But it has got a 4 d tail. It can’t fly. But it can slither and climb trees. It eats small animals. This animal has four legs and a tail. It is quite big. It 5 e usually lives on a farm and people love it. It likes water. It eats grass, but it doesn’t eat meat. Activity 2 Complete the description with words in the box. grass jungle legs swim tail fly climb nose This animal has four (1) …………………… and a (2) ……………………. It has a long (3) …………………… called a trunk. It is big and grey. It can’t (4) …………………… or (5) …………………… trees. But it can (6) …………………… It lives in the (7) ……………………. It eats fruit and (8) …………………… What animal is it?

Lesson 49 Module: 1 Time: 50 minutes Sub-topic 1: Food and Drink Learning Outcome: Subject: Teaching English 1 At the end of the lesson, teacher Topic 3: English Instruction trainees will be able to: - name different food and drinks Resources - talk about food and drinks their - Worksheet – Food and Drink classmates like and dislike Activator (5 min) Assessment - Class observation - Student interaction - Draw a simple mind map on the board. In the middle of the mind map write Food and Drinks. - Organise teacher trainees into pairs and ask them to brainstorm any food and drink words they know in English. - Elicit their ideas and write them on the board. Teaching and Learning Activities Introduction (10 min) Activity 1 - Give out the worksheet – Food and Drink and ask teacher trainees to look at Activity 1. - Explain that they have to sort the letters and write the food and drink words under the pictures. - They can work alone or with a partner. - Do feedback and check the answers. Answers: 1 coffee 2 vegetables 3 fish 4 chicken 5 rice 6 orange juice 7 water 8 fruit 9 tea 10 steak Activities (30 min) Activity 2 - Ask teacher trainees to look at Activity 2 and explain that they are going to do a survey about food their classmates like and dislike. - Tell them to complete the survey with seven types of food and drink – they can use food and drink from the activator and Activity 1 or they can use any other food and drink they know in English. - When they have completed this part of the table, ask them to add their own information to the survey in the column titled Me. Tell them to put a tick ✓ if they like the food/drink and a cross X if they dislike the food/drink. - Then ask teacher trainees to move around the class and ask four more people to complete their survey. Make sure that they are asking and answering the questions fully – not just asking people to tick or cross their answers in the survey. Activity 3 - When teacher trainees have finished their surveys, ask them to look at Activity 3. Explain that they have to write three sentences about the information from their survey. - Read the examples and explain how to use and, but and or to connect information. Draw their attention to the verbs like and dislike, remind them to use I like…, I don’t like… and (Name) / He / She likes …., (Name) / He / She doesn’t like …., Summary and Assessment (5 min) - Ask the teacher trainees to read their sentences to their partner. - Then ask volunteers to share their sentences with the class.

Worksheet (Module 1, Lesson 49) Food and Drink Activity 1 Sort the letters and write the words. 1 efocef 2 setavgbele 3 hisf __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ 4 icnehkc 5 eric 6 norgea vcije __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ 7 erawt 8 ufirt 9 aet __ __ __ __ __ __ __ __ __ __ __ __ __ 10 kaset __ __ __ __ __

Activity 2 Add seven food items to the survey to complete the question Do you like…? Complete the table with your own information. Put a tick (✓) for food / drinks you like and a cross (X) for food / drinks you dislike. Then ask four of your classmates about the food / drinks they like and dislike. Do you like … Food and Drink Survey 1 …………………………………….? Names Me ……………... ……………... ……………... ……………... 2 …………………………………….? 3 …………………………………….? 4 …………………………………….? 5 …………………………………….? 6 …………………………………….? 7 …………………………………….? Activity 3 Write 3 sentences about the information from your survey. Try to use and, or and but to connect your sentences. For example: 1. Kham likes orange juice and vegetables, but she doesn’t like coffee. 2. I don’t like chicken or steak, but I like fish very much. 1. ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… 2. ………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………… 3. ………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………

Lesson 50 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: Food and Drink Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - categorise countable and Resources Worksheet – Countable and Uncountable Nouns uncountable nouns Assessment - Catagorising activity and multiple- choice activity Activator (5 mins) - Tell teacher trainees that they are going to play Bingo. - Draw a bingo square on the board. - Ask teacher trainees to copy the square and write four food or drink words, one in each square. - Explain that you will say some food and drink words. - Teacher trainees have to listen and if the teacher says one of their words, they have to cross the word. - When teacher trainees have crossed all of their words, they should shout Bingo! The first person to shout Bingo! is the winner. Teaching and learning activities Introduction (5 mins) - Write the following sentences and questions on the board. 1. I like bananas. Are bananas healthy? Yes they are. 2. I like water. Is water healthy? Yes it is. - Ask teacher trainees. What differences do you notice between number 1 and number 2? - Elicit that the word ‘bananas’ has an ‘s’ and the question and answer use ‘they’ and ‘are’. The word ‘water’ has no ‘s’ and the question and answer uses ‘it’ and ‘is’. - Ask the teacher trainees, Do you know why these sentences and questions are different? - Explain or elicit that bananas are a countable noun and water is an uncountable noun. Activities (30 mins) Activity 1 - Organise teacher trainees into pairs. - Give out the worksheet - Countable and Uncountable Nouns. - Ask teacher trainees to look at Activity 1 and read the instructions. - Explain that they have to in categorise the countable and countable nouns. - Do feedback and elicit the answers. Answers Countable – banana, carrot, tomato, orange, potato, egg Uncountable – tea, rice, soup, water, chicken, fish Activity 2 - Ask teacher trainees to look at Activity 2 and read the instructions. - Read the information about some and any together. Explain that we use some with plural countable nouns and uncountable nouns and we use any for both countable and

uncountable nouns in negatives and questions. - Explain that teacher trainees have to read the sentences and circle the correct word to complete each sentence. - Ask them to compare their answers with a partner. Then do a whole class check and elicit the answers. Answers 1 some 2 some 3 a 4 any 5 some 6 some 7 any 8 a 9 some 10 any Summary & assessment (10 mins) - Ask teacher trainees to look at Activity 3. - Explain that they have to write three sentences about things they have in their kitchens using a, some and any. - Ask them to read their sentences to their partners. Annex Resources to be used during this lesson: - Worksheet – Countable and Uncountable Nouns

Worksheet (Module 1, Lesson 50) Countable and Uncountable Nouns Countable and Uncountable Nouns Nouns we can count are called countable nouns. For example: I like apples. Are apples healthy? Yes, they are. Nouns we cannot count are called uncountable nouns. For example: I like tea. Is tea healthy? Yes, it is. Activity 1 Sort the words into countable and uncountable nouns. egg Countable Uncountable fish banana banana tea rice orange ………………………… ………………………… ………………………… ………………………… ………………………… ………………………… ………………………… ………………………… ………………………. ………………………. ……………………… ……………………… tomato carrot chicken tea soup water potato

Some and any Use some with plural countable nouns and uncountable nouns. For example: I have some oranges. I have some rice. Use any for both countable and uncountable nouns in negatives and questions. For example: Negative: I haven’t got any oranges. I haven’t got any rice. Question: Have you got any oranges? Have you got any rice? Activity 2 Read the sentences and circle the correct word to complete each sentence. 1. There are a / some oranges in the basket. 2. There is some / any tea in the kitchen. 3. There is a / any banana in my bag. 4. I haven’t got some / any rice. 5. There are some / a oranges in my house. 6. There aren’t some / any tomatoes on the table. 7. There is a / any chicken in the fridge. 8. There isn’t some / any water in the classroom. 9. There are any / some books on my desk. 10. Have you got any / a brothers and sisters? Activity 3 Write three sentences about things you have in your kitchen using a, some and any. 1. ………………………………………………………………………………………………………… …………………………………………………………………………………………………… (a) 2. ………………………………………………………………………………………………………… ………………………………………………………………………………………………… (some) 3. ………………………………………………………………………………………………………… …………………………………………………………………………………………………… (any)

Lesson 51 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: Food and Drink Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - describe different types of food Resources packaging Real objects - can, bottle, bag, box, jar and tin Assessment Worksheet – Food Packaging - Check answers to the activities 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, ‘In my kitchen, there are some bananas’ to the first student in each line. Then start the game. - Repeat the game with other sentences. Teaching and learning activities Introduction (5 mins) - Show the real can you have prepared and ask teacher trainees, What’s this? Elicit or say can and write it on the board. - Do the same for bottle, bag, box, jar and tin. - Show the items in a random order and ask teacher trainees to say the words. Activities (30 mins) Activity 1 - Give out the worksheet and ask teacher trainees to look at activity 1 and read the instructions. - Explain that teacher trainees have to match the English phrases to the Lao translations. Read the English phrases together and draw teacher trainees’ attention to the word of in every phrase. - Tell them to work individually to complete the activity. - Ask teacher trainees to check their answers with a partner. Then do feedback as a whole class and elicit the answers. Answers 1 h 2 a 3 j 4 i 5 b 6 d 7 g 8 f 9 e 10 c Activity 2 - Ask teacher trainees to look at Activity 2 and read the instructions. - Explain that they have to brainstorm more ideas for each type of food packaging. Do number together as an example. Then ask them to complete the activity with a partner. - Draw the package shapes onto the board. Ask teacher trainees to go to the board and write their ideas into the shapes. Suggested answers A can of – cola, soda, beer A bottle of – milk, beer, water, orange juice, cola A bag of – rice, pasta, sugar, crisps A box of – biscuits, chocolates, cereal A jar of – jam, honey, sauce, coffee A tin of – tomatoes, beans, peas, tuna

Summary & assessment (10 mins) - Ask teacher trainees to look at Activity 3 and read the instructions. - Explain that they have to order the letters and write the words to complete the phrases. - When they have finished, do feedback and elicit the answers. Answers 1 orange juice 2 vegetables 3 rice 4 soda 5 fish 6 honey 7 tomatoes 8 fruit Annex Resources to be used during this lesson: - Worksheet – Food Packaging

Worksheet (Module 1, Lesson 51) Food Packaging Activity 1 Match the English phrases to the Laos translations 1. A bottle of milk a. ນ້ໍາຕານ 1 ກິໂລ. 2. A kilo of sugar b. ຊາ 1 ກັບ. 3. A bag of rice c. ໄກ່ 1 ກິໂລ. 4. A can of Pepsi d. ປາທນູ າ່ 1 ປອ໋ ງ. 5. A box of tea e. ນາ້ໍ ເຜິງ້ 1 ແກ້ວ. 6. A tin of tuna f. ເຂ້າິ ປຽກ 1 ຖ້ວຍ. 7. A loaf of bread g. ເຂ້າິ ຈ່ີ 1 ກອ້ ນ. 8. A bowl of soup h. ນມ 1 ແກ້ວ. 9. A jar of honey i. ແປບັ ຊ 1 ປອ໋ ງ. 10. A kilo of chicken j. ເຂ້າິ 1 ຖງ. Activity 2 Brainstorm more types of food or each kind of packaging. A can of … A bag of … A jar of … A bottle of … A box of … A tin of …

Activity 3 Order the letters and write the words to complete the phrases. 1. A bottle of _ _ _ _ _ _ _ _ _ _ _ noareg cuije 2. A box of _ _ _ _ _ _ _ _ _ _ _ _ gevestealb 3. A bag of _ _ _ _ ceir 4. A can of _ _ _ _ _ saod 5. A kilo of _ _ _ _ hifs 6. A jar of_ _ _ _ _ _ noyeh 7. A tin of _ _ _ _ _ _ _ _ aototesm 8. A bag of _ _ _ _ _ irutf

Lesson 52 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: Food and Drink Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - create and perform a simple role Resources Worksheet – At the Shop play about shopping Assessment - Role play Activator (10 mins) - Ask teacher trainees to stand in a big circle. - Say the sentence, Yesterday I went to the market I bought a mango. - Explain that the next person in the circle has to repeat your sentence and add one more food item, Yesterday I went to the market I bought a mango and some chicken. Continue like this around the circle, with each person repeating what the previous person said and adding a new item. - If a teacher trainee cannot remember all the items, ask the rest of the class to help. Teaching and learning activities Introduction (5 mins) Activity 1 - Organise teacher trainees into pairs. - Give out the worksheet -At the Shop and ask them to look at Activity 1. - Explain that they have to read the dialogue and take turns playing the shopkeeper and the customer. - Check the meaning of any words or phrases teacher trainees do not understand. Then ask a volunteer pair to read the dialogue in front of the class. Activities (25 mins) Activity 2 - Ask teacher trainees to look at Activity 2. - Explain that they have to read the dialogue again, but this time they have to substitute the words and phrases 1-5 with the words and phrases in the table. - Choose a pair of teacher trainees to model the activity. Then ask them to complete the activity in pairs. - Choose pairs of students to perform the dialogue, with the different substitutions. Activity 3 - Ask teacher trainees to look at Activity 3 and read the instruction. - Explain that they have to work in pairs to create their own shopping role play. They can use the dialogue to help them and any other shopping language they know. Tell them that they will perform their dialogue in front of the class so they should practice their role play once they finish writing it. Summary & assessment (10 mins) - Ask teacher trainees to perform their role plays in front of the class. Annex Resources to be used during this lesson: - Worksheet – At the Shop

Worksheet (Module 1, Lesson 52) At the Shop Activity 1 Read the dialogue with a partner. Take turns playing the shopkeeper and the customer. Shopkeeper: Good morning. Customer: Hello. Shopkeeper: Can I help you? Customer: Do you have any (1) bananas? Shopkeeper: Yes, how many do you want? Customer: (2) Five, please. Shopkeeper: Do you need anything else? Customer: Yes, I’d like some (3) beer. Shopkeeper: How much do you want? Customer: (4) Three bottles, please. Shopkeeper: Would like anything else? Customer: No, that’s everything thank you. How much is that? Shopkeeper: (5) 40,000 kip. Customer: Here you go. Shopkeeper: Thank you. Bye. Customer: Goodbye. Activity 2 Read the dialogue again and substitute the words / phrases 1-5 with the words and phrases below. Take turns being the shopkeeper and the customer. 1 2 3 4 5 tomatoes one kilo soda six cans 75,000 two bags chicken two kilos 120,000 carrots one box honey one jar 60,000 eggs Activity 3 Work in pairs. Write your own shopping role play. You can use the dialogue from Activity 1 to help you. You will perform your role play in front of the class.

Lesson 53 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - talk about what they enjoy doing in Resources Worksheet – My Free Time their free time Assessment Hobbies Flashcards (prepare one set) - Observe teacher trainees doing tasks. - Check teacher trainees’ understanding by asking questions. Activator (5 mins) - Organize teacher trainees into 2 teams, A and B. - Explain that you will show some flashcards and each team has to try and name the hobby shown on the flashcard. The first team to shout out the correct word, wins a point. - Show the following hobbies flash cards: swimming, singing karaoke, dancing, reading books, playing the guitar, surfing the Internet, playing football drawing, cooking and listening to music. - The team with the most points wins the game. Teaching and learning activities Introduction (10 mins) - Show the flashcards again and elicit the hobbies: swimming, singing karaoke, dancing, reading books, playing the guitar, surfing the Internet, playing football drawing, cooking and listening to music and write them on the board. - Practice the new vocabulary - check teacher trainees understand the meaning of each hobby and can pronounce them correctly. - Ask teacher trainees What do you like doing in your free time? Encourage them to answer, I like (drawing). - Write the question and answer on the board and ask teacher trainees to practise it with a partner. Activities (25 mins) Activity 1 - Give out the worksheet – My Free Time and ask teacher trainees to look at Activity 1. - Tell them to choose 5 hobbies and write them into the spaces in the survey. - Tell them to walk around the class ask their friends about their hobbies and find one person who likes each hobby in their survey. - Explain that they should use the question, What do you like doing in your free time? They have 5 minutes to complete the activity. - Choose 2 students to model the activity using the dialogue on the worksheet. Then ask the teacher trainees to complete the activity. Activity 2 - Ask teacher trainees to write 3 sentences about 3 of their classmates who answered their survey in Activity 1. For example: Kham likes playing guitar in his free time. Lar likes reading books in her free time. Noy likes cooking in her free time.

- Choose teacher trainees to read their sentences to the class then and ask the class if their sentences are correct or incorrect. Summary & assessment (5 mins) - Ask teacher trainees to say a sentence about themselves and someone else. - E.g. In my free time I like jogging, swimming and sometimes drawing. Somephone likes watching TV, listening to music and sometimes cooking. - Give them feedback. Annex Resources to be used during this lesson: - Worksheet – My Free Time - Hobbies Flashcards (prepare one set)

Worksheet (Module 1, Lesson 53) My Free Time Activity 1 Add 5 hobbies to the survey. Walk around the class and find one person who enjoys each hobby in their free time. Example: B: My name’s Somephone. A: What’s your name? B: I like reading books. A: What do you like doing in your free time? B: You’re welcome. A: Thank you. Find someone who likes … Name 1 2 3 4 5 Worksheet (Module 1, Lesson 53) My Free Time Activity 1 Add 5 hobbies to the survey. Walk around the class and find one person who enjoys each hobby in their free time. Example: B: My name’s Somephone. A: What’s your name? B: I like reading books. A: What do you like doing in your free time? B: You’re welcome. A: Thank you. Find someone who likes … Name 1 2 3 4 5

Hobbies Flashcards









Lesson 54 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: My Free Time Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - tell the time Resources Assessment Worksheet 1 – Telling the Time - Observe teacher trainees’ progress Worksheet 2 – What’s the time? (Copy Worksheet 2A while they are working in team, for half the class and Worksheet 2B for half the class) group or pair. - Check their understanding by asking questions. Activator (5 mins) Hit the board game - Organise teacher trainees into 3 or 4 teams. - Write numbers 11, 60, 4, 55, 30, 15, 9, 12, 8, 3, 7, 20 on the board. - Explain that you will say a number. Teacher trainees have to listen carefully. One person from each team has to run to the board to hit the number. The first team to hit the correct number, wins a point. - The team with most points wins the game. Teaching and learning activities Introduction (10 mins) - Draw a clock face on the board. - Draw the hands of the clock to show the times 7.00, 7.15, 7.30 and 7.45 and explain how to say the times in English. Explain that we can say the time in two ways, for example: 7.15 – seven fifteen / quarter past seven 7.30 – seven thirty / half past seven 7.45 – seven forty-five / quarter to eight - Do the same for the following times 7.05, 7.10. 7.20, 7.25, 7.35, 7.40, 7.50 and 7.55. - Ask teacher trainees to come to the board. Say a time and ask them to draw it on the clock, for example, say ‘Khamphan, it is 9 o’clock.’ Activities (25 mins) - Organise teacher trainees into pairs. - Give out worksheet 1 – Telling the Time. - Ask them to practise saying the times with their partner. Then ask them to write the times under the clock. Check that they have to write full words, e.g. seven o’clock. - Do feedback and check the answers. Answers 1 four o’clock 2 quarter past ten / ten fifteen 3 half past eleven / eleven thirty 4 five past two 5 ten past seven / seven ten 6 five to twelve / eleven fifty-five 7 quarter to seven / seven forty-five 8 twenty past eight / eight twenty - Organise teacher trainees into pairs. Nominate a TT A and TT B in each pair. - Give out worksheet 2 – What’s the time? Give TT A worksheet 2A and TT B worksheet 2B. - Explain that teacher trainees have to complete the clocks on their worksheet with the missing times by asking their partner about the time. And drawing the time onto the clock. - Choose 2 teacher trainees to model the activity. Then ask teacher trainees to complete the activity in pairs. - Do feedback by choosing any teacher trainee A and teacher trainee B and ask each other. - Ask the other teacher trainees to listen and check their answers.

Answers TTA – 2 three o’clock, 3 half past eleven / eleven thirty, 6 quarter to seven / six forty-five TTB - 1 quarter past one / one fifteen, 4 five to four / three fifty-five, 5 twenty-five past nine / nine twenty-five Summary & assessment (5 mins) - Organise teacher trainees into groups of 4 or 5. - Ask each group to draw three clocks and show different times on each clock. Tell teacher trainees that they have 3 minutes to draw their clocks. - Ask them to show their clocks to the class and say the time on each clock. Annex Resources to be used during this lesson: - Worksheet 1 – Telling the Time - Worksheet 2 – What’s the time? (Copy Worksheet 2A for half the class and Worksheet 2B for half the class)

Worksheet 1 (Module 1, Lesson 54) Telling the Time Activity 1 Look at the clocks. Practise saying the time with a partner. Then write the time under each clock. 12 …………………………………………………. …………………………………………………. 34 …………………………………………………. …………………………………………………. 56 …………………………………………………. …………………………………………………. 78 …………………………………………………. ………………………………………………….

Worksheet 2A (Module 1, Lesson 54) What’s the time? Activity 1 Work in pairs. Complete the missing time on the clock by asking your partner about the time. Draw the time on to the clock. Example: A: What’s the time in clock 1? B: It’s half past twelve. Sheet A 12 34 56

Worksheet 2B (Module 1, Lesson 54) What’s the time? Activity 2 Work in pairs. Complete the missing time on the clock by asking your partner about the time. Draw the time on to the clock. Example: A: What’s the time in clock 1? B: It’s half past 12. Sheet B 12 34 56

Lesson 55 Subject: Teaching Module: 1 Time: 50 minutes English 1 Sub-topic: My Free Time Topic 3: English Learning outcomes: At the end of the Instruction lesson, teacher trainees will be able to: - talk about their daily routines Resources Assessment 3 big clocks that show different times drawn on chart - Observe teacher trainees’ during the paper (prepare before the class) survey activity Worksheet– My Daily Routine Daily Routine Flashcards (prepare one set) - Check their written work Activator (5 mins) - Put 3 big clocks on the floor. - Explain that you will say a time and the teacher trainees have to listen and stand on the correct clock. The last teacher trainee to stand on the correct clock or any teacher trainees who cannot fit on the clock will be out of the game. - Say a time and start the game. Ask the teacher trainees who are out to sit down and continue the game. Continue the game until you have the winner. Teaching and learning activities Introduction (10 mins) - Show the daily routine flashcards and elicit any vocabulary teacher trainees know in English. - Write the vocabulary on the board and check the meaning and pronunciation. Daily routines vocabulary: get up, drink coffee, have a shower, go to college, eat breakfast/ lunch / dinner, do my homework, clean the house, exercise, and go to bed. - Ask the teacher trainees some questions about their daily routine, e.g. What time do you wake up? What time do you eat lunch? What time do you clean the house? etc. Activities (25 mins) Activity 1 - Give out the worksheet – My Daily Routine and ask them to look at Activity 1. - Organise teacher trainees into pairs and explain that they have to match the word and phrases to the pictures. - Do feedback and elicit the answers. Answers 1 g 2 d 3 h 4 c 5 f 6 e 7 i 8 a 9 b - Activity 2 - Ask teacher trainees to look at Activity 2. - Tell teacher trainees that they are going to interview their classmates about their daily routines. Explain that they have to complete the table with their own information, then interview two classmates – one male and one female. - Tell teacher trainees to ask 2 classmates in 10 minutes. - Ask a pair of teacher trainees to model the activity and then ask all of them to complete it. Summary & assessment (10 mins) Activity 3 - Ask teacher trainees to look at Activity 3. Explain that they have to write 3 sentences about the information from their interviews. - Choose 4 or 5 teacher trainees to share their sentences with the class. Annex Resources to be used during this lesson:

Worksheet (Module 1, Lesson 55) My Daily Routine Activity 1 Match the daily routine vocabulary 1-9 to the pictures a-i 1 wake up a b c d 2 take a shower e f g h 3 drink coffee i 4 go to school 5 eat breakfast eat lunch eat dinner 6 do homework 7 clean the house 8 exercise 9 go to bed

Activity 2 Complete the table with your own information about your daily routines. Then interview two classmates and record their information in the table. What time do you …? Me (A girl) (A boy) 1 … get up ………………… ………………… 2 … have a shower 3 … eat breakfast 4 … go to school 5 … drink coffee 6 … eat lunch 7 … do your homework 8 … clean your house 9 … eat dinner 10 … go to bed Activity 3 Write three sentences about the information from your interviews. 1. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 2. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… 3. ………………………………………………………………………………………………………… …………………………………………………………………………………………………………

Daily routine flashcards