lesson plan esp 1

Lesson plan Time: 100‟ Subject: English Specific Purpose 1. Unit 1: Introduction to the work place. Class: year 2 A, System 12 + 4, English Education, normal course semester 1 Stage 1 Communicative arms:  Student will be able to read, remember vocabulary about work place .  Student will be able to use responsible for + ving and responsible for + noun. Educative aims:  Introduce the student to talk about work place in Laos. Comprehension Related question Student will understand …..  How do people introduce workplace in  How to introduce the workplace in Laos? English.  What kinds of title will they talk first?  To explain about the topic they talking  Where do you work in? to when there are some visitor.  What do you do?  How to give the information about  What kinds of work do you responsible for? work place.  Have you ever visited some workplace?  How to use responsible for + v+ ing  If you are the director of school what kinds and responsible for + noun. of work will you responsible for?  If you are the visitor who should you come and meet first? Knowledge Skills Student will know  Student can introduce the workplace with  Know about introduce the workplace other people. in English.  Student can use grammar about responsible  Know vocabularies and phrases use in for + v+ ing and responsible for + noun workplace. correctly.  Know how to give information about the workplace correctly. Stage 2 Tasks Evidence  Ask students to give direction the work  Ask students to introduce the workplaces to place each other in English.  Monitor students conducting the  Monitoring students asking question and activities with their friends in the class.  Students repeat after teacher, read as the whole class and points to the students individually.  Students will repeat some difficult vocabularies and phrases.  Students practice the dialogue in pairs.

Stage 3 Presentation  Teacher introduces the introduction about work place .  Teacher elicits the words, the questions: how will people introduce the workplace for the visitors? Then show the pictures about workplaces for the students can see. 1. Who do you think is in this picture? 2. Where are they? 3. What are they doing? 4. What do you think they are saying?  Teacher drills the workplaces words, phrases and sentences in the mind mapping. Hi, I work at the foreign office. Hello, where do you work? Work places I am an English teacher. What do you do?  Teacher asks students copy, practice speaking in pairs. Ask and answer the question Where do you work? Where does he work ? What are you responsible for ? What is he responsible for ? What is she responsible for Ex: Teacher explain how to use responsible for + v+ ing and responsible for + noun 1. Responsible for + v+ ing. Ex: I am responsible for taking care the patients. 2. Responsible for + noun. Ex: She is responsible for begets. T Asks afew students to give more example about responsibilities

Practice  Activities1: work in pair take turn talking about the the workplace and responsibilities Use the phrase and word about the work place responsibilities to answer the question Where do you work? Where does he work? What are you responsible for? What is he responsible for? What is she responsible for?  Activity 2: Match these responsibilities with their Lao translations Ex: 1. Writing report ການສະຫຸຼ ບບົ ດລາຍງານ 2. Summarize report ການຂຽນບົ ດລາຍງານ 3. Organize visa ການຬະນຼຸ ມັ ດິວຊາ ………………………………………………………………………………………………… …………………………………………………………………………………………………  Activity 3: Listen to the dialogue again and complete check the answer with the teacher. Mr. Khamsense is introducing Ms. Julie to other staff in the office. Khamsense: Ms. Wilson, this is Pany, our………………. She‟s responsible for preparing the documents for meetings. Pany, this is Julie Wilson from…………………Ms. Wilson‟s ……………….. on the project. Production Activity 4. Speaking Practice the dialogue in pairs. Practice asking and then answering about the workplace for themselves without using the book. Ex: 1. where do you work? - I work at the administration department 2. What countries do they come from? - …………………………….. 3. Do you introduce yourself to them? ……………………………………… Setting homework To tell the students prepare about oral speaking ( introduce to the workplace )

Lesson plan Subject: English Specific Purpose 1. Time: 100‟ Unit 1: Introduction to the work place (continue) Class: year 2 A, System 12 + 4, English Education, normal course semester 1 Stage 1 Communicative arms:  Student will be able to read, remember about office equipment.  Student will be able to use grammar note about preposition of place and adverbs.  Students will be able to tell the location of place by using preposition of place Educative aims:  Students will learn to talk about position of office equipment Comprehension Related question Students will understand  How do you use a photo copier  Preposition of place .  Where is the photo copier?  Explain where the office equipment  Which group does office equipment belong is. to?  How to use preposition of place and  What kinds of title will they talk first? adverbs.  Where do you work in?  What do you do?  To identify which word belong to its  What kinds of work do you responsible for? group  Have you ever visited some workplace?  If you are the director of school what kinds  To explain how to us office equipment of work will you responsible for?  If you are the visitor who should you come and meet first? Knowledge Skills Student will know  Grammar, student be able to use  Preposition of place . preposition of place and adverbs.  Explain where the office equipment  Speaking, talking about using equipment is.  Speaking, talk about the position of office  How to use preposition of place and equipment adverbs.  To identify which word belong to its group  To explain how to us office equipment Stage 2 Tasks Evidence.  Monitor student Explain how to use  Monitoring students to ask question the office equipment position of office equipment with their friends  Let them give the direction in the class.  Students repeat after teacher, read as  Students give explain and give direction to

the whole class and points to the their friend to some where students individually.  Ask how to use office equipment  Students will repeat some difficult vocabularies and phrases.  Students practice the dialogue in pairs.  Write vocabulary and phrase in its group which it belong Stage3 Presentation  Teacher introduces the new topic.  Teacher elicits the office equipment words and then show the pictures or flash card for the students can see the whole class Ex: computer / telephone / toilet / bookshelf / desk……  Teacher drill vocabulary about office equipment  Teacher present the grammar note about preposition of place and adverbs Preposition of place there are: In / on / next to / between / below / under……. Ex: 1. there is a pen in my book bag 1. there are two books on the table 2. ……………………………………………………….. Adverb there are: Near / some / upstairs / downstairs…….. Ex: 1. His house is near the bus station 2. There are some pens in my desk ………………………………………………………………. Drill direction words Go straight on. Go straight ahead. Turn left turn right at Turn on /into………Road. Go past ………. Take the first left turn Take the second right turn. It‟s two blocks Keep driving until you see the……….., Keep walking you will see… Cross the bridge Cross the street Practice  Activity 1: Where is the box?

Activity 2: what would you find in each room? Write the name of office equipment under the correct headings kitchen Administration room library Meeting room knife Activity 3: look at the map then complete the conversation then practice with the partner Where is the post office? The post office is opposite the cinema

Production Activity 4: let the students practice by giving the direction to some places for each other Ex: A: how can I get to the bus station? B: from the LTTC you turn right, go straight on then turn left on the T-junction and go straight about thirty meters the bus station is on the left hand Setting homework Give the students to guide some people to some places that they know well at least 50 words.

Lesson plan Subject: English Specific Purpose I Time: 100‟ Unit 2 Organizations Class: year 2 A, system 12+4, English Education, Normal course Semester 1 Stage 1 Communicative aims  Students will be able to make the sentence by using preposition of place  Students will be able to remember the names abbreviations of organization Educative aims  Students will be able introduced the names abbreviations of organization  Students giving direction the place for each other people Comprehension Related questions Students will understand: 1. Do you remember about the word  abbreviations of organization preposition of place?  how to make the sentence by using 2. Who can give some example about the preposition of place words preposition of place?  To communicate with their friends 3. Can you giving direction on the about preposition of place on the map Vientiane map?  giving direction the place for each 4. What is WHO stand for? other people 5. Have you ever giving direction to each other people? 6. What does Ministry of Finance mean? Knowledge Skills Student will know  Grammar , Students will be able to use  names abbreviations of organization preposition of place correctly  how to giving direction to each other  Grammar , Sts can make sentence by  how to use preposition of place using preposition of place  the meaning of the phrase  Speaking, Students giving direction the place for each other people Stage 2 Tasks Evidence  Monitoring / observation  Monitoring / observation  Students practice with their friends  Students can communicate with their about preposition of place friends about preposition  Students will repeat some difficult  Students ask question and answer about phrase of organizations the ministries in Laos  Students work in pairs, groups,  Students remember the abbreviation individual… about the ministries.  Students ask and answer the question about preposition of place

Stage 3 Presentation  T introduce the topic: Unit 2 organizations  T elicits by the question: What is preposition of place?... and then show the pictures about preposition of place: turn left, between…  T drills word by word: business card…, phrase by phrase between…then  Vocabulary Business card Descriptions Embassy Between Next to Opposite…  T organizes Sts work in pair then tell sts use picture about preposition of place one show and say practices the dialogue in pair practices  T tell they create a dialogue to practices asking for direction  T gives example for Sts Ex: A: Where‟s the ministry of Finance? B: Did you say the ministry of Finance?...  Reading a map T explain how to match and gives example for sts then tells them practices the pronunciation Ex: 1/ UNDP d/ United National Development Program me Find these places on the map of VT on the next page  T tell sts look map and find the places on the map T gives example Ex: UNDP

MFA  Then T tells sts description of where there are by using preposition of place Description of where there are: Ex On Sethathirath Road, opposite Mahosot Hospital Production Pair work ( speaking )  T tells sts work in pair with their partner then take turn to give directions to somewhere on the map, they can use a place on the map they want to go then ask for direction from other. Setting homework  T gives sts write a paragraph about giving direction to each organizations with their friends

Lesson plan Subject: English Specific Purpose 1 Time: 100 mn Unit 2 Organizations (continue) Class: year 2 A, system 12+4, English Education, Normal course Semester1 Stage 1 Communicative aims  Students can listen the dialogue between Soumaly and Julie  Students will be able to read the business card and answer the question Educative aims  Introduce Students understand about business card  Introduce students listen English dialogue more and more Comprehension Related questions 1. What is your job?  Students will understand about the 2. Where do Soumaly and Jujie work? dialogue between Soumaly and Julie 3. Do you know what does Soumaly do? talk about 4. What are Soumaly and Julie talk  Sts can listen and complete the about? dialogue  Sts can read the business card and answer the question Knowledge Skills  Sts know where the Soumaly and Jujie  Sts understand the meaning of dialogue work correctly  Sts know how to tell each other where  Sts can pronunciation about the their work dialogue  Sts understand about the dialogue  Sts can complete the dialogue by listen  Sts know the meaning of the phrase to the teacher correctly Stage 2 Tasks Evidence  Sts practice with their friends about Monitoring / observation where their work  Sts can communicate with their friends  Sts will repeat some difficult word and about where their work phrase  Sts ask question  Sts work in pairs, groups, individual…   Sts listen, read and answer the question Stage 3 Presentation  T elicits by the question: What does Soumaly do? …………………  T play audio about the dialogue between soumaly and Julie to sts listen about 2-3 times

 Sts listen and circle T,F Listen to the dialogue practices listen again and complete the dialogue  Then students take turn to ask about the conversation without the book A: Excuse me B: Yes,  T explain about Soumaly Business card for sts  Reading  T tells sts read the Business card and answer the question 1. Julie….. 2. …. Production  create their own business card by look Soumaly‟s Card Setting homework  T gives Reading comprehension for sts homework a/ b/ c/

Lesson Plan Subject: English Specific Purpose I Time: 100 mn Unit: 3 The working week Class: year 2 A, system 12+4, English Education, Normal course Semester1 Stage 1 Communicative Aims:  Students will be able to remember the words in the text  Students will be able to give reasons for somthing, we can use because or so Educative Aims:  Students will be introduce the tidy on the road and give the reason Understanding: Related Question: Students will understand 1 Why are you phoning? 2 What happened on the road?  How to use because or so 3 Can you give the reason about the road?  Give the information about the roard 4 Why the road is dirty?  How to give the reason dust along the 5 How to develop the road? city‟ road Knowledge: Skills:  Know the words and phrase in the text  Can give the reasons  Know know how different between  Can make sentence with because or so because or so  Can communicate with each other  Know information about the road in the past and at the present time Stage 2 Tasks: Evidance  Students will repeat about the words and 1 Ask question about the road in the text phrase in the text or sentences 2 Ask students to read the text one by one, work  Students ask and answe the question in pairs match the phrases using the reasons 3 Monitor students do the activity with thier  Students practice the text by reading frien in the class Stage 3

Presentation Teacher introduce the topic Teacher elicits by the sentences: Dust along the city‟ road has been a problem for many years. Then show the text that talk about the road and e.t.c.. Teaecher drills difficult words and phrases in the text Teacher says 3-4 times Students repeat after the teacher as a whole class T points random 1-2 students Teacher explains how to give reasons for somthing, we can use because or so 4. Grammar note: To give reasons for somthing, we can use because or so 1 fact + because + reason. e.g: I can‟t meet you on Monday because I‟m going to Pakse. 2 Reason + so + fact e.g: I‟m going to Pakse so I can‟t meet you on Monday. Practice Activity: 5 Reading Dust on the roads needs to be cleaned up Read the text in activity 5 and comprehension Teacher ask students to read pass the text then answer or comprehension Teacher sets the time 15 minutes Teacher ask one some volunteers to answer Activity : Speaking Ask students work in pair do the speaking talk about the city‟ roads a. Make a list of thing that can be done to deal with dust / rubbish b. Share the information of dust / rubbish management with other studens. Report to the whole class. Production Activity 4 Grammar a. Ask students to work in pairs. Match the phrases 1-10 below withe the correct purposes in the left column of the table. One is done for you. Topic: Arranging a meeting phrase 1 Say why you are phoning. __1__ could we meet to talk about your work? ____ Sorry, I can‟t meet on Friday 2 Suggest a day and time to meet. because. 3...... 4..... Setting the homwork: Ask students to practice using becaue or so then make about 10 sentenecs or as much as you can.

Lesson Plan Subject: : English Specific Purpose I Time: 100‟ Unit: 3 The working week (continue) Class: year 2 A, system 12+4, English Education, Normal course Semester1 Stage 1 Communicative Aims:  Students will be able to remeber the words of the working week  Students will be able to use present continuous. Educative Aims:  Students will be introduce about the working week Understanding: Related question: Students will understand 1. What are they doing?  How to use present continuous tense 2. Who is in the picture?  What they do at the week 3. Whatdo you think they are saying?  How to give reasons using “becaus‟ or „so” 4. Are you cleaning the house?  How to make a plan on the week 5. Is he meeting on wednrsday? Knowledge: Skills:  Know words and phrase use on the week  Can make sentences correctly  Know what to do on the week  Can talk about the diary on the week  Know how to use sentences and give the  Can talk about thier plans what are they reasons by using “because‟ or „so” doigng in this day and next day?  Can spell, read, listen and write Stage 2 Tasks: Evidenc assessments:  Students listen and repeat, read as the  Students can say the words of the working whole class and point to students week individually  Ask students to say in pairs, fill in the gaps  Students say the words and phrases of the  Ask students to repeat the sentences working week  Ask the question what are they doing on  Students ask and answer the question about the week? the working week  Monitor student asking and answering the  Students practice the sentence with each question friends Stage 3

Presentation  Teacher introduce the topic  Telicits by the questions: What are you doing?.....and then let students repeat which each other  Teacher drills the working week words  Teacher introduce about the new language: Grammar and words  Teacher sats 3-4 times  Students reapeat after the teacheras a whole class  Teacher points random 3-4 students  Teacher explains present cotinuous 3. Grammar note : Present contiuous. The present continuous is used.  To show that something is happening now or around now. e.g I‟m writing a report.  To show somthing is planned for the future. e. g on Monday afternoon, I;m attending aworkshop. Present continuous form:  Am / Is / Are + verb + ing. Spelling:  Verbs ending in „e‟ –drop the „e‟ +ing, e.g Smoke / smoking  Verbs with a short vowel- double last later, e.g . Get / getting Spoken / written language:  Spoken language – use contractions. e.g. I‟m atteding a meeting. He is writing a report.  Written language – use full form. e.g. I am attending a meeting. He is writing a report. Practice Activity 3 Speaking Teacher ask students to practice the sentences and dialogue 1. Who is in the pictur? 2. What are they doing? 3. What do you think they are saying? Soumaly and Julie are talking on the phone about thier plans for the week, and arrage to meet. a. Listen to the dialogue and complete the information below. Do not read while you listen. You can listen to the dialogue up to three times. 1....................................Is telephoning.......................................... 2 Julie is ..............................while Soumaly is telephoning. 3 Julie sent Soumaly............................................. b. Complete Soumaly dialy below with the information from the dialogue March Sun 17 __________________________________ Mon 18 _______________________________ Tue 19_____________________________________ Wed 20____________________________________

Thu 21 ______________________________________ Fri 22 ______________________________________ Sat 23 ____________________________________ Teacher sets the time 15 minutes Teacher ask one some volunteers to practice the dialogue on the blackboard in pairs Teacher ask one some volunteers to complete the information from the dialogue Activiry 3 Speaking Teacher asks students work in pair and groupto discuss about speaking A. Work in group to discuss about dust / rubbish management in your vilage / community c. Make a list of things that can be done to deal with dust / rubbish. d. Share the information of dust / rubbish management with other students. e. Report to the whole class. A. Pair work: Giving reseaons. Work with a partner to conect the 2 sets of phrase below using „because‟ or „so”. I canot meet you on Monday. I am attending a workshop on Tuesday. Becaue / So I canot meet you then. I am going to Sayaboury. Check your answer in a small group and then with the whole class. Teacher sets the time 10 minutes Teacher ask one some volunteers to make speaking Production Ask students to practice with pair work to ask and answer about the weekly plan Ask students do it by themselves Activity 4 Pair work Ask and answer about the weekly plan in July July Sun 17______________________________________ Mon 18 _______________________________________ Tue Wed Thu Setting homework: Ask students to make dialogue about the week plans

Lesson plan Subject: English Specific Purpose 1 Time 100‟ Unit 4 Socializing Class: year 2 A, system 12+4, English Education, Normal course Semester1 Stage 1 Communicative Aims:  SS will be able to remember the vocabulary about adverb of frequency words and should and would  SS will be able to write the sentences by using of adverb of frequency words and should and would Educative Aims:  Introduce students to remember about how important of using of adverb of frequency words and should and would to write sentence Comprehension: Essential question  SS can understand about the meaning, 1. Do you remember about adverb of frequency? pronunciation, spelling, listening the 2. What are there? words of adverb of frequency words and 3. Can you make sentence by using adverb of should and would frequency?  SS can use words to make sentence by 4. What is the should and would? using adverb of frequency words and 5. Can you give some example of sentence by should and would using should and would  SS can talk about the sentence by using adverb of frequency words and should and would words to each other Knowledge Skills  SS memorize to the adverb of frequency  SS can speak, listen, read and write about words and should and would words adverb of frequency words and should and  SS talk with other people about adverb would words in English better of frequency words and should and  -SS can make the sentences about adverb of would frequency words and should and would words correctly Stage 2 Assessment Task Evidence  SS copy 1. SS can say the new vocabulary  SS listen to the T 2. SS can talk about conversation  SS listen and repeat after T 3. SS can write sentence correctly  SS complete the missing words in 4. Monitor SS asking question with their friends in the class conversation  SS work in pair and practice about conversation

 SS chose the sentence that match of the topic in the table  SS matching the answer and question below Stage 3 Teaching-learning Presentation  T introduce the topic  T elicits by the questions: 1. Have you ever go to picnic? 2. Do you always read newspaper? 3. How often do you go to watch News? 3.Grammar note: ’would and could’  T explain about how to use would and could clearly  T gives some clear example to SS Practice 1.vocabulary  T drills the adverb of frequency and adverbial phrases in the chart  T says 3-4 times to model after tells students listen and repeat  SS listen and repeat after the teacher as a whole class  T chooses students in the class to read one by one  T asks volunteer to read to the friends  T tells students copy the adverb of frequency and adverbial phrases words  T tells SS complete the sentence and work in pair to practice about conversation 3.Strategy note: showing interest in the conversation  T tells SS work in pair to write the sentences under the correct heading in the table below  T corrects mistake  SS copy  T tells SS matching the correct answers in the space provided below for each question Production  T tells SS to individual work and write the sentence by using words of adverb of frequency and adverbial phrases  T tells SS to read one by one to friends in the class

lesson plan English Specific Purpose 1 Time 100‟ Unit 4 Socializing (continue) Class: year 2 A, system 12+4, English Education, Normal course Semester1 Stage 1 Communicative Aims:  SS will be able to remember about the words regular  SS will be able to write the sentences by using the regular verb Educative Aims:  Introduce students to remember about how different between regular and irregular. Comprehension: +Essential question  SS can understand about the meaning, 6. Have you ever hear about regular and pronunciation, spelling, listening the words of irregular? adverb of regular and irregular 7. What are there?  SS can use words to make sentence by using 8. Can you make sentence by using regular and irregular regular and irregular?  SS can talk about the sentence by using 9. What is the regular and irregular? regular and irregular 10. Can you give some example of sentence by using regular and irregular? +Knowledge +Skills  -SS memorize to the regular a and irregular  -SS can speak, listen, read and write  -SS talk with other people about regular and about regular and irregular irregular  -SS can make the sentences about regular and irregular Stage 2 +performance task +Evidence  SS copy 5. SS can say the new vocabulary  SS listen to the T 6. SS can do activities  SS listen and repeat after T 7. SS can write sentence correctly  SS complete the missing words in 8. Monitor SS asking question with their friends in the class conversation  SS walk around and ask other about how often they do things. and write the information in the survey table below Stage 3

Presentation  T introduce about the regular and irregular  T elicits by the questions: 4. Have you ever hear about regular verbs? 5. Have you ever hear about irregular verbs? 3.Grammar note: reminder- simple past tense  T explain about how to use regular and irregular clearly  T gives some clear example to SS Practice 1.vocabulary  T drills the adverb of regular and irregular  T says 3-4 times to model after tells students listen and repeat  SS listen and repeat after the teacher as a whole class  T chooses students in the class to read one by one  T asks volunteer to read to the friends  T tells students copy the regular and irregular verbs  T tells SS complete the sentence and work in pair to practice about the text 9. Speaking  T tells SS walk around and ask other about how often they do thing . and write the information in the survey table below.  T corrects mistake Production  T tells SS report what SS y have found out. Stand in a circle.  T and other SS ask for example ,” Who plays sport on weekends “  T tells SS to read one by one to friends in the class

Lesson plan Subject: English Specific purpose 1 time 100‟ Unit 5 Food and restaurants Class: year 2 A, system 12+4, English Education normal course Semester 1 Stage 1 Communicative aims:  Students will be able to remember the word of foods.  Students will be able to understand how to use some and any.  Students will be able to classify food healthy and unhealthy. Educative aims:  Introduce students to find five food of groups to help their healthy. Understanding Related questions  Students can understand meaning, 1. Greeting. pronunciation, spelling the word 2. What kind of food do you like? What are of food. they?  Students can make the sentences 3. Do you remember about five food of Some/any with the word of food. groups?  Can tells the name of food with 4. What food do you like to eat every day? other people. 5. Can you cook by yourself ? 6. what the name of food do you like to cook? 7. How to cook? 8. What do we use some/any with singular or plural nouns? Knowledge Skills  Students memorize the word of  Students can speak, read, listen and write food.  Students know how to word foods better. communicate with other people by  Students can make sentences with some/any using some/any. of food correctly. Stage 2 Assessment Task Evidence  Students listen and repeat  Students can say the word when the teacher vocabulary about food after the show flashcard of food. teacher.  Students can do activity sheet for matching  Students copy. word of food.  Students do the activities.  Opening students to do class survey.  Students ask and answer the questions about the food.  Students work in groups, pair,

individual works.  Students make the sentences with some/any. Stage 3 Teaching-learning Presentation - Teacher introduce the topic. - Teacher elicit by questions:1. What kind of food do you like? What are they?... - Teacher dill the word of food: bamboo, bread, meat, juice…. - Teacher says 2-3 time then students repeat as a whole class. - Teacher use drilling (modal, choral, individual). - Teacher ask students copy, practice saying in pairs. - Teacher ask the question: What do we use some/any with singular or plural nouns? Explain how to use some/any with uncountable and plural nouns. Some any Have some orange juice with your breakfast. Don‟t drink any juice between meals. Practice 1. Activity 1: Teacher tells students work in pairs for matching words with picture. 1. Grilled chicken 2. Orange juice 3. papaya salad 4. Spicy beef with potato beans 5. prawns with chili and coconut milk 6. shrimp soup. - Teacher sets the time 10 minutes. - Teacher asks some pairs to match on the broad and give the score. 2. Activity 2: Teacher ask students work in groups to complete the sentences with some or any. 1. It‟s a good idea to drink……………….fruit juice between meals. 2. For a healthy snack, you can eat………………….nuts or ……………………melon. 3. Don‟t drink………………………..coffee before you go to bad. It‟s bad for you. 4. Chocolate hasn‟t got ………………………….vitamins or mineral in it. - Teacher sets the time 10 minutes for practicing the sentences then hand in the sheets to teacher. - Teacher correct form students as a whole class.

Production Activity 3: fill in table - Teacher tells students make the table and monitoring around the class to make a list of five food that you think are healthy and unhealthy. Name Healthy food Unhealthy food Student A - eggs - coke Student B Student C Student D - Teacher sets 15 minutes then students report on the broad. - Setting homework: ask students to rewrite the healthy and unhealthy food with some/any that they do the class survey.

Lesson plan Subject: English Specific purpose 1 Unit 5 Food and restaurants (continue) Class: year 2 A, system 12+4, English Education normal course Semester 2 Stage 1 1. Communicative aims: - Students will be able to remember the word that they use in restaurant. - Students will be able to understand how to use how much and how many. 2. Educative aims: - Students can give the advice the delicious restaurant in English to other people. Understanding Related questions - Students can understand 1. Greeting. meaning, pronunciation, reading. 2. What your favourite types restaurant ? - Students can make the questions 3. What your favourite dish? How much/How many with the 4. How often do you eat out? word of food. 5. What do we use how much/how many - Can communicate about with countable and uncountable nouns? restaurant with other people. Knowledge Skills - Students memorize the word of - Students can speak, read, listen the taste. better. - Students know how to asking - Students can make questions with with other people by using how how much/how many the food of much/how many. restaurant correctly. Stage 2 Assessment Task Evidence - Students listen and repeat - Students can talk about different vocabulary about taste after the types of food and well-known teacher. restaurants. - Students copy. - Can answers the question after - Students do the activities. reading. - Students ask and answer the questions about the food and restaurants. - Students work in groups, pair, individual works. - Students make the questions with how much/how many. Stage 3 Teaching-learning

Presentation - Teacher introduce the topic. - Teacher elicit by questions:1What favourite types restaurant?... - Teacher dill the word of food: delicious, spicy/hot, waiter/waitress…. - Teacher says 2-3 time then students repeat as a whole class. - Teacher use drilling (modal, choral, individual). - Teacher ask students copy, practice saying in pairs. - Teacher ask the question: What do we use how much/how many with countable or uncountable nouns? - Teacher write the sentences on the broad and tells students underline the correct alternative.  How many with countable/uncountable nouns  How much with countable/uncountable nouns Explain how to use how much/how many with uncountable and countable nouns. Practice 1. Activity 1: Teacher tells students read the text on page 31, then answer the questions below. 1) How many different kinds of Laos dishes are there in the text? What are they? 2) What is laap? 3) Where do people often go to eat at lunchtime? 4) Do you eat food at street stall? why? why not? 5) What kind of international restaurants are there in Vientiane? - Teacher sets the time 10 minutes. - Teacher asks some pairs to report on the broad and give the score. 2. Activity 2: Missing words. 1. Laap is ch……………….meat or fish mixed with ve…………………………….. 2. St………………….rice is a special kind of rice. You eat it with your fr ……………………. 3. ……………………………………………………………………………… 4. ………………………………………………………………………………… - Teacher sets the time 10 minutes for practicing the sentences then hand in the sheets to teacher. - Teacher correct form students as a whole class. 3. Activity 3: complete the questions with how much or how many. 1. ………………….water do you drink every day? 2. ………………….cups of coffee do you drink every day? 3. …………………………………………………………? 4. …………………………………………………………? 5. …………………………………………………………? 6. …………………………………………………………? - Teacher sets 10 minute for completion then correct it as whole class.

Production Activity 3: practice the dialogue by using the questions, work in pairs. - Teacher write the questions on the broad. 1. Do you like to eat out? 2. Can you recommend a good restaurant? 3. Where would you like to go? 4. What kind of food is you looking for? - Teacher sets 15 minutes then students practice on the broad. - Setting homework: ask students do the exercise on page 32-33, Breakfast around the world complete and answer the questions. Lesson plan Subject: English Specific purpose 1 Time: 100‟ Unit 6: Sports and Exercise Class: year 2 A, System 12+4, English Education, Normal course Semester 1 Stage 1 Communicative Aims:  Students will able to memorize the words of sports and exercise  Students will able to use “ like/enjoy/love + to/ v-ing and like/enjoy/love + noun” Educative Aims:  Students can communicate on sports and exercise with other people. Comprehension: Related Questions: 1. Students can understand and meaning, 1. What kind of sports/exercise do you pronunciation, spelling the name of like? sports and exercise. 2. Where do you play sports?

2. Students can make sentences about “ 3. When do you do exercise? like/enjoy/love + to/ v-ing and 4. Who do you play sports and do like/enjoy/love + noun” exercise with? 3. Students can communicate on sports 5. Do you like/enjoy/love football? and exercise with other people. 6. Do you like/enjoy/love rattan ball or Knowledge: volleyball? 1. Memorize the words of sports and Skills: exercise 2. Know how to communicate with other 1. Students can speak, and write sports people by using “ like/enjoy/love + to/ and exercise better v-ing and like/enjoy/love + noun” 3. Make friendship with friends 2. Students can make sentences about sports and exercise correctly Tasks: Evidence: 1. Students will listen and repeat after the 1. Students can say new vocabulary teacher 2. Ask question what kind of 2. Students ask and answer the question sports/exercise do you like? about sports and exercise 3. Monitor student asking question with 3. Students work in pairs and individual their friends in the class works Presentation  Teacher writes the topic on the blackboard  Teacher introduces the topic Unit 6: Sports and Exercise 1. Vocabulary  Teacher elicits the sports and exercise words by using flash card  Teacher drills the word by word  Teacher says 3-4 times  Students repeat after teacher as a whole class  Teacher points random 3-4 students  Teacher tells students copy 2. Grammar note: like/love/enjoy

 Teacher sticks chart on the board  Teacher explains definition grammar “like/enjoy/love” and give example Practice  Teacher tells students work in pairs to make 3 sentences using like/love /enjoy and share their sentences with their partners about the kinds of sports that they like/enjoy/love 3. Speaking a. Match  Teacher tells students match the sports in the table below with the pictures  Teacher chooses some students to read  Teacher corrects mistake b. Conversation  Teacher tells students work in pairs to practice conversation between Julie and Soumaly talking about the sport and places for exercise.  Teacher tells students each pairs read to their friends.

Production 4. Writing  Teacher tells students use the ideas to write sentences about sports and exercise by themselves at least 60 words. Setting homework  Teacher gives students write the words of their favorite sports and exercise that they know around 10 words.

Lesson plan Subject: English Specifif Purpose 1 Time: 100‟ Unit 6: Sports and Exercise (continue ) Class: year 2 A, System 12+4, English Education, Normal course semester 1 Communicative Aims:  Students will able to memorize the words of time expressions and adverbs of frequency  Students will able to use present simple tense with third person singular (ending –s and –es), time expressions and adverbs of frequency Educative Aims:  Students can communicate on sports and exercise with other people. Comprehension: Related Questions: 4. Students can understand and meaning, 7. How often do you play sports? pronunciation the words of time 8. How often do you do exercise? expressions and adverbs of frequency 9. When do you do exercise? 5. Students can make sentences about 10. When do you play sports? present simple tense with third person 11. What is your favorite sport? singular (ending –s and –es), time 12. When and where do you do it? expressions and adverbs of frequency Knowledge: Skills: 4. Memorize the words of the words of 3. Students can speak, and write present time expressions and adverbs of simple tense with third person singular frequency (ending –s and –es), time expressions 5. Know how to communicate with other and adverbs of frequency better people by using present simple tense 4. Students can make sentences correctly with third person singular (ending –s and –es), time expressions and adverbs of frequency Tasks: Evidence: 4. Students will listen and repeat after the 4. Students can say new vocabulary teacher 5. Ask question How often do you do 5. Students ask and answer the question exercise/play sport? about sports and exercise with time 6. Monitor student asking question with expressions and adverbs of frequency their friends in the class better 6. Students work in pairs and individual works Presentation Grammar note: Present simple  Teacher sticks chart on the board  Teacher explains definition grammar and give example

 Teacher gives students make present simple tense with time expressions and adverbs of frequency  Teacher corrects mistake Practice Reading  Teacher stick chart on the board 5. Teacher tells students read the text about sport and exercise 6. Teacher gives students answers the questions are true or false, if the sentence is false correct it. 7. Teacher tells students write the correct word in each sentence. The Lao translation is in brackets 8. Teacher chooses someone to answer the question 9. Teacher corrects mistake and give students copies Practice  Teacher tells students puts the letters in correct order to come up with the comprehensible words for different kinds of sport or exercise and find all the words in the text.

 Teacher gives students ask their classmate to find out someone who likes doing sport and exercise. Production  Teacher tells students work in pairs to ask each other about the favorite sport and exercise. Setting homework Writing  Teacher give students use the notes to write a paragraph about their partner.  Start your paragraph like this:

Lesson plan Subject English specific purpose I time 100‟ Unit 7 Attending a meeting Class: year 2 A, system 12+4, English Education, Normal course semester 1 Stage 1 Communicative aims  Students will be able to remember the words of resource at the meeting  Student will be able to great with other people Educative aims  Student will be able to learn future going to, time sequencing words, comparisons more than and less than and approximations Comprehension Related question Student will understand …  How people great each other in a  How to use future going to, time meeting? sequencing words, comparisons more  What is the name of meeting ? than and less than and approximations  Do you know the objective of the  The words resource that they use in a meeting? meeting  How do we say the first time of a meeting ?  Can we ask something ?  Any question for discussion ?  And what else ? Knowledge Skills  Know How to say in a meeting  Can make sentences with future going  Know how to use future going to, to and comparisons more than and less comparisons more than and less than than correctly  Know words and phrase use in a  Speaking clearly meeting  Can listen what the meeting say Tasks Evidence  Student will repeat some difficult  Student can say new vocabulary(in a resource vocabulary in a meeting meeting)  Student ask and answer the question  Answer the question in the text about future going to  Monitor student asking the question  Listen to the dialogue and answer the with their friends in the class question

Presentation T introduce the topic T elicits by the questions: what does the people talk to the resource in a meeting Teacher drill word by word Vocabulary Area attend border Capital capacity east Ethnic group kilometers north Percent… square province Teacher says 3-4 times Students repeat after teacher as an whole class Teacher points random 3-4 students 1. Grammar note Approximation Teacher tell student sometime the exact number is not available and can only be approximation Instead hence, we use more then, less then, about/ approximate For example: 1. 291,705 is more then 250,000 2.291,705 is less then 300.000 2. Reading The agenda Teacher give student read and make understand the text Practice 1. Teacher give student answer the question For example: what is the name of meeting? Answer: the name of meeting is Human Resource Development Committee Meeting 2. Teacher give students answer the question in exercise 3 practice Teacher give student discussion and answer the question by look at the map of Lao country in the book Production 1) Teacher give students write a topic and write agenda of their meeting by following the text before

Lesson plan Subject English specific purpose I time 100‟ Unit 7 Attending a meeting (continue) Class: year 2 A, system 12+4, English Education, Normal course semester1 Communicative aims  Students will be able to remember the words about resource in Sayaboury province Educative aims  Student will be able to learn about resource in Sayaboury province Comprehension Related question Student will understand …  What is the area of Sayaboury?  The words that usually use for the resource  How many village are there in  How to use , comparisons more than and Sayaboury? less than and approximations  How much of the province is forested?  How many people are there in Sayaboury? Knowledge Skills  Know about the words that use to say  can use comparisons more than and less the resource in Sayaboury than and approximations  know How to use , comparisons more  can read the text say about Sayaboury than and less than and approximations province Tasks Evidence  students repeat after teacher, read as  ask student to say the words whole class and point to student  ask student to answer the question individually  students say the words and phrase use in reading Presentation T introduce the topic T elicits by the questions: what does the people talk to the resource in Sayaboury province Teacher drill word by word Vocabulary District rural services Forest mountainous remote Health live founded 1. Reading Teacher give student read and complete the missing information the text Practice 2. Teacher give student read and answer the question bellow the text For example: 1. What is the area of Sayaboury Province?  17,389 km2  60,389 km2

 16,389 km2 3.read the text again and fill in to the table below Description Province 1:………….. Location ………….. Area e.g.16,389 km2 . . . Production  Teacher give student describe their province by follow the text before then report to the teacher  Teacher give advice for student

Lesson Plan Subject: English Specific Purpose Unit8 ASEAN Country Class: year 2 A, system 12+4, English Education, Normal course semester1 Stage 1 Communicative Aims.  Students will be able know about full name of ASEAN  Students will be able to learn the information of laos as a member of ASEAN Educative Aims.  Teacher introduce students to practice about member of ASEAN Understanding Related Question  Students understand the meaning,  Teacher greets students pronunciation, of the words  Do you know ASEAN country?  Students will understand how to be the  What is ASEAN? member of ASEAN  How many members of ASEAN  Students can communicate with other country there are? people  When did Laos become a member of ASEAN? Knowledge Skill  Remember about members of ASEAN  Students can speak, listen, read and  Know some information of ASEAN write about ASEAN country  Know when Laos became the members  Can use information about ASEAN of AEAN  Can communicate with another people Stage 2 Tasks Evidence  Students listen and repeat after teacher  Black board  Copy in your book  Text book  Read and answer the question  chart  Work in pare/in group  Read the text  Do activity  Look at the chart Stage 3

Presentation  T introduces the topic  T elicits by the question: Do you know ASEAN Country? And then show the word on the board 2 vocabulary  T drills the word on the board Ex: courage, benefits, budge…..  T says 2-3 times  Student repeat after T as a whole class  T choose some student to drill the word Practice 5 Reading  T Tells student answer the question Ex:1 Can you explain the meaning of the lao flag in English? 2 Do you know when laos join ASEAN?  T tells Ss read the text and match with the correct paragraphs  Ex: 1……. Laos can learn from its ASEAN partners 2…….Laos faces funding challenges  T tells Ss read the text in the book( page 49-50) a) T introduce Ss read the text again and answer the question Ex: 1. When did Laos become a member of ASEAN? 2.Which four words describe Laos‟ foreing policy? b) T tells Ss dicide the sentences True or false if it false correct it Ex: 1 ……laos and Myanmar became members of ASEAN in 1997 2…….Trade and investment in Laos has decreased in recent years Production 5 Reading.  Practice  T tells Ss work in pairs discuss with your partner about development gap Ex:1 what is the full name of ASEAN? 2 What does CLMV stand for?

Lesson Plan Subject: English Specific Purpose Unit 8 ASEAN Country Class: year 2, System 12+4. Communicative Aims  Student will be able to learn ASEAN Country  Students will be able to learn WH question (How, What, Which )And how to use them Educative Aims.  T introduces Ss practice more about how, what, when. Understanding Related Question  Ss understand meaning, pronunciation,  Teacher greets Student. spelling, listening of the word of  Do you have any home work? SEAN country  Do you know How many members of  Ss can make sentences about WH ASEAN country There are? Question.  Do you know WH Question?  Ss can use to communicate with other  people. Knowledge Skill  Students remember about ASEAN  Students can speak, listen, write country English fluently  Ss know how use WH question  Ss can make sentences correctly  Ss can communicate with other people by using WH question Evidence  Students can write ASEAN country of Tasks listening.  Students listen and repeat some  Students can make WH question difficult word sentence in their speaking with other  Listen to the missing word people  Copy into your book  Do activity 

Presentation  T introduces new topic on the board  T stick the chart on the board 2 Vocabulary Ex: gap, investment, human resource development, friendship….  T read 2-3 times  T tells Ss listen and repeat after T  T chooses some students to drill the word 4 Grammar  T stick the grammar chart on the board 1. There are many two-word question with how, what, and which Ex: how long…?,which city…?what kinds of..? 2 .Can you remember? Choose the correct alternatives Ex: we use how many with countable nouns… 3.We use what when there are a large number of possible answers Ex: What is the population of china? Practice 5 Reading  Listening  T tells Ss listen to the women talking about the development gap of the young ASEAN countries and then fill in the missing word The development gap ASEAN member have recognized that there is a development gap between the ASEAN six( Brunei, Indonesia, Malaysia……) And the (1)………. Of newest of ASEAN members: Production 3 Speaking  T organizes Ss work in pairs to Brainstorming What country does Laos PDR share the borders with? And add country that share borders with laos Ex: cambodia Lao PDR ……….  Setting home work: T introduces Ss practice about ASEAN country.