Lesson plan 1
Topic: Down and Up Unit 1 Interpretation and Giving Opinions
Subject Basic English 1 (Eng 21101) Grade level: Matthayomsuksa 1 Time: 3 hours
Standard F1.1: Understanding of and capacity to interpret what has been heard and read from various types of media, and ability to express opinions with proper reasoning
1. Grade level Indicator F 1/1. Act in compliance with orders requests, instructions and simple explanations heard and read.
Main point:
The ability to order and request using both positive and negative with meaning for themselves, classmates, school and close people, correctly through language practicing for communication which integrated and focused listening, speaking, reading and writing. This will make students learn to use in real situations confidently, politely, proper in situation and people.
Learning points:
Knowledge:
1. Directions, requests, suggestions both positive and negative with meaning for themselves, classmates, school and closed people, including Look at the…/here/over there/say it again/ Read and draw/ Put a/ an…a/ on/ under…/Go to the window and open it./Take out the book, open on page 17 and read it, etc.
2. Using Can/ Could/ please in request sentences, such as Please look up the meaning in the dictionary. / Look up the meaning in the dictionary, please. / Can/ Could you help me, please?/ Excuse me, could you…? Etc.
Vocabulary: clap hop shake turn borrow
Pattern of positive and negative sentences :
V.1 or V.1 + obj. / Don’t + V.1 or Don’t + V.1 + Obj.
Pattern of request sentence (positive) :
Please + V.1 or V.1 + obj. + please.
(question) : Can/ Could + you + V.1 + obj. + please?
Skill / Procedure:
Procedure of practicing language for communication which focused on performing which integrated listening, speaking, reading and writing
Characteristics:
1. Confidence in using language for communication
2. Use English politely, proper in situations and with people.
Integrating:
Using orders and requests in Thai language, Action in Health and Physical activities, Draw a picture along the direction in Arts
Competences:
1. Communication ability to sing songs and communicate through acting and drawing pictures.
2. Thinking ability
2.1 Analyze and classify types of vocabulary
2.2 Reasonable in critical thinking
2.3 Apply a syllable verb, think and act as it
2.4 Think on concept, draw a picture based on listening ability.
Learning evidences:
Products/ Tasks:
2. Group works ; write and act out songs.
3. Individual works ; speak/ write/ act out requests, suggestions and directions sentences.
4. Individual works ; make orders, requests both positive and negative also sentences structure into the book.
Evaluation:
Indicator | Method | Instruments | Criterion |
Grade level Indicator F 1/1. Act in compliance with orders requests, instructions and simple explanations heard and read. | 1.Performance noticing 2. Check the products; drawing picture with imperative, request | 1. Check lists 2. Product’s checking form | 70% 70% |
Learning procedure management:
1. Warm up
1.1Students listen many times to the song Down and Up and sing along with the song. Teacher acts out the song while students listening to the song.
Song: Down and Up
Down and up and clap, clap, clap,
Down and up and clap, clap, clap,
We clap to the left and we clap to the right
Turn around and clap, clap, clap, (walk, nod, hop, shake…etc.)
1.2 Teacher indicates vocabulary in the song. Students pronounce and act or tell meaning of all vocabulary.
1.3 Students sing a song and act with teacher.
1.4 Students in each group brain storm to find some other vocabulary to put instead of the old in the song and act or draw the picture.
2. Presentation
2.1 Teacher tells some imperative sentences both positive and negative. Students repeat and act out the sentences, such as Stand up. Turn right. Turn left. Turn back. Turn around. Point to the window. Sit down.
Don’t sleep in the classroom. Don’t eat food in the classroom. Don’t draw cartoons in the book.
2.2 Teacher shows imperative sentences card up. Students read, summarize and note into their notebook
2.3 Teacher speaks some request sentences and shows sentence card up. Students repeat and act, such as
T: Can/Could you tell me your nickname, please?
S: My nickname is “Tee”.
T: Can/Could you close the window, please?
S: Yes, I’ll do now.
T: Can/Could you I borrow your pen, please?
S: Yes, here you are.
2.4 Teacher summarizes the using of can / could and please in order to show politely request. Students note into their notebook.
3. Practice
3.1 Students work in pairs discussing some imperative and request sentences and change to new friend and act in the same time.
3.2 Teacher calls volunteers in front of classroom. Students repeat some imperative and request sentences and other students respond.
3.3 Students draw the picture of imperative and request sentences.
4. Production
4.1Students present their song and act as the vocabulary.
4.2 Students present other vocabulary in the song or other pictures on chart.
4.3 Students match the picture with imperative sentence given in the table and put them on the board, check the correct and read.
5. Warm up
5.1 Play a game “Simon Song”
5.2 Students do an exercise: try to make the sentence with given picture.
Materials:
1. Songs
2. Stripe of imperative, request sentences both positive and negative
3. Picture cards and stripe of sentences for matching
4. Work sheet
5. VCD or DVD player
6. Sign of places, such as sky train station, metro station, cinema, label. Etc.
Taking note after learning management:
1. The results of learning management
……………………………………………………………………………………………………………………………………………………………………………………………………
2. Problems / Obstacles
……………………………………………………………………………………………………………………………………………………………………………….……………………
3. Suggestions
………………………………………………………………………………………………………………………………………………………………………………….…………………
Check lists
Name……………………………………………………………..Number……………………..
Results
Orders | Perform correctly&
immediately
| Hesitate first / Perform correctly | Cannot perform | Total | Summarize |
2 | 1 | 0 | 16 | Pass | Fail |
1. (order) Open the book to page 15. 2. (order) Stand up. 3.(order) Sit down. 4. order)Point to the door. 5.(request) Could I borrow your pen, please? 6. (request)Could you tell me your nickname, please? 7. (request)Close the windows, please? 8. (request)Spell the word “clap”, please. |
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Caution: The criterion is students’ total score must be 70% or more than 11 pass.
The criterions of tasks scoring
Score level Point of Evaluation
| 4 | 3 | 2 | 1 | Weight of Significant | Total score |
The correctness and completeness of the tasks | Tasks are corrected and completed at very good level | Tasks are corrected and completed
at good level
| Tasks are corrected and completed
at fairly level
| A little of corrected and completed tasks | 3 | 12 |
Creativity
| Much of uniqueness of the tasks | The uniqueness of the tasks are at moderate level | A little of uniqueness of the tasks | Least of uniqueness of the tasks | 2 | 8 |
Total | 5 | 20 |
Evaluation tasks form
Point/Score Name- Surname | The correctness and completeness | Creativity | Total | Summarize |
12 | 8 | 20 | Pass | Fail |
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Caution: The criterion is students’ total score must be 70% 0r more than 14 pass.
Proved by;
Assistant Professor Viyada Phromchitta
Mr.Charle M Fisher
Aj.Somsri Sasithornwatchakul
