Lesson Plan Outline

Class being taught: Mathayomsuksa 4 (Grade 10th) Sponsor Teacher: Janjiraporn Tuinard
Pre-Assessment

Prepared on ______January 5, 2013________ To be used on ______January 7, 2013_________

1. Student age and proficiency level: The students are in grade 10th. The class is a mixed level of beginners, intermediate to advanced level of language proficiency. 2. Students background: The student genders are in both genders and Thai whose religious belief is Buddhism. Their first language is Thai as well as their social, cultural and educational backgrounds. 3. Classroom rapport and physical environment: The classroom has a projector, a set of computer, and whiteboard. The classroom is quite crowded and inflexible with many tables and chairs as well as the number of the students. There are four big fans in the classroom. The level of noise is not too interrupting the teaching instruction. The school also has a few computer labs for individual student computer usage. There are 48 students: 34 females and 14 males. They are mostly actively engaged to the lessons and the teachers. They are expected to be well behaved by parents, teachers, and the school director. The class teaching and learning instruction will be in English and Thai (Approximately 70:30). 4 Pre-test: Soon after my observation of the classroom, when I can teach the class, and assess their level of proficiency. I will use an activity that encourages them to talk in class because they hesitate to speak. The activity is to prepare the students to speak freely in the class. The students will be paired then they will talk about weather yesterday or today. Each student will write whatever they want; words, phrases, or sentences. They will speak for about a minute then take turn. The writing part will support them when they are struggled while they are speaking. Writing skillsare measured through chosen and assigned questions that the students can write short answers. Reading skillsare measured by reading comprehension. There will be a few paragraphs that the students will be reading. Listening and Speaking skillsare measured by my lesson instructions and directions that I will be talking in class. If there are students who seem not to understand, I will give

Materials 1). The textbook Upstream by Virginia Evans and Jenny Dooley 2). Paper and pens 3). Whiteboard and markers

them hints and translation into their native language.

Course Objective Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the Entrance examination for undergraduate level acceptance. They can achieve and fulfill the course objectives and move up to the next last two academic years of high school level. Lesson Objective(s) The students will be able to The students will be able to understand how to be an effective language learner in EFL learning environment.

Overview What is English? Why we need to study English? I will start with asking these questions to help them realize that learning English is necessary if they want to be independent learners. Later, the students will be grouped in groups of 5, then they will discuss why they have to study English? And how they can study it effectively? List the ideas on board. I will mention about the pretests and how they can be done, and what the purpose of doing pretests is.

Housekeeping The classroom rules: late submission, my teaching and learning expectations, and their expectations in the course.

Technology Component YouTube video http://www.youtube.com/watch?v=CA4NSGP _yEA&feature=relmfu

Review/Development, and Time

1. I will start the lesson with asking questions in the class. The questions are What is English? Why we need to study English? I also give some instructed ideas. (5 minutes) 2. The students will be divided into groups of 5. The students will be discussing and brainstorming on those questions then they will write a list of response to the questions. (5-8 minutes) 3. After the group discussion, each group will be asked to send two of the group members and report on what was being discussed in the groups. So they will do a report according to the list that they have. (10-12 minutes) 4. Then they will rotate to share their ideas to the different groups a few times in 8-10 minutes. 5. I will show the YouTube video about how they can be successful as a language learner. (3 minutes) 6. I will give them the copies of 14 Characteristics of A Good Language Learner by Rubin sheets (handouts). 7. We will read and discuss on that list. (15 minutes) 8. I will mention about the pretests, and why they are important as a tool to assess their levels of language proficiency (12-15 minutes). *** by the next class 9. In the next two-class time periods, the pretests will be administered. 10. Writing skillsare measured through chosen and assigned questions that the students can write short answers. 11. Reading skillsare measured by reading comprehension. There will be a few passages that the students will be tested with multiple-choice format. 12. Listening and Speaking skillsare measured by video recording. I will use a school computer lab for the individual recording of these skills. The students will listen to a set of tasks. They will listen to given tasks, then they will give their responses in 1-2 minutes. Assignment/Practice I will walk around and observe how they articulate the list of the characteristics of a good language learner. Then the homework assignment is to read the handout. Philosophical Justification I use the YouTube video to help them realize and motivate themselves to learn English. They will be able to be successful as well others. The content of the YouTube video can clarify what need to be done in order to start learning English as a second language or foreign language. The handouts can be an example to guide them through a process of learning the language. Especially, how to begin to familiar with a good language learner according to those characteristics. The pretests can help them know what are weaknesses and strengths of their own learning skills. They can also feel a sense of achievement in academic learning for those who have good scores, however, for those who did not have high scores on the pretests at least they know what needed to work on. As a teacher, I can know what teaching tools that I appropriately choose to help them in my teaching.

Summary The students can know what to expect in learning English and how they can find patterns of the learning approaches to improve their language learning abilities.

Self-evaluation I thought the pretests would help me assess their learning ability in the classroom. However, I probably need to change how I can assess them through just an only one compact set of test that can assess them in all proficiency skills because I can save more time and the students have more time to learn the content in class.

Contingency Plan 1. If the YouTube video is not working, I will talk about my experience of learning English before and while I was in Hawaii (BYU Hawaii) 2. I will ask for a few students who would like to share their learning experience about foreign language.

My lesson needed a few more contingency plans because some of the prepared lessons did not work well because they werent relevant to their interests and cultural practices.

Lesson Plan Outline

Class being taught: Mathayomsuksa 1 (Grade 7th) English Program (29 students) Sponsor Teacher (if applicable): _____Jason ____________________________________
Pre-Assessment The class will listen to an audio from Top Notch 2 ActiveBook by Joan Saslow and Allen Ascher. They will be listening to the disc about photo story. They will also read and listen to a conversation at a movie theater. There are three pictures and reading dialogues. While they are listening to the audio, they have to pay attention by focusing on the language. For example, they will pay attention to Ill pay, really dont like, to tell you the truth, a lot of, didnt see, and they say.

Prepared on _____5 January 2013___________ To be used on ___7 January 2013___________

Materials 1. Top Notch 2 ActiveBook by Joan Saslow and Allen Ascher, Compact Disc 2. Class DVD player and speakers 3. Computers in the classroom

Course Objective Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the high school level of acceptance. They can achieve and fulfill the course objectives and move up to the next two academic years of middle school level. Lesson Objective(s) The students will be able to 1. Apologize for being late. 2. Discuss preferences for movies genres. 3. Describe and recommend movies. 4. Discuss effects of violence in viewers. Overview On the side of the whiteboard, I will write what they will be doing for the class today. On the side of the whiteboard, there is a list of things that we will do in class. For example, Focus on language, Infer meaning, Think and plan together, these will be tasks which will be done in class. Housekeeping The announcement is to find their favorite movies and take a picture or poster of those movies to class the next time. Technology Component 1. DVD player and speakers 2. Computers in the classroom

Review/Development, and Time This class time is in the morning. It starts from 08:40 AM to 09:30 AM (a 50 minute period) 1. I have been assigned to teach the class with the class textbook, Top Notch 2 by Joan Saslow and Allen Ascher. 2. I will start with introducing the introduction of the lesson about Movies and Entertainment. 3. It will be about 10-15 minutes on previewing the lesson. The class will listen to an audio from Top

4.

5.

6. 7.

8.

Notch 2 ActiveBook by Joan Saslow and Allen Ascher. They will be listening to the disc about photo story. They will also read and listen to a conversation at a movie theater. There are three pictures and reading dialogues. While they are listening to the audio, they have to pay attention by focusing on the language. For example, they will pay attention to Ill pay, really dont like, to tell you the truth, a lot of, didnt see, and they say. Infer meaning, in the second point of the lesson will be teaching them about two different nouns, adjectives, and other meanings. They will, be in a partner, discuss and find different meaning of those words from the previewing. It might take about 10 minutes. Point F, the students will think and explain different points in this task. They will answer each question then explain their answers with a sentence from the photo story with their partner. It might take about 10 minutes. The students will be doing a discussion where they would to see movies: at home or in a movie theater. (3-5 minutes) Last, explain about the homework that they will be doing. They have to make a list of movies playing in their town. Which movies would they like to see? Which movies would they not like to see? Then their response why or why not. The end of the class period, I would ask them how I can assist them or what didnt understand in class.

Assignment/Practice Explain about the homework that they will be doing. They have to make a list of movies playing in their town. Which movies would they like to see? Which movies would they not like to see? Then their response why or why not.

Philosophical Justification I have been assigned to teach this lesson according to the textbook. However, the learners will learn to know how to listen to a conversation that they know what to expect of different kinds of movies. They can discuss, describe, and express themselves in a way that they really are.

They can also infer meanings of fighting, killing, or really great that how these words infer to other adjective and noun vocabulary words. SO they will be built their fundamental knowledge of different words. They can prepare to use this knowledge to describe, discuss and apologize in next lessons. Summary Self-evaluation The suppose is to pay attention by I think the preview of the lesson was meaningful and relevant to focusing on the language. For their interests because their used to have those situations in real life example, they will pay attention to about watching movies. However, I should have planned to have an Ill pay, really dont like, to tell activity along with the lesson. My discussion lessons seemed to be you the truth, a lot of, didnt see, boring because they were shy to talk with their partner since their and they say. partner speak the same first language. They will learn to differentiate Next time I would set an activity. They can move around and use the meanings with their partners. For language. I might use the Big Wind Blows. example, movie, killing, fighting, and an adjective that means really great.

Contingency Plan If the audio doesnt work I will read aloud the passage of Photo story instead of the technology.

Then I would like the students do the reading as well. Another plan is to read the movie previews on page 14 and teach them about reading comprehension. There are four previews of movies.

Prepared on ______7 January 2013___________ Class being taught: Mathayomsuksa 1 (Grade To be used on _______8 January 2013_________ 7th) English Program (29 students)____ Sponsor Teacher (if applicable): _____Jason__________________________________

Lesson Plan Outline

Pre-Assessment I will ask them how much they know about the present perfect tense and how they can use it. I will ask them write the sentence structure of the present perfect tense. I will also ask them of the homework from last time about the announcement is to find their favorite movies and take a picture or poster of those movies to class. Course Objectives: Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the high school level of acceptance. They can achieve and fulfill the course objectives and move up to the next two academic years of middle school level. Lesson Objective(s) The students will be able to 1. Apologize for being late. 2. They will be able to use the present perfect tense by using for and since correctly. 3. They will be able to use explain for being late. Overview I will list on the whiteboard of what points in the lesson that I will cover in class for today class. I will list grammar part, vocabulary, pronunciation, conversational model, and ready to apologize for being late. Review/Development, and Time Housekeeping I reminded them to finish their homework. The coming event of English Program Open House for their performance on January 31, 2013.

Materials 1. Top Notch 2 ActiveBook by Joan Saslow and Allen Ascher, Compact Disc 2. Class DVD player and speakers 3. Computers in the classroom

Technology Component 1. DVD player and speakers 2. Computers in the classroom

I start the class with asking them about the homework from last time about the announcement is to find their favorite movies and take a picture or poster of those movies to class. (2-3 minutes) I will ask them how much they know about the present perfect tense and how they can use it. I will ask them write the sentence structure of the present perfect tense. (10 minutes) Use since with specific time or date in the past. Use for to descried a period of time. I will also mention other uses. For example: with always wanted to see Car Planet; with ordinals, superlatives, only. This is the third time Ive seen Ping Pong. As well as lately, recently, just, so far, and still.

After my explanation about the present perfect tense, I will use point A Grammar practice. They have to choose the correct words to complete the paragraph. The paragraph will be found in the textbook on page 16. (10 minutes) Then they will do part B Pair work. They will be asking each other and take turns the following questions. Is there a movie youve always wanted to see? Have you seen any good movies recently? Whats the best movie youve ever seen? (5 minutes). Vocabulary part will be about explanations for being late. It takes about 5 minutes to listen and repeat the dialogue a few times. Pronunciation and conversational model part will be about 10-15 minutes. They will be able to listen to a dialogue and they will create their own dialogue to apologize for being late for a movie.

Assignment/Practice Jason and I reminded them to think of any performances that they can perform as a class and groups as well. They have to participate in the school English program Open House on the 31st of January. Summary They have been taught to learn different ways of addressing a

Philosophical Justification The learners are tended to be taught to be respectful and considered other people when to they didnt do what they have promised others to do. For instance, when they dont come to an appointment on time, they have to apologize for being late. Using present perfect tense in apologizing for being late is one of the ways that the students can achieve the lesson objectives.

Contingency Plan The Big Wind Blows I will use this game to help them use the present perfect tense and use in a case of apologizing for being late.

Self-evaluation Most of the activities and the teaching went very well. However, the opening activity wasnt work well because some of the other students bring their posters or some things about their favorite movies to the class. Some of them didnt have anything to talk about in class. I grouped them with other students who had pictures or posters so they could talk about their favorite movies. The last part of the lesson, conversational activity didnt work well as I expected. Some students are slow to generate their own dialogue, but some of the others did very well. I fix the concern by being in a conversation. I walked around the classroom and helped some students who needed to be instructed.

Prepared on _________9 January 2013______ Class being taught: Mathayomsuksa 6 (Grade To be used on ______10 January 2013_________ 12th) _ Sponsor Teacher (if applicable): Kittiya Mukdaprasert (supervisor teacher)____________

Lesson Plan Outline

Pre-Assessment I asked the learners what is passive voice and why we have to use passive voice in English. I group them in groups of five then they have to answer the following questions; what is passive voice, why we have to use passive voice, what are the difference between passive voice and active voice. Course Objective Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the Entrance examination for undergraduate level acceptance. They can achieve and fulfill the course objectives and move up to the next academic years of undergraduate level.

Materials 1). The textbook Upstream by Virginia Evans and Jenny Dooley 2). Paper and pens 3). Whiteboard and markers

Lesson Objective(s) The students will be able to The student will be able to use passive voice correctly in academic writing, and speaking skills. Every student has to pass 60% of the quiz. It is measured by the quiz questions total of 20 questions. Overview Housekeeping Technology Component I wrote down a list of things that I reminded them that they have to N/A the class will be covered on the take the last ten points from my day of instruction; what is passive passive voice quiz before the voice, meaning and explanations, semester ends. The announcement and exercise. has been assigned by the teacher supervisor. Review/Development, and Time I will start the lesson with the questions that I prepare. They will be in groups of five and they will discuss in their group with the following questions. (10 minutes) For instance, Can you explain passive voice? What is a structure of a passive voice? Do you know any rules of passive voice and what do you know? Can you form ten sentences of passive voice? Etc. I will begin the lesson by giving explanation on the reading assignment. (10 minutes) The last ten minutes, the students will work on the exercise. (10 minutes)

Assignment/Practice The exercise should be done in the class period. The quiz will be in class as by the next period.

Philosophical Justification The students are expected to learn about passive voice according to the curriculum of the school. However, I grouped them in groups of five is to help them brainstorm and share their ides with other students. I assigned them the reading assignment a few days before the lesson starts because they have to have their prior knowledge of passive voice. They all later, after read the reading assignment, can be in the same level of understanding when the lesson will be teach in class. The exercise is to help them analyze the principle of passive voice.

Summary The point of the lesson is to help the students recognize and use passive voice correctly.

Self-evaluation The classroom rapport was excellent. The students were very involved with the lesson. They asked questions according to their understanding. They also checked if their understanding was correct. However, some of my explanation in Thai wasnt clear as I expected. I was trying a few times to explain to the class. While I was explaining, the supervising teacher gave some explanation with an example. I have learned from her approach how to connect with the learners.

Contingency Plan I will arrange the chairs in two rolls and facing each other. The students will face each other and create a sentence of using passive voice then rotate according to my instruction.

Lesson Plan Outline

Class being taught: Mathayomsuksa 1 (7 grade) Sponsor Teacher (if applicable): ______
th

Prepared on ______7 January 2013____ To be used on ______9 January 2013________ Jason _____________________
Materials 1. Top Notch 2 ActiveBook by Joan Saslow and Allen Ascher, Compact Disc 2. Class DVD player and speakers 3. Computers in the classroom

Pre-Assessment The students will read and listen to movie genres. Part A Vocabulary, they will be in pair work and compare their favorite movie for each genre. Course Objective Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the high school level of acceptance. They can achieve and fulfill the course objectives and move up to the next two academic years of middle school level. Lesson Objective(s) The students will be able to 1. They will be able to use would rather + base form correctly. 2. They will be able to use discuss their preferences for movie genres. Overview I will write a list of what will cover in class. Part A vocabulary and pair work, then listening comprehension, grammar session, and conversational model. Review/Development, and Time Housekeeping Remind them the Open House for English Program on the 31st of the January. Jason will discuss with them what will be cover in the performance.

Technology Component A DVD player

1. I will start the class with part A vocabulary: movie genres. The students will read and listen to the audio. The audio will be repeated a few times until I am sure that all of them understand the dialogue. (5-6 minutes) 2. Later, they will be in pair work. Each pair has to compare their favorite movies for each genre. (2-3 minutes) 3. Part C listening comprehension will be played. They will listen to the conversations about movies. Then they will write the genre for each movie. Then circle the movie if the people decided to see it. (3-4 minutes) 4. Grammar session will be taught. The students will learn how use would rather + base form. Then they will be practicing grammar practice. (20 minutes)

5. They will listen to a dialogue of a conversational model and make their own dialogue using would rather +base form. Assignment/Practice Philosophical Justification Grammar practice and I use part A on vocabulary because I want the students know different conversational model types of movie genres and they can choose what kinds can fit their interests. They will listen to the dialogue in order to understand the pronunciation and the description of each movie genre. The students will in pair to help them express themselves orally with their pairs. They will be able to communicate with others. The grammar session is to help them use would rather + base form correctly. They also have to generate their own sentences with their own words according to their interests.

Summary The students are supposed to learn how to use would rather + base form correctly. They Contingency Plan The Big Wind Blows will be my backup plan by generating would rather + base form in the classroom if the lesson doesnt work well. Another backup plan is to study the back of the book on page 124. There are exercises on grammar and other language tools.

Self-evaluation My teaching of grammar lesson was really satisfied because the students asked a lot of questions and I explained them with details and how they could generate sentences in their own words. However, there were some points that I can improve in teaching the 7th grade is to build good rapport especially be friendly not too strict with the students. The lesson seemed so quiet when I asked them to create their own sentences by using would rather + base form. They didnt ask each other much. I told them to ask each other when they dont understand. They could also ask me as well. The learning tasks were interesting enough to get their attention. They were excited to talk about their favorite movie, but not those students who didnt bring theirs to class.

Lesson Plan Outline

th

Class being taught: Mathayomsuksa 1 (7 Grade)_ Sponsor Teacher (if applicable): ____ Jason ________________________
Pre-Assessment The lesson will begin with reading comprehension. Then the audio will begin according to the passage on page 22 in the textbook. Each student will answer my questions. The questions are about who, what, when, why, and how in the passage. The pre-assessment will be measure by how much they each can understand the passage. Course Objective Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the high school level of acceptance. They can achieve and fulfill the course objectives and move up to the next two academic years of middle school level. Lesson Objective(s) The students will be able to 1. Apologize for being late. 2. Discuss preferences for movies genres. 3. Describe and recommend movies. 4. Discuss effects of violence in viewers.

Prepared on ______9 January 2013_______ To be used on _____11 January 2013______

Materials 1. Top Notch 2 ActiveBook by Joan Saslow and Allen Ascher, Compact Disc 2. Class DVD player and speakers 3. Computers in the classroom

Overview Housekeeping Technology Component My lesson will be teaching about Discuss in class what to perform on A DVD player 20-25 minutes. the 31st of January the English I will list a list of things that will program open house this will be do in class on that day. First, the done by Jason the teacher. reading comprehension, then part A confirm the content, and the discussion. Review/Development, and Time 1. The lesson will begin with a pre-assessment informally. The students will be asked to read a reading passage in the textbook. Later, they will answer my questions randomly and individually. The will track each student how much they can understand the passage without any help form their peers or teacher. They will be asked, at what age do you think its safe to permit children to see violent movies and TV shows? They will explain their thoughts. (15 minutes) 2. Later, part A will be taught. In this part, confirmation of contents will be explained and the students will be discussing the following questions. a, Research has found that TV and movie violence can hurt children. What are some ways that viewing violence can affect children? b, What kinds of programs and movies most harmful? c, Some studies show that viewing violence can have long-term effects, lasting for many years. What are some of the effects that studies have shown? What bad message can come from violence programs and movies? What suggestions does the article make to help parents prevent the bad effects of violence TV programs and movies in very young children? In older

children? (10 minutes) Assignment/Practice Listening comprehension and evaluating ideas.

Philosophical Justification I use reading comprehension passage because I wanted to know how each student could process meaning after they have read the passage. Those questions that I use will help me know by the end of the lesson how much they could understand the reading comprehension. The questions that I will use for checking their reading comprehension come from the back of the book which used to help the teacher check their understanding. Self-evaluation The lesson was very serious today because of the topic according to the textbook was so formal. However, the students were not so serious about it. I didnt have enough time to cover every point that I had planned to teach because the time that Jason needed to talk about the activity with the students. So I didnt check their reading comprehension by the end of the lesson with my post-assessment questions. However, their lesson was good enough to help them understand the meaning of violence movies and TV programs.

Summary The students have been taught what needed to be taught but there wasnt enough time to test them with the post-assessment questions by the end of the lesson. Contingency Plan I have a backup plan in back of the lesson in textbook. They will listen to listening comprehension. Then check their understanding with these pictures which are on page 24.

Lesson Plan Outline

th

Class being taught: Mathayomsuksa 1 (7 grade) Sponsor Teacher (if applicable): ____ Jason __________________________________
Pre-Assessment The pre-assessment will begin with reviewing the car types on page 38. For what kind of situations would someone rent each type of car? Then each students will explain to their partner. Course Objective Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the high school level of acceptance. They can achieve and fulfill the course objectives and move up to the next two academic years of middle school level. Lesson Objective(s) The students will be able to

Prepared on _____12 January 2013______ To be used on ______14 January 2013_______

Materials 1. Top Notch 2 ActiveBook by Joan Saslow and Allen Ascher, Compact Disc 2. Class DVD player and speakers 3. Computers in the classroom

1. The students will be able to give explanation of what type of car they can rent or giving suggestions to other people. Overview Housekeeping Technology Component I will begin the lesson with a pre- Remind them about when is the A DVD player assessment that will help them get time to practice their performances their own prior knowledge or set and what will be announced by new knowledge about cars. Jason at the end of the class. I will write down a list of what I will be cover in class on that day. 1. Discussion 2. Listening comprehension 3. Writing activity 4. Pair work Review/Development, and Time 1. The class will begin with Discussion with their partner about the car types on page 38. For what kind of situations would someone rent each type of car? (5 minutes) 2. Then they will be in pair work. They will read about each customer at a car rental agency. They will choose the best type of car for each person. Then they will discuss reasons with their partners. (7-10 minutes) 3. Listening comprehension part will be using the class audio. They will be listening to four phone call conversations. Each pair will summarize what happen in each conversation. They will write a check if the caller rented a car. Then listen again. Now, write the reasons the other callers didnt rent a car. (57 minutes) 4. Writing activity on planning a trip for which they need a rental car. (5-7 minutes) 5. Last, pair work will be role-plays a phone call to a car rental agency. Rent a car for the trip you planned on the previous activity. Then choose one of the cars from Wheels Around the World rental

agency. Ask about rate. Discuss the trip and your needs. Then change roles. (10 minutes)

Assignment/Practice Writing assignment will help them create their own expressions and the last pair work activity will help them use the language orally with the partner.

Philosophical Justification I use discussion approach because I want the students use the language as much as possible. The core of this class Listening and Speaking emphasis. I use the writing the activity is to help them brainstorm their ideas and then use it in conversational skills. The pair work on a roleplay will enhance their speaking skills.

Summary Every point that I have planned to teach is successful because the students seemed to enjoy the lesson. They mostly liked to do the role-play. Most of the students understand the purpose of the lesson that they know what kind of cars that could rent it and it is worth it to do. Contingency Plan My backup plan is to do a roleplay that I have written down a few situations about car rental and car accidents on a few cards. The class will be grouped, four in each group.

Self-evaluation Every point that I have planned to teach was on time and I could evaluate the learners understanding when I walked around the class. The students participated in the lesson in both pair work and the writing activity. The rapport of the class was in a good level of enjoyment and participating in the lesson. I usually maintain eye contact with the class. I noticed that they asked a few questions about different types of car. That might mean that they were interested in either cars or the lesson about cars.

Lesson Plan Outline

Class being taught: Mathayomsuksa 1 (grade 7th) Sponsor Teacher (if applicable): _______ Jason _________________
Pre-Assessment The pre-assessment will be about guessing vocabulary words; stare, gesture, honk, flash your lights, tailgate, weave through traffic, and cut someone off. These aggressive driving behaviors will match with different pictures on page 46. Course Objective Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the high school level of acceptance. They can achieve and fulfill the course objectives and move up to the next two academic years of middle school level. Lesson Objective(s) The students will be able to The students will be able to discuss good and bad driving Overview Housekeeping The class will be about guessing The class performances, time and vocabulary words; stare, gesture, days of rehearsal honk, flash your lights, tailgate, weave through traffic, and cut Finish homework on page 48. someone off. These aggressive driving behaviors will match with different pictures on page 46. Then a reading comprehension passage will be read. The students will answer questions from the context. Review/Development, and Time

Prepared on _____January 16th-17th 2013_______ To be used on _____January 18th 2013 ____

Materials 1. Top Notch 2 ActiveBook by Joan Saslow and Allen Ascher, Compact Disc 2. Class DVD player and speakers 3. Computers in the classroom

Technology Component A DVD player

1. The class will begin with a pre-assessment. They will guess the meaning of these words; stare, gesture, honk, flash your lights, tailgate, weave through traffic, and cut someone off. These aggressive driving behaviors will match with different pictures on page 46. (7-10 minutes) 2. The class will read a passage of Six Tips for Defensive Driving. They will be discussing six questions on page 47 part A. (20-25 minutes) 3. The last point is to discuss critical thinking part B. How can defensive driving help drivers avoid accidents? They will explain their opinions, using the vocabulary and examples from the Reading or from their own experience. (7-10 minutes)

Assignment/Practice Matching vocabulary with correct pictures, answering questions on page 47, and pair work part A.

Philosophical Justification Vocabulary and pictures matching will help them categorize good or bad driving behaviors. The reading comprehension with questions will help the readers understand the meaning from the context. The critical thinking is to evaluate their reading comprehension and the understanding of the vocabulary and the examples.

Summary The students are supposed to learn how to differ good or bad driving. Their critical thinking has shown me that they understand the Contingency Plan Listening and singing Wheels around the World song the back cover on page 148.

Self-evaluation The matching vocabulary with correct pictures activity was very fun to do in class. The reading comprehension was good, but the reading and answering questions quite long and used too much time. Some of the students were very serious about it, but the rest of the class seemed to be bored because it took to much time. The class feeling wasnt good as I expected because the reading comprehension was too long.

Lesson Plan Outline

Class being taught: Mathayomsuksa 1 (7th grade) Sponsor Teacher (if applicable): ______Jason____________________
Pre-Assessment The pre-assessment will begin with finding good definitions for the following words; calcium, carbohydrate, protein, vitamins, B2, A, C, K, etc. There is a song of these words in the back of the book under glossary session. Each student will find their definitions on page 62. I will randomly ask them their definition matching. Course Objective Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the high school level of acceptance. They can achieve and fulfill the course objectives and move up to the next two academic years of middle school level. Lesson Objective(s) The students will be able to The students will be able to talk about food passions. They will make an excuse to decline food, discuss lifestyle changes, and describe local dishes. Overview Housekeeping I will write the list of things that we will do in class; sing a Healthy Eating Pyramid song, finish part A, B, and C. Then the class discussion but the end of the class. Remind them that Jason will have an announcement by the end of the class. He will come by the end of class period. Remind them that the class needs to be clean without any trash. They have to clean the classroom during this lunch break. Review/Development, and Time

Prepared on _____January 25th, 2013_____ To be used on ___January 28th, 2013 _____

Materials 1. Top Notch 2 ActiveBook by Joan Saslow and Allen Ascher, Compact Disc 2. Class DVD player and speakers

Technology Component A DVD player

1. The class begin with finding good definitions for the following words; calcium, carbohydrate, protein, vitamins, B2, A, C, K, etc. There is a song of these words in the back of the book under glossary session. Each student will find their definitions on page 62. I will randomly ask them their definition matching. (8-10 minutes) 2. Preview the Healthy Eating Pyramid and help them understand the definitions of calcium, carbohydrate, protein, vitamins, B2, A, C, K, etc. (10 minutes) 3. Do part A, B, and C. There are these questions; Look at the healthy eating pyramid, Do you think it gives good advice? Can you explain? Complete your own food pyramid to show how you eat.

Compare pyramids with your partner. How is the Healthy Eating Pyramid different from your pyramid? Which do you think is the healthier diet? Can you explain? (15 minutes) 4. The last part of the lesson is in part F. A discussion that the students will be doing is about reading different descriptions of the diets. Would they ever try any of the descriptions? Why or why not with their partner? (the rest of the class time until Jason comes)

Assignment/Practice The students will be doing the Healthy Eating Pyramid tables on page 62 for the preview. They can recognize their own eating habits and what they need to eat in order to be healthy. They will be discussing with their partner and the rest of the class. Summary They learned what they are supposed to learn about personal diets and good eating behaviors. They also learn new vocabulary and its definitions. The discussion can enhance their knowledge of what they have learned then use it orally. Contingency Plan Singing the Healthy Eating Pyramid song *I use my contingency plan of singing a song for the Healthy Eating Pyramid song.

Philosophical Justification Doing the Healthy Eating Pyramid tables, they can recognize their own eating habits and what they need to eat in order to be healthy. Singing a song about the dietary will warn them what a good eating habit is. The discussion will help them express themselves in their own words and to help them practice orally. The pre-assessment is created to help them have enough prior knowledge in this topic. The discussion will also help them analyze different situations of dietary. Self-evaluation The lesson today has finished on time. I finished teaching the lesson before the Jason came back and I have covered every point that I had planned to do in the class. The rapport of the class was great. The students participated in class and tried to do the their own assignment in class. I frequently maintained eye contact with class. They seemed not to maintain eye contact with me when they talk. I think that didnt mean that they werent interested in what I was talking to them, but it is about the culture. When adults talk to children. They must not look directly to the eyes of adult speakers because it is not polite.

Lesson Plan Outline

Class being taught: Mathayomsuksa 1 (7th Grade) Sponsor Teacher (if applicable): _______Jason____________________________
Pre-Assessment My pre-assessment is to ask them different parts of computer both hardware and software. Asking these vocabulary words will set them prior knowledge for the topic that will be discussing in class; a monitor, keyboard, RAM, touchpad, mouse, CPU, etc. By the end of the lesson, they will get all the words with correct definitions. Course Objective Students learn to have their own expectation of learning English as a foreign language for academic purpose. They will have awareness of cultural differences through learning the language, learning materials, textbooks, realias, and multimedia materials. The students can achieve the schools expectation in passing the high school level of acceptance. They can achieve and fulfill the course objectives and move up to the next two academic years of middle school level. Lesson Objective(s) The students will be able to Materials

Prepared on ______February 11th, 2013____ To be used on _____February 13th, 2013_____

1.

Top Notch 2 ActiveBook by Joan Saslow and Allen Ascher, Compact Disc 2. Class DVD player and speakers 3. A computer laptop

The students will be able to troubleshoot a problem, recommend a better deal, describe how they can use computers, and discuss the impact of the Internet. Overview Housekeeping Technology Component I will write a list of what will be cover in class today. First, I will write preview of the computer parts. Then vocabulary review, part D Photo Story, pair work and a discussion. Review/Development, and Time Finish an assignment on page 100101 by this Friday. Jason will discuss more about what musical numbers will be use EP activity on the February 28th, 2013. My computer laptop, A DVD player, and a desktop

1. The class will begin with asking them different parts of computer both hardware and software. Asking these vocabulary words will set them prior knowledge for the topic that will be discussing in class; a monitor, keyboard, RAM, touchpad, mouse, CPU, etc. By the end of the lesson, they will get all the words with correct definitions. (10-12 minutes) 2. Then Vocabulary section review will be taught. The students will be listening to conversations about computer parts. The audio will repeat again and they will complete the table on page 99. (7 minutes) 3. Pair work, they will be talking about the article of the technical support website. They will be asking this question; Have you ever had a problem with computer part? Then tell the partner with the details of what happened in a particular part of the computer. (5 minutes)

4. Photo story, There is a dialogue on page 99. The student will be listening to the audio about 5 minutes then answer 6 questions in part E. (7 minutes) 5. Last, pair work and a class discussion will be cover the checklist on page 99 and then their partner will compare the answers. The class discussion will be very brief because of time. (10-15 minutes)

Assignment/Practice Finish part E. After listening to the audio, the students will answer six questions. Finish the checklist on page 99 with their partner.

Philosophical Justification The lesson is about computer and its usage; the impacts of the Internet, how to use a computer. The lesson is designed to help the learners use a computer system with care, use the Internet with consideration, know different parts of a computer. Learning vocabulary words about will help the learners understand the definitions of different parts of a computer and get the best of out of what they already have at home. Pair work, they will be talking about the article of the technical support website. They will be asking this question; Have you ever had a problem with computer part? Then tell the partner with the details of what happened in a particular part of the computer. This part of the lesson will help the learners recognize and get the most useful tool when they use technical support service. Self-evaluation The students were very interested in my laptop because they have learned different parts of what they already have, They learned how to get the best things out of what they never know. It seemed that they know what was best and what wasnt good things of using the Internet, but it didnt show me that they how much they care about media use and social networks. It worked best when I showed them realia; my laptop. The class saw it and I explained them how to use a good source on the Internet. The classroom rapport was very great because they participated in class and the class discussion.

Summary The students learned different parts of a computer and a laptop computer. They learned what is good or bad habits using the Internet. Contingency Plan Do a discussion about how good and how bad the Internet impacts our society. (both pair work, group discussion, and a class discussion)