ปก Lesson Planl

Krathumbaen Wisetsamutthakhun School
Lesson Plan
Semester 2/2018
Teacher’s Name:___________________________________
Subject:_____________________________________
Matthayom:_________________________________
______________________________ ______________________________
(Mrs. Jatuporn Singhatarames ) ( ___________________________)
Head of the Department of Deputy Director
English Languages (Academic Affairs)
______________________________
(Mr. Grairat Sawangduean)
Director of Krathumbaen Wisetsamutthakhun School
Teacher: Regene V. Sadiri_________________________________________________
Class/Level: Mattayom 1 Date: Monday- Friday November 2018 Time: 50 mins
Learning outcome(s): The students should be able to appreciate and apply the English
Materials: source of knowledge.______________________________________
Handouts, pen, paper, board, book (Maximize 1 Your Score Listening and Speaking)_____
Stage Timing interaction Procedure

Lead-in 5 mins T-Ss Introduce the lesson “Today were
Introduce going to learn some useful vocabulary to
lesson and set T-Ss talk about “interesting Hobbies”
context. Introduce the first activity “An
Exciting summer”
SS (Listen) Check instruction (e.g. ICQ’s)
Get SS to check answers in pairs
Elicit answer. Praise
Presentation 15 mins T-ss Write going to /gonna ; will

Clarify the (future prediction) (I will travel the world)
meaning form Ss-T Asks SS foe examples of activities
and in summer. (look at the picture) and
pronunciation question to elicit the key collection
of new Ss-T Check meaning of difficult or
language unusual concept
T-ss Help students to construct a
Sentence and motivate in using
gonna / going to and will
T-ss Check spelling
Ss-T Drill pronunciation , pointing silent
letters and modeling difficult
constant clusters and vowels carefully
Ss-T Elicit the names quickly to check
students memories
Controlled
Practice 8 mins T-Ss Introduce controlled practice
Provide Ss with activity “An exciting Summer”
standing T-ss Describe the handout copies do an
opportunity example and let them begin
to personalize Ss-T Monitor to notice difficulties and
the new help weaker one
language Ss-T Feedback:
Check answers:
Use a staff to elicit or nominate students
randomly
Freer Practice 12 mins T-Ss Introduce “More interview
Provide Question”. Now let’s use the new language
speaking To find out about everyone’s exciting
practice with Summer.
some T-Ss Paste the pictures on the board
structure And instruct them clearly
Ss (Listening) Example (How was your vacation )
-it was fun and amazing
Ss-T Let them begin
T-Ss Monitor to notice interesting facts
good uses of language common mistakes
and to help stand and begin.
Ss-T Feedback
Ss-T Elicit correction
T-Ss Praise them
Production 10 mins T-Ss Telll students to choose their
Provide Ss with partner, and ask them about
opportunity to (Where did you go)
personalize the =I went to mountain
new Language Ss-T Check the instruction with ICQ’s
Let the students begin
Monitor to provide encouragement
and note down any common errors
Ss-T Feedback. Focus and praise
interesting stories from students
T-ss Elicit from students what they have
Learn today, what can now do with
English (an exciting summer)
Praise them
Learning outcome(s): At the end of the lesson the students responds from the topic and
Materials: able to communicate with better grammar and pronunciation.____

lesson and set T-Ss talk about “Festival around the world”
context. Introduce the first activity “An
Exciting summer”
SS (Listen) Check instruction (e.g ICQ’s)
Ss-T Get SS to check answers in pairs
Ss-T Elicit answer. Praise
Presentation 15 mins T-ss Analyze Future time clauses “last

Clarify the Summer, I visited a wildlife park”
meaning form Ss-T Asks SS for examples of free time
and activities. Write on the board “listen
pronunciation Carefully to the question to elicit the key
of new word ,but also accept their own interest
language Ss-T Show the flashcards , first to Ss
for activities already on the board
(stick them next to Future time clause)
then anything that they haven’t yet thought
T-ss Check meaning of any difficult
concept using visual aids
T-ss Check students to notice clauses
And future clauses
Ss-T Check spelling difficult words
Drill pronunciation ,model and teach them
Elicit the names quickly to memorize them
Controlled
Provide Ss with (Now let’s check is everyone can still
standing T-ss remember the vocabulary word)
opportunity Paste materials and instruct them to do it
to personalize Ss-T With pairs
the new Handout copies and let them begin
language T-Ss Monitor to notice difficulties and help
weaker pair
Ss-T Feedback: Check answer and nominate
Ss randomly
Freer Practice 12 mins T-Ss Introduce “Name that cap”
Provide “now let’s use the new language to find
speaking out about everyone’s pretend that you
practice with you went to Cap”
some T-Ss Check the instruction with ICQ’s
structure Do to examples “what camp did you go”
“where is your camp side?”
Let them begin
Praise some of the good uses of language
common mistakes
Production 10 mins T-Ss Tell students to choose their

Provide Ss with partner, and have a role play present
opportunity to Ss Check the instruction
personalize the Ss-T Let them begin
new Language Ss-T Motivate to provide encouragement
And write down any common errors
Feedback: focus and praise
interesting stories from Ss
Ss-T Elicit from students what they have learnt
today, what can now do with English
Learning outcome(s): At the end of the lesson the students responds from the topic and
Materials: ableto communicate with better grammar and pronounciation.____
Pictures, pen, paper, board, book (Maximize 1 Your Score Listening and Speaking)_____

lesson and set talk about “Famous work arts”
context. T-Ss Introduce the first activity “match
the sentences to the pictures”
Ss-T Check instruction (e.g. ICQ’s)
Ss-T Get SS to check answers
T-Ss Elicit answer. Praise
Presentation 15 mins SS Write dependent and independent clauses

Clarify the asks SS for examples of “work arts”
meaning form T-Ss Check the meaning. Elicit corrections.
and T-Ss Check form from the students who first
pronunciation notice the dependent and independent
of new Clauses “the fountain, Edward munch
language explains being an artist”
T-Ss Check spelling of some unfamiliar words
cover them and elicit spelling
Ss-T Drill pronunciation, pointing out silent letter
modeling difficult constant cluster and
vowels carefully
Ss-T Rub the pictures off the board to leave only
the flashcards
Ss-T Elicit the names quickly
Controlled
Provide Ss with (Now let’s check is everyone can still
standing remember the vocabulary word)
opportunity Ss chest materials and instruct them to do
to personalize Ss handout copies. Do an example and
the new let them begin
language Ss-T Monitor to notice difficulties and help other
Feedback
T-Ss Check answer and nominate Ss randomly
Freer Practice 12 mins T-Ss Introduce “I love my job”
Provide now let’s use the new language
speaking Ss-T Chest materials and instruct them to do it
practice with with pairs
some T-Ss Do to examples to make activity clearer
structure Let them begin
common mistakes
Ss-T Elicit correction. Praise again
Production 10 mins T-Ss Tell students to choose 3 jobs

Provide Ss with Ss-T Check the instruction with ICQ’s
opportunity to Ss Let them begin
personalize the T-Ss Motivate to provide encouragement
new Language and write down any common errors
Ss-T Feedback: focus and praise
Elicit from students what they have learnt
Class/Level: Mattayom 1 Date: Monday- Friday Nov. 2018 Time: 50 mins
Learning outcome(s): Predict outcomes through listening to the text “different profession
Materials: and discuss the importance of identifying profession.______________

lesson and set talk about “Different profession”
context. T-Ss Introduce the first activity “match
The function to the question”
Ss-T Live listening text “what does the boys
mom do?” “what are they talking about?”
Ss-T Get SS to check answer
Ss-T Elicit answer. Praise
Presentation 15 mins Ss-T Write position of adverbs

Clarify the Ss-T asks SS for examples of “Professions”
and Show hand put
pronounciation T-Ss Check meaning of every unfamiliar word
of new Check from the SS who first notice the
language Position of adverbs
T-Ss Check spelling of some unfamiliar word
Cover them. Elicit the Answer
Ss-T Drilling of pronunciation pointing out silent
Letters and modeling difficult constant
Cluster and vowels
Controlled
Provide Ss with (look at your handout)
standing chest materials and instruct them to do
opportunity Ss-T chest materials and instruct them to do it
to personalize Ss-T handout copies. Do an example and
language T-Ss Monitor to notice difficulties and help other
Feedback
T-Ss Check answer and nominate SS randomly
Freer Practice 12 mins T-Ss Introduce “interview about university”
speaking Chest materials and instruct them to do it
practice with with pairs
some Do to examples to make activity clearer
structure Ss (mingle) Let them begin
Ss-T Monitor to notice interesting facts
common mistakes
Ss-T Feedback. Get three interesting facts,
Production 10 mins T-Ss Tell students to write their ambition in life

Provide Ss with Ss-T Check the instruction with ICQ’s
opportunity to Ss Let them begin
Learning outcome(s): Demonstrate an understanding of the principles for learning or___
Materials: planning Lesson plan.______________________________________

lesson and set talk about “Where are you working”
context. T-Ss Introduce the first activity “where is
that?” “I will tell you about where I am”
Ss-T Check instruction (e.g ICQ’s)
Presentation 15 mins Ss-T Write the descriptive landmarks

Clarify the Ss-T Comparing same similar different order
and Show hand put
pronunciation T-Ss Check meaning of every unfamiliar word
of new Check from the SS who first notice the
language Position of adverbs
Cluster and vowels
Controlled
Provide Ss with (random sampling)
standing chest materials and instruct them to do
opportunity Ss-T chest materials and instruct them to do it
to personalize Ss-T handout copies. Do an example and
Feedback
T-Ss Check answer and nominate SS randomly
Freer Practice 12 mins T-Ss Introduce “what now?”
speaking Chest materials and instruct them to do it
practice with individually
some Do to examples to make activity clearer
structure Ss (mingle) Let them begin
Ss-T Monitor to notice interesting facts
common mistakes
Production 10 mins T-Ss Tell students to choose places and tell their
Provide Ss with Partner about them “ where
opportunity to do you want to go?” I can’t find you
Learning outcome(s): Plan and design suitable learning and speaking activities._____
Materials: Handouts, pen, paper, board, book (Maximize 1 Your Score Listening and____
Speaking __

lesson and set talk about “How to make something”
context. T-Ss Introduce the first activity “Put the
correct words in the blank
Presentation 15 mins Ss-T Write and identify comparative

Clarify the adverbs on the board
and Show hand put
pronunciation Ss-T Asks SS for more examples of the
of new vocabulary preview. Write it on the board
language and show to their classmates
Cluster and vowels
Ss-T Minimize the posted selection on the board
Elicit name quickly to check students
memory
Controlled
standing To check learners what they had learned
opportunity T-Ss Chest materials and instruct them to do it
to personalize Ss-T Handout copies. Do an example and
the new Let them begin
Ss-T Feedback
T-Ss Check answer
Use a stick to nominate students randomly
Freer Practice 12 mins T-Ss Introduce “Girls versus Boys?”
speaking T-Ss Chest materials and instruct them to do it
some Ss-T Do to examples to make activity clearer
structure Check ICQ’s
Ss-T Let them begin
common mistakes
Production 10 mins T-Ss Tell students “what girls can do that a boy
Provide Ss with can’t do what boy can do that girls can’t”
opportunity to Ss-T Check instructions
personalize the Ss-T Motivate to provide encouragement
Learning outcome(s): The students should be able to listen and respond appropriately
Materials: in formal and informal situations for a variety of purposes.__________
Handouts, pictures, pen, paper book (MAXIMIZE I) Your score: Listening and speaking_

lesson and set talk about “Game of food”
context. T-Ss Introduce the first activity “rock-
Paper-scissor to spin the board
Ss-T Check instruction (e.g ICQ’s)
Presentation 15 mins Ss-T Write adverb of frequency, countable

Clarify the And uncountable nouns, talks about diet
and Show the dietary wheel
Cluster and vowels
memory
Controlled
Ss-T Feedback
T-Ss Check answer
Freer Practice 12 mins T-Ss Introduce “Comp-lete the sentence”
Ss-T Let them begin
common mistakes
Production 10 mins T-Ss Tell students to choose 3 of their favorite

Provide Ss with meal or food
Learning outcome(s): The students should be able to listen and respond to the topic_
Materials: “Wet Land” in a variety of context_____________________________

lesson and set talk about “Game of food”
context. T-Ss Introduce the first activity “talk
about the picture on the board”
Presentation 15 mins Ss-T Write on your notebook your opinion

Clarify the and let’s talk them later
and Show flash cards
Cluster and vowels
memory
Controlled
Ss-T Feedback
T-Ss Check answer
Freer Practice 12 mins T-Ss Introduce “Fill in the question word”
Ss-T Let them begin
common mistakes
Production 10 mins T-Ss Group them into 3 groups and tell their
Provide Ss with Partner to have a role-play dialogue
Learning outcome(s): The students should be able to listen, read, write and apply the
Materials: the knowledge to the topic Helping Out”________________________

lesson and set talk about “Helping Out”
context. T-Ss Introduce the first activity “find out how
your classmates help save the world
Presentation 15 mins Ss-T Explain the certain action with correct

Clarify the Use of superlatives adjectives
and Show flash cards
Cluster and vowels
memory
Controlled
Ss-T Feedback
T-Ss Check answer
Freer Practice 12 mins T-Ss Introduce “Fill in the blank”
Ss-T Let them begin
common mistakes
Production 10 mins Ss-T Ask them any doubtful question

Provide Ss with And information in order to clarify them
opportunity to Feedback: focus and praise
personalize the T-Ss Elicit from students what they have learnt
new Language today, what can now do with English

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ปก Lesson Planl

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Krathumbaen Wisetsamutthakhun School

Stage Timing interaction Procedure

Presentation 15 mins T-ss Write going to /gonna ; will

Stage Timing interaction Procedure

Presentation 15 mins T-ss Analyze Future time clauses “last

Production 10 mins T-Ss Tell students to choose their

Stage Timing interaction Procedure

Presentation 15 mins SS Write dependent and independent clauses

Production 10 mins T-Ss Tell students to choose 3 jobs

Stage Timing interaction Procedure

Presentation 15 mins Ss-T Write position of adverbs

Production 10 mins T-Ss Tell students to write their ambition in life

Stage Timing interaction Procedure

Presentation 15 mins Ss-T Write the descriptive landmarks

Stage Timing interaction Procedure

Presentation 15 mins Ss-T Write and identify comparative

Stage Timing interaction Procedure

Presentation 15 mins Ss-T Write adverb of frequency, countable

Production 10 mins T-Ss Tell students to choose 3 of their favorite

Stage Timing interaction Procedure

Presentation 15 mins Ss-T Write on your notebook your opinion

Stage Timing interaction Procedure

Presentation 15 mins Ss-T Explain the certain action with correct

Production 10 mins Ss-T Ask them any doubtful question

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