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Lesson Plan 1

Topic Down and Up                      Unit 1 Interpretation and Giving Opinions

Subject Basic English 1 (E21101)      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
Grade 7/1: Act in compliance with orders requests, instructions and simple explanations heard and read

Content
      The abilities to order and request by using both positive and negative with meaning for themselves, classmates, school and closed people correctly through language practice process for communication that are emphasized integrating and focusing on listening, speaking, reading and writing skills. They will enhance students are able to apply in real situations confidently, politely, properly in situations and people.

Learning Content
      Knowledge
1. Both positive and negative orders, requests, and suggestions with meaning for themselves, classmates, school and closed people, such as 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
Patterns of positive and negative order sentences
V.1 or V.1 + obj./ Don’t + V.1 or Don’t + V.1 + Obj.
Patterns of request sentences
(positive) : Please + V.1 or V.1 + obj. + please.
(question) : Can/Could + you + V.1 + Obj. + please?

Skills/ Procedures
Procedures for practicing language skills for communication which focused on performing that integrated with listening, speaking, reading and writing skills.

Characteristics:
1. Students are confident when using English language for communication.
2. Students use English language politely, properly in situations and people.

Integration
       Learning Area of Thai language by using orders and requests sentences, Learning Area of Health and Physical Education by designing body language, and Learning Area of Arts by drawing pictures follow the instructions.

Competences
1. The ability of Communication- sing songs and communicate through acting out and drawing pictures.
2. The abilities of Thinking
2.1 Thinking to analyze and classify the kinds of vocabulary
2.2 Thinking to criticize and judge reasonably
2.3 Thinking to apply a syllable verb and act out
2.4 Thinking on concept, draw a picture after listening and summarize their learning.

Learning Evidences
Products/ Tasks
1. Group works write/sing songs and act out
2. Individual works speak/ write/ act out order, request, suggestion and direction sentences.
3. Individual works write order and request sentences both positive and negative and the structures into the notebook.

Evaluation

Indicator	Method	Instruments	Criterion
Grade level Indicator Grade 7/1 Act in compliance with orders requests, instructions and simple explanations heard and read.	1. Noticing performance 2. Check drawing picture with order/ request	1. Check lists 2. Product’s checking form	70% 70%

Learning management

1. Warm up
1.1Students listen to Down and Up song for many times and sing follow with the song. Teacher acts out while students are 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 the important vocabulary in the song. Students pronounce and act out or tell the meaning of vocabulary.
1.3 Students sing a song and act out follow the teacher.
1.4 Students in each group brain storm to find other vocabulary to put instead of the former vocabulary in the song and act or draw the picture.
2. Presentation
2.1 Teacher speaks some order sentences both positive and negative. Students repeat and act out follow 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 order sentences cards. Students read, summarize and take note into their notebook.
2.3 Teacher speaks some request sentences and shows sentence cards. Students repeat and act out, 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 that show politely request. Students take note into their notebook.
3. Practice
3.1 Students work in pair, change to speak discussing order and request sentences and act out.
3.2 Teacher calls some volunteers to speak order and request sentences in front of classroom. The other students do it follow the volunteers.
3.3 Students draw the picture of order and request sentences.
4. Production
4.1 Students present their song and act which are created by the members of group.
4.2 Students present other vocabulary in the song or other pictures on chart.
4.3 Students match the pictures with order sentences which teacher gave on the table and put them on the board, check the correct and read.
5. Warm up
5.1 Play “Simon Says” game.
5.2 Students do an exercise and write sentences with the given pictures.

Materials:
1. Songs
2. Taps of order and request sentences both positive and negative
3. Picture cards and sentences taps for matching
4. Work sheet
5. VCD or DVD player
6. Sign of places, such as electric train station, subway station, theater, medicine label. Etc.

Note after learning management
1. The results of learning management
……………………………………………………………………………………………………………………………………………………………………………………………………
2. Problems/ Obstacles
………………………………………………………………………………………………………………………………………………………………………
3. Suggestions
………………………………………………………………………………………………………………………………………………………………………………….

Check List

Name……………………………………………………………..Number…………………….

Results Checklist	Perform correctly and immediately	Hesitate before/  Perform correctly	Cannot perform	Total	Summary
	2	1	0	16	Pass	Fail
1. Open the book to page 15. (order) 2. Stand up. (order) 3. Sit down. (order) 4. Point to the door. (order) 5. Could I borrow your pen, please? (request) 6. Could you tell me your nickname, please? (request) 7. Close the windows, please? (request) 8. Spell the word “clap”, please. (request)

Note:   The criterion is students’ total score must be 70% or more than 11 marks, they will

pass.

The criterions of product quality scoring

Score level Issues	4	3	2	1	Weight of Importance	Total score
The correctness and completeness of the task	Task is correct and complete at very good level	Task is correct and complete at good level	Task is correct and complete at fair level	Task is correct and complete tasks at low level	3	12
Creativity	Task is very interesting	Task is medium  interesting	Task is little  interesting	Task is very little  interesting	2	8
Total					5	20

Evaluation Task Form

Issues/Score Name	The correctness and completeness	Creativity	Total	Summary
	12	8	20	Pass	Fail

Note:   The criterion is students’ total score must be 70% or more than 14 marks, they will pass.