Topic Dawn and upUnit1 Interpretation and Giving Opinions
SubjectFundamental English 1 (E21101)Class Lower Secondary 1 Time 3 hours
Standard T 1.1 Understand and tell the story listened and read the different media then
give opinion and reason
Index M. 1/1 Do according to order, request, suggestion and easy explanation
listened and Read
Important concept
Students should be able to order, request, astigmatic and negative that mean for themselves, their classmates and closed people correctly by having gone through the language skill method to communicate, especially that emphasize being developed listening, speaking reading and writing together which enables the students to apply in their daily lives confidentially and suitable to good manner and condition of people.
Concept of having knowledge
Knowledge
1.Order, request, suggestion both affirmative and negative that mean for themselves and their classmates and closed people such as Look at the…. / here/ over there. / Say it again/ Read and draw. / Put a/ an… in/ on / under…. / Go to the window and open it. / Take out the book. Open on page 17 and read it. etc.
2.The use of can could/ Please in the request sentences such as Please look up the meaning in a dictionary./ Look up the meaning in a dictionary, please./ Can /Could you help me , please ? Excuse me. Could you… ?etc.
Vocabulary : clap hop shake turn borrow
Form of affirmative and negative order : V1 or V1+Obj./ Don’t + V1 or Don’t Obj.
Form of affirmative request : Please+V1+Obj. or V1+Obj.+please.
Question : Can/ Could+you+V1+Obj.+please?
Skill/ Method
MethodofpractingEnglish to communicate by focusing on trying to use in reality and gaining by listening. Speaking . Reading and Writing skill all together
Character
1.Use English to communicate confidentially
2.Use English suitably to manner, time and people.
Combination
Thai learning group using order and requestsentences. Hygiene learning and P.E group by designing gestures. Art learning group by drawing pictures along with order.
Ability
1.The ability to communicate, sing songs and show out as gestures and drawing.
2.The ability to think as :-
2.1Analysesthe group of words.
2.2Use reason to discuss
2.3Apply to use other one syllable verb for each verb and show gestures
2.4Can draw when hear the sentence and tell what having learnt
Result of learning
Work done/ kind of work
2.Group work, write/ sing with gestures
3. Single work, speak/ write/ draw/ make gesture the order. Request, suggest sentences
4. Single work to write order, request both affirmative and negative by noting down in the exercise book
Evaluation
Index
method
equipment
Percent pass
Index T 1.1 M 1.1 do the easy order , request, suggestion and explanation listened and read
Observe doing
Check drawing of order and request
Check list
Check the result
70%
70%
Method of learning
Warm up
1.1students listen to Down and Up songreatedlyand try to sing while the teached make gesture .
Down and Up Song
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.)
1.2Teacher tells the important words in the song, students read loud and gesture or tell the meaning of the words.
1.3Students follow the teacher singing and gesturing.
1.4Each student group thinks and searches other words to put in the song and gestures or tell the meaning of the words.
Presentation
2.1Teacher speaks both affirmative and negative order and shows gesture, 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 cartoon in the book.
2.2Teacher shows various order cards, students read,tell the meanings and note down in the exercise book.
2.3Teacher speaks various requests, shows the cards, students speak after the teacher and make gestures.
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 I borrow your pen, please?
S : Yes. Here you are.
2.4Teacher concludes the use of Can/Could please to show the polite request, students note down.
Practice
3.1Students speak order and request in pair with gesture
3.2Choose student as a valenteer to speak different orders and requests, the rest do the orders and requests.
3.3Let student draw pictures for order and requests.
Production
4.1Students show new idea about songs and gestures
4.2Student show the chart of other words or drawing for other words in the song.
4.3Student pair up the picture and order sentences on the table and stick on the board check and read.
Wrap up
5.1 Play “Simon Says” game
5.2 Let students do exercise from the picture given.
Media of learning
Song
Tapes of affirmative and negative orders.
Picture cards and tapes of pair sentences.
Work given sheets
VCD or DVD players
Different side boards, BTS station, understand rail station, cinema hosses and medical sheet, etc.
Note Criteria to decide if each student passes must get 70% or 11 marks upwards
Rules to mark the quality of work
Mark level/point to evaluate
4
3
2
1
Weight Main point
Total
Completed work
The best result of work
Good result of work
Rather complete result of work
Less complete result of work
3
12
Creative thought
Much new, wonderful piece of work
Medium new, wonderful
Piece of work
Less new, wonderful piece of work
Least new, wonderful piece of work
2
8
assemble
5
20
Plan of note to evaluate a piece of work
Condition/work
Completion
Creative thought
Total
Conclusion
Name, surname
12
8
20
Pass/fail
Note Criteria to decide if each student passes is that the student must get 70% 0r 14 marks upwards
Expressions used in the classroom
Greetings:
Hello.
Good morning (class/everyone).
Good afternoon (class/everyone).
That's all for today.
Goodbye.
See you tomorrow/next week/Friday.
Directions:
Stand up.
Sit down./Be seated.
Open your (text)books/notebooks (to page ~/chapter ~/section ~).
Turn to page ~.
Look at page/part/number ~.
Close your books/notebooks.
Take out your pen/pencil/notebook/textbook/homework/~.
Put your pen/papers/books/everything/~ away/in your desks/in your bags.
Pass your notebooks/tests/papers/homework to the front/to me.
Here is/are your tests/your homework/your notebooks/~.
Take one (handout/test/copy/~).
Come to the blackboard/front.
Translate this into English/L1.
Write the answer on the chalkboard/in your notebooks.
Listen carefully.
Read page ~ (aloud).
Repeat after me./Repeat ~./Again.
Practice (~).
Check your/your partner's answers.
(Please can be used with the above expressions.)
Transitions:
First (of all)...?
Next...
For example...
Now let's ~.
After that...
Questions:
Who knows (the answer)?
Who knows (~)?
Who understands?
Who can tell me (~) ?
Who will volunteer (to ~)?/Who will do it?
Who has a question (about ~)?
What's ~ in English?/What does it/~ mean in English?
What's ~ in L1?/What does it/~ mean in L1.
What's the answer?
Do you understand?
Do you know (~)?
Do you have any questions?
Can you tell me (~)?
Will you volunteer (to ~)?/Will you do it?
Who's absent today?
Disciplinary Expressions:
Be quiet./Stop talking./No talking.
Calm down.
Stop that./Stop it.
Don't do that.
Put that/~ away.
Listen (to me)..
Look (at me).
(Please can be used with the above expressions--but if the teacher is very angry or frustrated she or he probably wouldn't use it.)
What are you doing?
Are you listening?
Are you paying attention?
Appendix ll: Classroom English For Students
Lists of expressions like these seem to be circulating everywhere for good reason. Students need to learn these kinds of expressions if they are to communicate in English in class. Naturally teachers should help them with pronunciation, meaning, and usage. Especially at the elementary level it may be useful to provide the meanings in L1 or ask the students to write them in. Teachers may want to suggest that the students paste the list inside the front cover of their notebooks so they can refer to it easily during class. As with Appendix I, there are many other good expressions which aren't listed here.
Excuse me?
(Are you speaking to) me?
I didn't hear you.
Again, please.
More slowly, please.
Just a minute, please.
Ms. ~/Mr. ~.
I'm thinking.
I don't understand. (Huh?)
I don't know.
How do you say this word?
What does ~ mean?
What's ~ in English?
What's ~ in L1?
I think ~.
One more please.
That's easy/difficult/strange.
Please help me.
·The Internet TESL Journal, Vol. II, No. 7, July 1996 http://iteslj.org/
By Abigail Van Buren Abigail Van Buren – Thu Feb 10, 2:16 am ET
DEAR ABBY: You assured "Overwhelmed in Ohio" (Dec. 18) that fellow student "Dan" will "move on and start building a life" after high school is over. On what base might he build? Because "Overwhelmed" says Dan is an "outcast" whom everyone treats as invisible, and he has attached himself to the one person who has befriended him, it appears he has completely missed the normal teen social-learning process. How, then, is he supposed to have acquired the social skills necessary for building connections later in life?
There's a difference between being unpopular and being ostracized. An unpopular kid can participate in social situations with similar kids. A kid who is shunned cannot. Unfortunately, Dan may be on a path toward lifelong social illiteracy and isolation.
What needs to happen before "Overwhelmed" pulls away is for the adults in charge of this school to figure out why Dan has been ostracized, and develop an effective remedy for the situation -- one that gets Dan into normal relationships with other people. And there should also be lessons about empathy provided to the students who are shunning him. -- KNOWS FROM EXPERIENCE
DEAR KNOWS: Thank you for your insight. You are by no means the only reader who felt compelled to chime in on this sad situation. Read on:
DEAR ABBY: High school can be a cruel time for many young people, especially those deemed "outcasts" by their peers. I had a friend in high school who truly suffered. I made it my mission to make sure he felt he had a friend and wasn't completely alone. I hung out with him at lunch, at the library on weekends, and tried to include him in activities I was involved in. I defended him to those who called him names, and although I was younger than he, I felt like his protector.
Now, eight years later and living in different states, we are still friends. He told me recently that I was the only reason he didn't attempt suicide in high school. He said I had saved his life by just taking a few moments out of my day to say hello or hang out with him. At the time I didn't realize the lifeline I was extending. -- LUCY IN OAKLAND, CALIF.
DEAR ABBY: My teenage son was similarly "invisible" to most of his classmates and it led to deep depression and anxiety. He is now at a school with other kids who have social learning disorders -- a broad class that includes Asperger's syndrome and a general failure to observe and respond to social cues.
If Dan falls into this category, he needs the help of both the adults and teens in his life. There is also effective therapy available for social learning disorders, and a decent school counselor should be able to help Dan and his parents find it. -- MOM OF A FORMERLY INVISIBLE TEEN
DEAR ABBY: Dan might be autistic, which could explain his behavior. I have an autistic son who is high functioning. His social skills seem immature and he appears "geeky." People have shunned and teased him because of it.
After managing to develop some friendships in band (which, by the way, has some of the best geeky kids who accept others) and a church high school group, his social skills improved. But he needs those kids who overlook his quirkiness and befriend him to help him build confidence. They do exist; you just have to sometimes search for them. If Dan starts feeling more accepted by others, it may lessen his dependence on "Overwhelmed." -- JANN IN TEXAS
Dear Abby is written by Abigail Van Buren, also known as Jeanne Phillips, and was founded by her mother, Pauline Phillips. Write Dear Abby at www.DearAbby.com or P.O. Box 69440, Los Angeles, CA 90069.
For everything you need to know about wedding planning, order "How to Have a Lovely Wedding." Send a business-sized, self-addressed envelope, plus check or money order for $6 (U.S. funds only) to: Dear Abby -- Wedding Booklet, P.O. Box 447, Mount Morris, IL 61054-0447. (Postage is included in the price.)
I am agree. Now social skill is very important. In the future I want to teah my student have social skill : When you think about it, most classroom and yard problems are a direct result of inappropriate social skills. Social skills are skills that can be learned at all ages, students need to be reminded that even adults continue to learn social skills. Students need to understand the importance of using effective social skills. Surprisingly, many children do not participate in extracurricular activities, and they miss this important social skills teaching opportunity. Help your child discover his strengths and interests to help him choose the right place for him to learn social skills. Whatever your child enjoys, it is likely there are opportunities to teach social skills in your community and for him to join with others. For social skills teaching ideas, contact community resources such as the local library, temple, church youth group, or community parks and recreation staff.
