Teacher starts the lesson by showing the video that very interesting video and then teacher teaches the concerning vocabulary about house shore such as , mop the floor , dusting , sweep the floor ,and wash the cloths, etc. After that , students play game in team. Two team volunteer of five come in the front of the class and play guessing game. Both team members must stand in line and the first person picked the picture. Then , they try to act to tell the next person what the picture is. Finally, the last person had to answer what the picture is, for example, if the first student picks the picture of mopping the floor , he has to act like mopping to tell what the picture is. Next, students were supposed to do chain drill in small group of five by saying about house work. The pattern is " I have to......................' . The students then has to practice conversation from the dialogue provided and answer the questions relating to the conversation. Next, teacher pick up the language focus and explained how to use it. Before finishing the class, teacher summarize the lesson again and said good bye.
The overall teaching is quite good but something should be developed. First teacher should change the way in teaching language focus because it seems boring. And, students will not pay attention on it as possible. The next one , the handout and the exercise she provided should be decorated more pictures and color in order to capture students' interest.
Lesson Plan
Subject: English
Unit 1: Power of public
mind Level: Grade 8 (Beginning)
Lesson: House chore Time: 50 minutes
Strand 1: Language for Communication
Standard F.1.2 (1) Converse appropriately
to exchange data about themselves, various matters around them and various
situations in daily life.
Unit
Aim : Students giving
the information about
house chore.
Objectives:
By
the end of this lesson, students will be able to:
1.
giving information about house chore that they have to do.
2. pronouns
and tell meaning vocabulary of house chores.
Content
Vocabulary: House
chore dusting, ironing, sweep the
floor, mop the floor, wash the dish, take out the trash, clean the tub
Grammar: Have to, Has to
Skills: Listening
and Speaking
Instructional
Media: PowerPoint
VDO
Secret
labels
Worksheet
no.1 and 2
Evaluation:
1.
Student able to giving information about house chore that they have to do.
2. Student
able to pronouns and tell meaning vocabulary of house chores correctly.
T=Teacher,
Ss=Students
Time
|
Teaching
Procedure
|
Interaction
|
Assessment
|
20 minutes
|
Pre-task
1.T greets ss.
T: Good morning. How are you today?
Ss: I’m ………………..And you?
T: I’m very well.
T: I have some video to show you.
Guess what are we’re going to learn today?
Ss: House chore.
T: That right!
2. Ss repeat and guess the
meaning all words that
T
introduces form the slide .
dusting, ironing, sweep the floor,
mop the floor, wash the dish, take out the trash, clean the tub
3. Ss play the game “Guess!! what I’m
doing ?”
T: I will divide you into two groups. As you
can see I have many secret labels in this box and there are vocabulary
about house chores inside the box. Now, I want five volunteers from each
group to pick up the secret label and the first person signal the vocabulary to
the next person and the last one guesses the correctly vocabulary. Are you
ready? OK let's start.
Group ……is the winner. Give them a big
hand.
|
T↔Ss
T↔Ss
Ss↔Ss
T↔Ss
Ss↔Ss
|
Listening and speaking rubric
Observe student’s performance
while they do activity.
|
Time
|
Teaching
procedure
|
Interaction
|
Assessment
|
20minutes
|
Task
Cycle
1.
Ss practice the activity in
Handout 1
T : "I
want you to
listen to me and then list
the number in each picture. For example............
"
2.
Ss watch the
video about the
house chore.
T:" I will play the video about the
house chore and then
I want you
to make a chain drill in group of 4-5 with telling
me the information
about the house
chore that you
work at home. By
the way you have to act out while you speaking."
For
example :
Students A: I
have to mop the floor.
"Then, the second
person have to say .......... "
Student B :
she has to mop the floor. and I have to take out the trash. (Acting out)
3. T divided Ss in to two groups and
let Ss read conversation in sheet no.2 loudly
and answer the
question in Hand out 2.
|
T↔Ss
Ss↔Ss
|
Listening rubric
Observe student’s performance when
they do activity.
|
Time
|
Teaching procedure
|
Interaction
|
Assessment
|
10 mins
|
Language Focus
1. T explains how to use the
structure to give information about house chore.
T:" When you want to tell
someone about the house chores that you have to do. You can use have to or
has to to express necessity for the Present or Future."
S. + have to/ has to + house
Ex.
I have to sweep the floor.
He has to washes the dish.
|
Listening Rubric
Name....................................................... Class ....................... Date ..................
Excellent
|
Average
|
Needs work
|
|
General
understanding.
3 points
Points__________
|
The student showed a very good general understanding of
all vocabulary and information, completing all the questions.
(3 points)
|
The student showed a good general understanding of the
vocabulary and information, with most questions completed.
(2
points)
|
While the student did not understand a lot of the
vocabulary and information, he/she was able to complete some of the
questions.
(1 points)
|
Listening
for details.
4 Points
Points__________
|
The student included all the specific information and
details in his/her answers.
(4 points)
|
The student was able to include most specific information
and details in his/her answers.
(3 points)
|
Although the student showed a limited ability to listen
for details, specific information was occasionally included. (2 point)
|
Accuracy
of answers.
3 points
Points__________
|
The student included a small amount of information,
however, a lot was left out or was not accurate.
(3
points)
|
Answers were mostly accurate and related to the
information given, with a only a few errors
(2 points)
|
The content was always accurate and related to the
information given. (1 points)
|
Total points
grading
Range
|
Excellent
10
|
Average
7
|
Needs work
4
|
Total points
for this test
_______
|
Comment and reflections
:
................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Evaluation Form for Speaking
Name....................................................... Class ....................... Date ..................
Excellent
|
Average
|
Needs work
|
|
Fluency/ Understanding
3 points
Points__________
|
Speech flows smoothly .
(3 points)
|
Some speech flows
well. Sometimes student
have to stop to think about
how to speak.
(2 points)
|
Speech does not
flow easily.
(1 points)
|
Communication
4 Points
Points__________
|
Pronunciation
is clear with
almost no error.
(4 points)
|
A few pronunciation errors
but none the
prevent understanding
(3 points)
|
Hard to understand because of
pronunciation problems.
(2 point)
|
Presentation skills
3 points
Points__________
|
The student speaks
clearly and loudly enough to be heard, using eye contact, a lively
tone and body
language to engage the
audience
(3 points)
|
The student speaks
unclear and
loudly isn't enough
to be heard, some of eye
contact, a lively tone and body
language to engage the audience
(2 points)
|
The student speaks
Unclear and the audience
hardly to be heard, no eye contact, no body
language to engage the audience
(1 points)
|
Total points
grading
Range
|
Excellent
10
|
Average
7
|
Needs work
4
|
Total points
for this test
_______
|
Comment and
reflections :
................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Script
Pre-task
1. ทักทายเด็ก
T:
Good morning. How are you today?
Ss: I’m ………………..And you?
T: I’m very well.
T: I have some video to show you. Guess
what are we’re going to learn today?
Ss: House chore.
T: That right!
2.
ให้นักเรียนอ่านคำศัพท์และทายความหมาย
T : Okay, look
on the power point and repeat after
the audio.
หลังจากนักเรียนอ่านเสร็จ
T : Very
good. You all did a good job today.
3. นักเรียนเล่นเกม
T
: I will divide you into two groups. My
left hand is group A and my right hand is group B
As you can see I have many secret
labels in this box and there are vocabulary about house chores inside the box.
Now, I want five volunteers from
each group to pick up the secret label and
the first person signal the vocabulary to the next person and the last
one guesses the correctly vocabulary.
Are you ready? OK let's
start.
Group ……is the winner. Give them a
big hand.
Take your seat.
Task
circle
1. นักเรียนทำแบบฝึกหัด
T : "I want
you to listen to me and then
list the number
in each picture. For example............ (ยกตัวอย่าง 1 ข้อ)"
2. ให้นักเรียนดูวีดีโอ
T:" I will play the video
about the house chore
and then I
want you to
make a chain
drill in group of 4-5 with telling
me the information
about the house
chore that you
work at home. By the way you have to act out while you speaking."
ยกตัวอย่าง
For example :
อตินุช tell me the house chore that you have to do
Students A: I
have to mop the floor.
"Then, the
second person have to say .......... "
Student B
: she has to
mop the floor. and I have to take
out the trash. (Acting out)
3. แบ่งนักเรียนออกเป็นสองกลุ่มและอ่านบทสนทนา
T
: I want
you to divide
into 2 group (This
is group A : Group B ) and then read the conversation in Hand out 2.
Okay, Group A
is a mother and
Group B is the Children.
อ่านจบแล้วสลับ
T :
Switch........................
Very
good . You all
are so excellent today. Now, I
will give you
5 minute to
work in pair
with hand out 2.
Language
Focus
อธิบายโครงสร้าง Grammar
T:" When you want to tell someone
about the house chores that you have to do. You can use have to or has to
to express necessity for the Present or Future."
And
this is how to use Have to
S. + have to/ has to + house chores
Ex. I have to sweep the floor.
He has to washes the dish.
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