Reflect lesson plan; Good ambassadors

        In this lesson, teacher starts the lesson by greeting and checking students’ attendance then, teacher teach vocabulary by let students listening audio and guess what the words that they heard. After that, teacher checks understanding of students about meaning. Next, students learn the conversation about how to asking and giving direction and then students practice by dividing work in groups. Students design situation for practice conversation with their partner. Teacher assign task for the students by drawing map and create conversation with their pairs. Last, Students learn grammar how to asking and giving direction sentences. In class, teacher should speak loudly and clear. Teacher should walked around classroom and try to observe students in class. Teacher uses  appropriate authentic materials such as word cards, picture cards, flash cards, map etc.

Lesson Plan

Subject: English for communication            Class: grade 7 (intermediate)

Unit 2: Good ambassadors                          Topic 2: Turn left

Time: 50 minutes                                       Date: 18 Aug 2014

Standards

Strand 1: Language for Communication

Standard   F1.1: Understanding and capacity to interpret what has been heard and read from various types of media, and ability to express opinions with proper reasoning.

Indicator 2: Accurately read aloud texts, tales and short poems by observing the principles of reading.

Indicator 4: Specify the topic and main idea and answer questions from listening to and reading dialogues, tales and short stories.

Learning Indicators: Speaking skill and listening skill about giving directions.

Goal: Students can help others by using giving directions form.

Objectives:

By the end of the lesson,

1.    Students will be able to understand the given conversation by listening and reading and able to answer questions from given conversation.

2.    Students will be able to give directions for tourist in simulated situations in the classroom by speaking.

Language Functions:

Listening skill:   

- Listening basic vocabularies about giving directions.

- Listening given dialogs about giving directions.

Speaking skill:

         - Offering help to tourists by using the sentences; can I help you? Or how can I help you?

         - Asking for/ giving directions.

- Conversations about giving direction by using simulated situations in the classroom.

Aids:

1.    Power Point

2.    Handout with work sheet

3.    Laptop with speakers

4.    Video and audio

5.    Flashcards

6.    Papers size A4

Evaluations:

-       Students can speak the offering help sentences by using giving directions form in simulated situations and can apply information in real situation.

Lesson Plan Outline:

Teacher (T)	Students (Ss)	Assessment
Pre-Task  (10 minutes) 1. T greets and checks Ss’ attendance. “Good morning Ss. How do you do?” 2. T introduces the topic by let’s Ss listen to vocabularies about the topic from the audio for 2 times and let they try to guess what the words that they hear are. - Ss listen to the audio first time. (After the audio has finished.) - T checks students’ listening by asking the question: “Can you get all of them?” “How many words are there in this audio?” - T opens the audio again - T checks students’ listening by asking the question: “Did you hear all of the words in the audio?” “What are they?” 3. T checks understanding of students about meaning of the words that they  heard before by practicing exercise in work sheet no.1 - T distributes worksheet no.1 to students and lets them work on individual to listen to basic vocabularies about giving directions and fill in gap below the pictures.  - T opens audio.	Good morning, I’m fine. Thank you. Ss listen to the audio first time. Ss answer question T Ss tell number of the words that they’ve heard. Ss listen to the audio again. “Yes” “Turn left, turn right, straight ahead, on the left, on the right, traffic lights and corner.” Ss get worksheet no.1 Ss listen to an audio and try to practice exercise in worksheet no.1.	Listening rubric Speaking Rubric Listening and writing rubric

Teacher (T)	Students (Ss)	Assessment
4. T uses an audio and flashcards about the vocabularies form it to supplies answers in worksheet 1.	Ss learn and try to pronounce basic vocabularies while T are supplying answers in worksheet no.1 - Ss repeat the words after the audio that T opens and learn the meaning of each word.	Listening and speaking rubric
Task Cycle (30 minutes) 4. T distributes sheet no.1 to Ss. 5. T gets Ss into 2 groups to do activity. - First, T lets Ss read the dialogue in handout (Sheet no.1) by themselves. - Second, T opens video. - Third, T opens video again. 6. T gets Ss in pair to do activity with pair work.	Ss get  sheet no.1 . Ss are divided into 2 groups. Ss try to read the dialogue in handout before they listen to it from video for 2 times. Ss repeat after video sentence by sentence. Ss watch the video second time. And pronounce sentences follow the video with switching their dialog. Ss do activity. - Ss are divided in pair. - Ss do exercise in worksheet no.2   First, Ss choose who wants to be A and who wants to be B.   Second, listen what are their partners said, then fill the words or sentences that they heard in the gaps in worksheet no. 2. - Ss go to present their answers in worksheet no.2 to	Speaking Rubric Listening and speaking rubric (Observation students’ behaviors about practice their speaking and listening skill on during their task.) Speaking Rubric

Teacher (T)	Students (Ss)	Assessment
7. T checks students’ understanding of the given conversation by asking question:  “From the dialog, where does A want to go? 8. T shows picture of map on the projector and asks questions.     “Please look on the projector. What is it?” “Have you ever used the map? and what do you use it for?” “Have ever you used it for help another?”, “How?” “Now I become a stranger or tourist in this big town. So I’m losing. Can you help me?” “Could you tell me, where is the travel agency?” “Thank you. That’s your kind.” 9. T allows Ss try to practice the sentence of asking and giving direction.	their friends in front of the class. And act out as conversation. Ss answer the question. “It’s a map.” Ss answer question on their opinions. Ss explain the answer. Ss participate activity to asking the question “where is the …… (follow by location of place in the map)……….?” and allows their friends to supply the answers do these as chain.	Speaking Rubric Speaking Rubric

Teacher (T)	Students (Ss)	Assessment
10. T gets Ss in pairs to make their own conversations by using asking and giving directions form. - T lets Ss create their own conversation involves as local people; give direction to tourists or visitors. The other student act as tourist visiting Nakhon Si Thammarat - T lets Ss draw map for explain their conversation more clearly. - T shows an example conversation on the projector. - T lets Ss act out as role-play 11. T allows Ss come to present their conversation as role play with their partner in front of the class.	Ss are gotten to work in pair. Ss work in pairs and make conversations to giving direction to tourists. Ss draw their map. Ss learn the example conversation. This is done using sheet no.2 as a guideline. Ss prepare a role play that involves as local people; give direction to tourists or visitors. The other student act as tourist visiting Nakhon Si Thammarat. Ss present their conversation as role play with their partner in front of the class	Role-play rubric and speaking rubric.
Language Focus (15 minutes) 12. T discusses language feathers with students and explains the language structures with all students.

Comment and reflections

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