Learning Units; English Subject for Mattayom 5

Semester 1; SY 2023

Subject Title : English for Communication (Listening and Speaking)

Subject Code : E. 30215
Subject Teacher : Ms. Rhea Cuapingco Cadungo (1209)

Number of Points of
Class Indicators/Core Learning
Learning Unit Title Learning each
Time Content
Hours Unit
Semester 1, SY 2023
• Class Rules, Course
requirements and Grading
System
• Classroom Language
(1) Communicating • Self – introduction
in English • Identify students’ level of
- Let’s get to English communication skills
know each • Question formation and use of 100
1–2 5
other! intonation in questions minutes
- Personal • Discover students’ needs
information • Exchange of personal
information
• The use of language for
communication in the real life
situations/simulated situations
in the classroom.
• Describing personal appearance
and personality characteristics
• Vocabulary expansion and
(2) All kinds of fluency
people • Understanding of and the ability
- What do they to interpret what has been heard 100
3–4 5
like? from various types of media and minutes
- What sports the ability to express opinions.
do you like? • The use of language for
communication in the real life
situations/simulated situations
in the classroom
(3) Free Time 5–6 • Vocabulary expansion and fluency 100 5

1
 - What are your • Describing hobbies and sports minutes
interests? characteristics
- What sports • Choose the language, tone of
do you like? voice, gestures and manners
appropriately to various persons
and occasions
• Participate in and/or organize
language and inter – cultural
activities in accordance with their
interests.
• The use of language for
communication in the real life
situations/simulated situations in
the classroom
• Pronunciation – attitudinal
intonation
• Pronunciation – using intonation
to show feelings
• Vocabulary expansion and fluency
(4) People
• The use of expressions and 100
- Families 7–8 5
phrases in describing families and minutes
- Friends
friends
• The use of language for
communication in the real life
situations/simulated situations in
the classroom
• The use of language for
communication in the real life
(5) Unit 1 – 4 situations/simulated situations in
9 50 minutes
Expansion the classroom
• Starting and initiating
conversation
• Talking about shopping habits
and preferences
(6) Money
• Giving compliments and
- Shopping and
suggesting gifts using English 100
clothing 10 -11 5
language minutes
- Saving and
• Making suggestions and
spending
discussions
• The ability to use foreign

2
 languages in various situations
• Use past simple questions and
intonations on WH – questions
• Initiating conversations and
(7) Travel and
responding
Tourism
• Listening and Speaking practice,
- How was your 100
12 – 13 past tenses and sequencing 5
trip minutes
• Fluency, vocabulary expansion,
- Travel near
self – study, sharing resources
and far
• Use of English language in
travel, geography and
nationalities
Writing vocabulary and conversation
Learning Log practice video clips, speaking 18
projects
Moral Classroom behavior 2
Midterm Exam 14 Speaking test (conversation) 50 minutes 20
Final Exam 15 Speaking test (conversation) 50 minutes 30
750
minutes
100
(15
periods)

3
 Lesson Plan 1

Subject Description: English for Communication Subject Code: E. 30215

Unit Title: Communicating in English Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: Getting to know each other and Personal Information

I. LEARNING OBJECTIVES:

At the end of the lesson, students will be able to:

1. Know and be informed of the classroom rules and course requirements;
2. Say their names, age, hobbies and ambitions in front of the class;
3. Share personal information to their peers;
4. Learn vocabularies relevant to classroom language; and
5. Ask questions regarding the subject.

II. CONTENT

1. Vocabulary and Phrases

Personalities: Phone numbers, addresses, e-mail addresses, ages and birthdays

2. Function
Giving personal information in introducing one’s self

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Tell the students about the course outline and the class agreement.
3. Ask the students what they expect from the class and the teacher.
4. Tell the students what they are going to learn.
5. Present a set of vocabularies to the class.
6. Ask the class if they are familiar of the words posted.

B. Discussion Proper
1. Show pictures to the class and ask the following questions:
- Which people do you think are meeting for the first time?
- Do you feel relaxed or nervous when you meet someone new?

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 2. Write the responses of the students on the boar.
3. Write the expressions: “I think… and … are meeting for the first time.” And “When I
meet someone new, I often feel nervous. How about you?” on the board.
4. Explain the statements to the class.
5. Ask the students to read the conversation on the board and look for a partner.
6. Instruct the pairs to number the sentences in each conversation from 1 to 5.
7. Ask the students to listen to the conversation and let the students check their works.

C. Post Discussion
1. Instruct the class to make a group of three.
2. Ask them to practice the conversation using their real names.

IV. MATERIALS

1. Laptop
2. Smart TV
3. Images/Pictures
4. Chart
5. Word cards
6. Audio Clip
7. PowerPoint

V. ASSESSMENT/EVALUATION
1. Observe the students’ participation.
2. Check the students’ pronunciation.
3. Pair work: Activity 2 A and B (Listening and Speaking)
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

5
 Lesson Plan 2

Subject Description: English for Communication Subject Code: E. 30215

Unit Title: All Kinds of People Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: Describing physical appearances and personality

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions in describing physical appearances and
personality;
2. Communicate with their peers using English language;
3. Describe personal appearance and personal characteristics;
4. Use appropriate adjectives to describe appearances and personalities; and
5. Share experiences using English language to their peers.

II. CONTENT

1. Vocabulary and Phrases

Personalities: Adjectives to describe appearances and personality

2. Function
Describing personalities; expressing likes and dislikes; expressing agreement and
disagreement; complaining

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Guess who? Instruct the students to guess the name of their
classmates.
3. Show 6 pictures of people to the class.
4. Write different descriptive adjectives that they can use in describing the people in
the pictures.
5. Ask random questions to the students.

B. Discussion Proper
1. Read each vocabulary and ask the students to repeat the words.
2. Ask the students of the meaning of each word.

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 3. Give the meaning of the words, if students do not know the meaning and use the word
in a sentence.
4. Review the words and ask the students to read the words in chorus.
5. Instruct the students to look for their partners.
6. Give handouts to each pair and ask them to write the words in the correct columns.
7. Discuss the following questions to the class:
- Which words describe the people in part A?
- Which words describe you and your partner?

C. Post Discussion
1. Pair work: Listening activity. Give the handout to each pair and ask them to listen to
the conversation.
2. After listening, they have to answer the handout with their partners and ask to
describe the other people in the picture.

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint

V. ASSESSMENT/EVALUATION
1. Observe the students’ participation.
2. Check the students’ pronunciation.
3. Pair work: Activity 2 (Listening and Speaking)
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

7
 Lesson Plan 3

Subject Description: English for Communication Subject Code: E. 30215

Unit Title: Free Time Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: Hobbies and Sports

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions relevant to free time;
2. Define and differentiate various hobbies and interests;
3. Talk confidently about their hobbies and interests;
4. Use the vocabularies in role plays and discussion; and
5. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary and Phrases

Vocabularies: Hobbies and sports

2. Function
Constructing sentences relevant to talking about free time

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Astrology Chart.
3. Divide the class into three groups and ask them to read the astrology chart.
4. Ask the group to choose a leader and collect the birthdays and star signs of each
member of the group.
5. Let the group find out the star sign characteristics of their group members by looking
at the astrology chart.

B. Discussion Proper
1. Write the following questions on the board.
- What do you like to do in your free time?
- What do your friends and family do?

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 2. Write the responses of the students on the board.
3. Explain to the class the proper way of talking about free time.
4. Write an example on the board, “In my free time, I like to watch TV and play video
games.”
5. Instruct the students to listen to the conversation of people talking about their
interests and match the people with their hobbies.

C. Post Discussion
1. Pair work: Matching activity. Students are instructed to match the hobbies with the
pictures and ask them to share to their partners the activities they do and they don’t
do.
2. Discuss the following questions to their partners:
- Do you like to do similar or different things?
- Is there anything you hate to do?
- Do you prefer to do things alone or with other people?

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint

V. ASSESSMENT/EVALUATION
1. Observe the students’ participation.
2. Check the students’ pronunciation.
3. Pair work: Activity 3 (Matching and Speaking)

9
 Lesson Plan 4

Subject Description: English for Communication Subject Code: E. 30215

Unit Title: People Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: Families and friends

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Describe past events;
2. Narrate a story;
3. Talk confidently about past events and news stories;
4. Use the vocabularies in role plays and discussion; and
5. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary and Expressions

Vocabularies: family members, characteristics of living arrangements and friends

2. Function
Describing family and friends

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Picture Description.
3. Divide the class into two groups and ask them to guess the sports by describing each
picture.
4. Ask the students the sports they like to play or do and write their responses on the
board.

B. Discussion Proper
1. Present family word vocabularies to the class.
2. Ask the students to read the words and the meaning of each word.
3. Discuss each word to the class and explain the use of each word.

10
 4. Instruct the students to listen to the audio and understand it while James is
describing his family.
5. Write the names that James mentioned in the audio on the board and ask the
students to identify the relationship of each person to James.

C. Post Discussion
1. Ask the students to look for their partners.
2. Present three scenarios to the class: 1) living with family 2) living with a roommate 3)
living alone.
3. Instruct the pair to discuss the advantages and disadvantages of each scenario and
complete the chart.

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures
8. Chart

V. ASSESSMENT/EVALUATION
1. Observe the students’ participation.
2. Check the students’ pronunciation.
3. Pair work: Activity 2 (Critical thinking)
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

11
 Lesson Plan 5

Subject Description: English for Communication Subject Code: E. 30215

Unit Title: Money Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: Shopping and clothing

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions about shopping and clothing;
2. Talk about shopping habits and preferences;
3. Use English language in giving compliments and suggesting gifts;
4. Use the vocabularies in role plays and discussion;
5. Discuss spending habits and attitudes to their peers; and
Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary, Phrases and Expressions

Vocabularies: places to shop, clothing, gifts

2. Function
Describing recent purchases and spending habits

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Unit 1 – 4 Expansion
3. Group work: Play the board game.
4. Instruct the students to group themselves into 5.
5. Ask them to prepare a token and take turns in rolling a dice.
6. Move the number of places according to the dice and answer the corresponding
question.

B. Discussion Proper
1. Show the pictures to the class.

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 2. Ask the students to look at these places to shop and identify which ones the pictures
show.
3. Ask the students to look for their partners and discuss among them the following
questions:
- What can you buy in the places in picture A, B and C?
- Where do you usually shop? What do you like to shop for?
- Do you shop online? What kinds of things do you buy?
- Do you prefer to window shop or spend money?

C. Post Discussion
1. Pair work: Listening activity. Give the handout to each pair and ask them to listen to
the conversation of friends talking about their recent purchases and identify what
each person bought.
2. After listening, students are instructed to choose 5 friends in the class and describe
what these 5 people in the class are wearing today.

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures

V. ASSESSMENT/EVALUATION
1. Observe the students’ participation.
2. Check the students’ pronunciation.
3. Pair work: Activity 2 (Listening and Speaking)
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

13
 Lesson Plan 6

Subject Description: English for Communication Subject Code: E. 30215

Unit Title: Travel and Tourism Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: How was your trip and Travel near and far?

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions about travel;
2. Talk about past trips and taking vacations;
3. Use English language in discussing famous places;
4. Use the vocabularies in role plays and discussion;
5. Describe travel experiences; and
6. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary, Phrases and Expressions

Vocabularies: Adjectives to describe trips, vacation activities, famous places, things to
take on vacation

2. Function
Describing past trips and travel experiences

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Saving and Spending Money.
3. Pair work: Show pictures to the class and ask each pair to relate on the photos shown
in saving and spending money.
4. Tell the class the importance of saving money.

B. Discussion Proper
1. Present a set of vocabularies to the class.
2. Read each vocabulary and give the meaning of each word.
3. Show three pictures and ask the students to look at the pictures.

14
 4. Instruct the students to describe each picture using the vocabularies presented.
4. Write the responses of the students on the board.
5. Ask the students to listen to the audio of three people talking about their trips and
discuss about what the best thig was about each trip and what they expect from each
trip.
6. Randomly ask the students about their travel experience.

C. Post Discussion
1. Pair work: Ask the students to complete the expressions with the words presented.
2. After the activity, ask the students to discuss among their friends the activities that
want to do on vacation and what they don’t like to do.

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures

V. ASSESSMENT/EVALUATION
1. Observe the students’ participation.
2. Check the students’ pronunciation.
3. Pair work: Match the words with the picture and ask your partner what they would
take on vacations.
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

15
 Learning Units; English Subject for Mattayom 5
Semester 2; SY 2023

Subject Title : English for Communication (Listening and Speaking)

Subject Code : E. 30216
Subject Teacher : Ms. Rhea Cuapingco Cadungo (1209)

Number of Points of
Class
Learning Unit Title Indicators/Core Learning Content Learning each
Time
Hours Unit
Semester 2, SY 2023
• Describing food and eating
habits using the language.
• Descriptions of experiences with
(1) Food and Drink unusual food and traditional
- Eating out meals
100
- Food around 1–2 • Vocabulary expansion and 5
minutes
the world fluency
• The use of language for
communication in the real life
situations/simulated situations
in the classroom.
• Pronunciation – attitudinal
intonation
• Pronunciation – using
intonation to show feelings
• Vocabulary expansion and
fluency
(2) Entertainment
• Presentation practice and review
- Let’s see a
of cinema vocabulary 100
movie! 3–4 5
• Understanding of and the ability minutes
- What’s on
to interpret what has been heard
TV tonight?
from various types of media and
the ability to express opinions.
• The use of language for
communication in the real life
situations/simulated situations
in the classroom
(3) Health • Vocabulary expansion and fluency 100
5–6 5
- A healthy lifestyle • Discussing healthy lifestyles, sleep minutes

16
- Sleep and dreams and dreams
• Choose the language, tone of
voice, gestures and manners
appropriately to various persons
and occasions
• Participate in and/or organize
language and inter – cultural
activities in accordance with their
interests.
• The use of language for
communication in the real life
situations/simulated situations in
the classroom
• Talking about ways to remember
things
• Discussing problems and giving
advice
(4) Self – • The use of requests appropriately
improvement and give instructions, clarification
100
- Improve your 7–8 and explanations 5
minutes
memory • The ability to use foreign language
- Good advice in various situations
• The use of language for
communication in the real life
situations/simulated situations in
the classroom
• The use of language for
communication in the real life
situations/simulated situations in
the classroom
(5) In the city
• Starting and initiating 100
- How to get there 9 – 10 5
conversation minutes
- Plenty to do
• The use of foreign languages in
asking for and giving directions
• Describing places using foreign
language
• Talking about ways people
(6) Customs
celebrate holidays using foreign 100
- Holidays 11 – 12 5
language minutes
- Good manners
• Describing holidays and

17
 comparing customs and traditions
of different countries
• The ability to use foreign
languages in various situations
• Use of English language when
talking about famous people
• Use simple questions and
intonations on WH – questions
(7) Famous people • Initiating conversations and
13 50 minutes 5
- Celebrities responding
• Listening and Speaking practice,
and sequencing
• Fluency, vocabulary expansion,
self – study, sharing resources
Writing vocabulary and conversation
Learning Log practice video clips, speaking 13
projects
Moral Classroom behavior 2
Midterm Exam 14 Speaking test (conversation) 50 minutes 20
Final Exam 15 Speaking test (conversation) 50 minutes 30
750
minutes
100
(15
periods)

18
 Lesson Plan 1

Subject Description: English for Communication Subject Code: E. 30216

Unit Title: Food and Drink Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: Eating out and food from around the world

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions about food and eating out;
2. Talk about eating habits;
3. Use English language in planning a meal and describing traditional meals;
4. Use the vocabularies in role plays and discussion;
5. Discuss mealtime conversation and experiences; and
6. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary, Phrases and Expressions

Vocabularies: food and drinks, adjectives to describe food, places to eat

2. Function
Describing experiences with unusual food

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Eating Out.
3. Pair work: Show pictures to the class and ask each pair to identify the food in the
pictures and ask their partners their favorite food.

B. Discussion Proper
1. Present a set of vocabularies to the class.
2. Read each vocabulary and give the meaning of each word.
3. Discuss the following vocabulary: appetizers, main course, side dishes, desserts
4. Explain each word to the class and let the students group the foods accordingly.
5. Present a set of adjectives to the class and ask the students to define each word.

19
 6. Show pictures and ask the students if they ever eat at those places in the picture.
7. Give examples of the name of the places in Thailand.

C. Post Discussion
1. Pair work: Instruct the students to listen to the three conversations and answer the
comprehension questions.
2. Let the students discuss the following questions and present their answers to the
class:
- What do you like to eat when you go out? When you eat at home?
- What do you like to drink with your meals?
- How often do you eat out? Who do you usually go out with?
- What are your favorite restaurants? Why?

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures

V. ASSESSMENT/EVALUATION

1. Observe the students’ participation.

2. Check the students’ pronunciation.
3. Group work: Instruct the students to form a group of 5 students and let them plan a
meal together. First, find out the food their partners like and don’t like. Then create a
menu everyone will enjoy. Include: one appetizer, one main dish, one side dish, and
one dessert.
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

20
 Lesson Plan 2

Subject Description: English for Communication Subject Code: E. 30216

Unit Title: Entertainment Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: Let’s see a movie and what’s on TV tonight?

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions about cinema and watching movies;
2. Talk about genre of the movie and favorites;
3. Use English language in going to a cinema;
4. Use the vocabularies in role plays and discussion;
5. Describe movies using English language; and
6. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary, Phrases and Expressions

Vocabularies: movie genres, adjectives to describe movies and TV shows

2. Function
Describing the various types of movies and TV shows

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Question Bowl
3. Ask random questions to students regarding the previous topic.
4. Introduce the new topic.
5. Show pictures of English movies and ask the students of the title of the movies
presented.
6. Ask the students the type of movies they like to watch.

B. Discussion Proper
1. Show flashcards of the movie genres
2. Ask the students to identify the genre of the movies presented.

21
 3. Let the students name their favorite movies and write their responses on the board.
4. Ask the students of the genre of the movie listed on the board.
5. Instruct the students to listen to the conversation and complete the chart.
6. Ask the students the following questions:
- Have you seen any of the movies in part A? How did you like them?
- Have you seen any similar movies? What were they?
- What are your favorite kinds of movies?
- What kinds of movies don’t you like?

C. Post Discussion
1. Pair work: Instruct the students to pair up and complete the chart with the titles of the
movies they have seen.
2. Then ask them to join another partner and find out more about the movies other
people like and didn’t like.

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures

V. ASSESSMENT/EVALUATION

1. Observe the students’ participation.

2. Check the students’ pronunciation.
3. Pair work: Ask the students to look at the pictures and identify the TV shows.
4. Instruct them to listen to some parts of each TV show and number the pictures from 1
to 6 according to the audio they hear.
5. They are asked to listen to the audio again and do activity C.
6. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

22
 Lesson Plan 3

Subject Description: English for Communication Subject Code: E. 30216

Unit Title: Health Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: A healthy lifestyle and Sleep and dreams

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions about healthy lifestyle;
2. Use English language in discussing healthy lifestyles;
3. Understand and comprehend conversation relevant to health;
4. Describe healthy lifestyle using adjectives;
5. Use the vocabularies in role plays and discussion; and
6. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary, Phrases and Expressions

Vocabularies: Adjectives to describe a healthy lifestyle, healthy activities, and phrases
to describe sleep habits

2. Function
Describing healthy lifestyles and discussing sleep and dreams

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Learning Expansion
3. Group work: As the students to work in groups and each player in the group places a
token on start.
4. Each player takes turns, rolls a dice and move that number of spaces and say at least
one sentence about the topic.

B. Discussion Proper
1. Show 3 pictures to the class and ask the students the following questions:
- What are the people doing?

23
 - Do they have healthy lifestyles?
- Describe each picture using the adjectives presented.
2. Write the students responses on the board.
3. Discuss the answers of the students.
4. Ask the students of their lifestyle. (Students responses may vary according to their
lifestyles)
5. Write their responses on the board.
6. Ask them to pair up and give them the suggestion sheet for a healthier lifestyle.
7. Ask them to check the ones they think they can do.
8. Compare their answers to their partners.

C. Post Discussion
1. Pair work: Show the class three pictures and ask them to look at the pictures and
think of each person’s problem.
2. Instruct the students to listen to an audio and answer the activity.
3. Role Play: Ask the students to do a short role play about their lifestyle. Talk about the
problem and give advice.

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures

V. ASSESSMENT/EVALUATION

1. Observe the students’ participation.

2. Check the students’ pronunciation.
3. Pair work: Role Play.
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

24
 Lesson Plan 4

Subject Description: English for Communication Subject Code: E. 30216

Unit Title: Self - Improvement Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: Improve your memory and Good advice

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions about discussing problems and giving
advice;
2. Use English language in conversation about how to remember things;
3. Understand and comprehend conversation relevant to the lesson;
4. Use the vocabularies in role plays and discussion; and
5. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary, Phrases and Expressions

Vocabularies: Ways to remember things, things people forget, problems and advice

2. Function
Discussing problems and giving advice

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Survey
3. Individual work: Hand out a healthy sleeper survey sheet to each students and let the
students take the survey.
4. Instruct the students to finish the survey for 5 minutes.
5. Discuss the survey sheet and ask random students:
- What’s the longest you’ve ever stayed awake?
- What’s the longest you’ve ever slept?
- How do you feel if you sleep too much?
- What do you do if you can’t sleep?
- Are you an “early bird” or a “night owl”?

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 B. Discussion Proper
1. Discuss the following questions to the class.
- What things are easy to remember? What things are difficult?
- What do you do to help you remember things?
2. Communication task. Ask the students to test their memory (refer book for the
activity)
3. List down the responses of the students on the board and ask random students to
think of the things that are hard to remember and easy to remember.
4. Pair work: Ask the students to look for their partner.
5. Instruct the students to ask personal information of their partner like phone number,
e-mail address, home address, name of parents, etc.
6. Tell them to do the activity in 5 minutes and after the activity, call random students
and ask what they could remember and share it to the class.

C. Post Discussion
1. Show pictures to the class and ask the students what is happening in each picture and
of they have been into similar situation.
2. Present a set of advice and explain each advice to the class.
3. Ask the students what advice they can give to the people in the pictures.
4. Pair work: Give 4 scenarios/situations to the pair and let them look at the problems.
5. Instruct the students to give an advice to each situation.

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures

VI. ASSESSMENT/EVALUATION

1. Observe the students’ participation.

2. Check the students’ pronunciation.
3. Pair work: Critical Thinking
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

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 Lesson Plan 5

Subject Description: English for Communication Subject Code: E. 30216

Unit Title: In the city Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: How to get there and plenty to do

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions about asking and giving directions;
2. Use English language in describing places to visit in the city;
3. Understand and comprehend conversation relevant to the lesson;
4. Share their opinions about places in the city;
5. Use the vocabularies in role plays and discussion; and
6. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary, Phrases and Expressions

Vocabularies: Prepositions of place and directions, characteristics of cities, places to
visit

2. Function
Asking for and giving directions and describing places in the city

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance.
2. Review and Motivation: Matching vocabulary
3. Divide the class into smaller groups and ask them to match the vocabularies with the
correct meaning.
4. Give them 5 minutes to finish the activity.

B. Discussion Proper
1. Ask the students to look at the pictures. Tell them that the famous places are found in
New York city.
2. Ask them of the places they want to visit and why.

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 3. Write the responses of the students on the board.
4. Follow the pattern: I want to visit … because …
5. Listening activity. Pair up the students. Instruct them to listen to a conversation.
6. After listening to the conversation let them complete the chart.
7. The students are instructed again to listen to the conversation and ask the following
questions:
- How are they going to get there?
- How long is it going to take?

C. Post Discussion
1. Pair work: Show the map to the class and ask them to listen to the two people at the
police station giving directions.
2. Instruct them to use the map and imagine that they are at the police station.
3. Give them time to make a script about asking for and giving directions to the
following places:
- Federal Bank
- The supermarket
- The bus station
- Crown Movie Theater
- The gym
- City Park

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures

V. ASSESSMENT/EVALUATION

1. Observe the students’ participation.

2. Check the students’ pronunciation.
3. Pair work: Role Play.
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this unit,
give the definition and corresponding thai translation of the word.

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 Lesson Plan 6

Subject Description: English for Communication Subject Code: E. 30216

Unit Title: Customs Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 100 minutes

Learning Focus: Holidays and good manners

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions about holidays and celebrations;
2. Use English language in talking about ways people celebrate holidays;
3. Understand and comprehend conversation relevant to customs and traditions;
4. Describe and compare holidays of different countries;
5. Use the vocabularies in role plays and discussion; and
6. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary, Phrases and Expressions

Vocabularies: Holidays, ways to celebrate holidays, expressions about manners and
customs

2. Function
Describing holidays and comparing customs

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance
2. Review and Motivation. A Fun Day Out
3. Ask the students to plan a fun day out.
4. Give them 10 minutes to finish the activity.
5. Show 3 pictures and tell them that the pictures are US holidays.

B. Discussion Proper
1. Discuss the following questions:
- What do you know about each holiday?
- In your country, when do people have fireworks?

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 - When do you celebrate with a special family meal?
- Is there a special holiday for people in love?
2. Ask the students to match the US holidays with the correct dates.
3. Ask them if they have holidays similar to that of the US.
4. Then, ask the students of the Thailand holidays.
5. List down their responses on the board.

C. Post Discussion
1. Show 3 pictures to the class and ask what’s happening in the picture and if they are
going to do the things in the picture.
2. Collect the responses of the students and write it on the board.
3. Ask the students to do activity B and ask some of the students about their answers.

IV.MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures

V.ASSESSMENT/EVALUATION

1. Observe the students’ participation.

2. Check the students’ pronunciation.
3. Pair work: Role Play.
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this
unit, give the definition and corresponding thai translation of the word.

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 Lesson Plan 7

Subject Description: English for Communication Subject Code: E. 30215

Unit Title: Famous People Learning Standard:

Class Level: Mattayom 5 No. of Teaching Hours: 50 minutes

Learning Focus: Celebrities

I. OBJECTIVES

At the end of the lesson, students will be able to:

1. Learn new vocabularies and expressions about celebrities and famous people;
2. Use English language in talking about famous people;
3. Understand and comprehend conversation relevant to the topic;
4. Describe famous people using expressions;
5. Use the vocabularies in role plays and discussion; and
6. Participate in the classroom and group activities set by the teacher.

II. CONTENT

1. Vocabulary, Phrases and Expressions

Vocabularies: types of famous people, words and expressions to describe celebrities
and famous people

2. Function
Describing famous people and celebrities

III. TEACHING and LEARNING PROCEDURE

A. Pre – discussion
1. Check students’ attendance
2. Review and Motivation. Show pictures of celebrities to the class
3. Ask the students the names of the celebrities and why are they famous
4. Ask the students of their favorite celebrity and why.
5. Write their responses on the board.

B. Discussion Proper
1. Discuss the responses one by one.
2. Instruct the students to list down five celebrities from Thailand and why they are
famous.

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 3. Randomly call some students to talk about one of the celebrities he/she listed and let
the student explain why the person on his/her list is famous.
4. Ask the student not to mention the name and let the other students guess the name
of the celebrity.
5. Present vocabularies and expressions that are helpful in describing famous people.

C. Post Discussion
1. The students are asked to listen to a radio show about J.K. Rowling and Stephen
King.
2. They are instructed to check the correct information about each writer and complete
the activity.
3. Pair work: Let the students discuss the following questions:
- How are the two writers the same? How are they different?
- Have you read any of their books?
- Would you like to be a writer? Why or why not?

IV. MATERIALS

1. Laptop
2. Smart TV
3. Handouts
4. Word cards
5. Audio Clip
6. PowerPoint
7. Images/pictures

V. ASSESSMENT/EVALUATION

1. Observe the students’ participation.

2. Check the students’ pronunciation.
3. Pair work: Role Play.
4. Vocabulary Journal: List down 10 vocabulary that the students learned from this
unit, give the definition and corresponding thai translation of the word.

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 SPEAKING FLUENCY ASSESSMENT RUBRIC

1 – Not able to 3 – Needs 4 – Meets 5 – Exceeds

Categories 2 – Inadequate
perform improvement expectation expectation
Uses limited
Uses only basic,
vocabulary and
simple vocabulary
expressions and Uses varied
and expressions. Uses appropriate
Uses only few makes frequent vocabulary and
Sometimes uses expressions and a
words and errors in word expressions
inadequate wide range of
Vocabulary expressions or choice. Does not learned in class,
vocabulary, which vocabulary
inadequate try to use new and makes only a
hinders the learned in and
vocabulary words learned in few errors in
student from out class.
class or expand word choice.
responding
vocabulary and
properly.
expressions
Uses many
Can’t use
Uses a variety of different
appropriate Uses a variety of
Uses only basic structures with structures
sentence sentence
structures and frequent errors, depending on
Grammar structures. Can’t structures but
makes frequent or uses basic contexts with only
put words in makes some
errors. structures with a few
proper word errors.
only a few errors. grammatical
order.
errors.
Pronunciation,
Frequent Pronunciation,
rhythm, and Pronunciation,
problems with rhythm and
intonation are rhythm, and
Can’t understand pronunciation intonation errors
almost clear and intonation are
Pronunciation what the student and intonation. sometimes make
accurate, but only almost always
says. Voice is too quiet it difficult to
occasionally clear and
to hear. Hard to understand the
difficult to accurate.
understand. student.
understand.
Speaks smoothly
with little
Speaks with much Speaks with some Speaks with some
hesitation and
Speaks very little hesitation, which hesitation, which hesitation, but it
doesn’t interrupt
Overall Fluency or doesn’t speak often interferes sometimes doesn’t usually
the flow of
at all with interferes with interrupt the flow
conversation.
communication communication of conversation.
Speaks with
confidence.
Focus on the Gives clear ideas.
Ideas and Tries to
conversation Communicates
purpose is not communicate, but
Can hardly most of the time effectively; almost
clear, usually sometimes
communicate, and communicate always responds
does not respond doesn’t respond
always misses effectively; appropriately.
Interaction appropriately or appropriately.
questions from generally Keeps the
clearly and as the Sometimes ideas
the teacher and responds conversation
result, needs a lot are not clear and
can’t respond appropriately and going by asking
of help hard to
tries to develop follow – up
communicating understand.
the interaction. questions.

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 LISTENING ASSESSMENT RUBRIC

1 – Not able to 3 – Needs 4 – Meets 5 – Exceeds

Categories 2 – Inadequate
perform improvement expectation expectation
Made significant Made some Made only a few
mistakes in mistakes in mistakes in Could understand
Could not
Understands understanding understanding understanding instructions
understand and
teacher’s verbal instructions and instructions but instructions and correctly and
follow
instructions could barely could follow with could follow with follow without
instructions at all
follow with help clarification by no help from trouble
from others others others
Made only a few
Made significant Made some
mistakes in
Could not mistakes in mistakes in Could understand
understanding
Understand understand understanding understanding the questions
questions and
teacher’s verbal questions, and questions and questions, but correctly and
could provide
questions provided no could only could provide provide sufficient
somewhat
responses provide unclear somewhat responses.
appropriate
responses. unclear responses
responses
Made significant Made some Made only a few
Could not mistakes in mistakes in mistakes in Could understand
Understands understand the understanding understanding understanding the instructions
recorded questions, instructions and the instructions the instructions correctly and
instructions provided no could barely but could follow and could follow follow them with
responses at all follow with help with clarification with no help from no problem
from others by others others
Made only a few
Made significant Made some
mistakes in
Could not mistakes in mistakes in Could understand
understanding
Understand understand the understanding understanding the questions
the questions and
recorded questions, the questions and the questions but correctly and
could provide
questions provided no could only could provide provide sufficient
somewhat
responses at all provide unclear somewhat responses.
appropriate
responses. unclear responses
responses
Made some Made only a few
Could not Made significant
mistakes in mistakes in Could understand
understand the mistakes in
understanding, understanding correctly and
Understands talks at all and understanding
but could pursue and could pursue actively pursue
partner/s in couldn’t pursue others and could
the the the
pair/group work the barely pursue the
communicative communicative communicative
communicative communicative
activity to the activity with no activity.
activity at all activity
certain extent problem

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