១១

:
ប្រធានប្រុមរច្ចេរច្េស : ច្េង ជីវ ័នត

ឆ្នាំសិរា 2022-2023
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(integrated skill)

Pursat high school English Technical group leader’s name : ………………………… Date: …/……. /2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B,F,M Number of Students: …………..
English grade 11 Unit 1A: Meeting new Friend Page numbers (1-3)
1. Main Aim of Lesson:
By the end of the lesson students will be able to review vocabulary on daily routines and leisure activities and give and exchange personal information
correctly. talk about what they like and don’t like doing.
2. Subsidiary Aim of Lesson:
To talk about what their friends and family members do every day.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to meeting new friend.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Section (7).

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are absent

Lend-in WB, SNBs, 2 T-SSS -Teacher tells SSS today we going to talk about meeting new friends. To create interest in
Poster -Teacher asks SSS to Match the correct statement the topic and activate
background
A B C knowledge related to
1. Hi, I’m…. a. Nice to meet you, too. 1- the meeting new
2. Nice to meet you b. I’m ok. 2- friends.
3. How are you? c. Hello, I’m…. 3-

Pre-teach WB, 5 T-SSS - T gets students to elicit the words To help students
New SNBsMarke - T has students to read and stress and give part of speech understand some
Words r, Poster - T gets students to copy new words before
Project Vocabulary lesson.
manager - take a shower: to wash oneself in the shower (picture)
- swimming (n): the sport or activity of propelling oneself through water using
the limbs. (Mime/gesture)
- grandparents (n): a parent of one's father or mother;
a grandmother or grandfather. (explanation)
- mother-in-law (n): the mother of one's husband or wife. (explanation)
 - go for a walk: to walk for pleasure rather than for practical reasons.
(mime/gesture)
- do homework: to study a subject or situation carefully so that you know a lot
about it and can deal with it successfully. (explanation)
Set the SNBs; 1 T-SSS -T asks Sss to open the books on To help students get
scene Poster page 1. involved for the task
-T asks a few questions…
- How many pictures are there?
- What can you see in the picture?
- How many people can you see?
- What are they doing?
Pre-task Poster 3 T-SSS -T asks students to look at the pictures. To help students get
Task 1 Picture -T puts students in pairs. Ask them to talk about what they can remember about some ideas about
WB, each of the characters. conversation
SNBsMarke -For feedback, T asks some of your students to share their answers in the class.
r, Poster - T lets student to act the conversation out (work in pair) by following in lend-
Project in:
manager
Students work in
A: Nice to meet you. group.
B: Nice to meet you, too.
A: How are you?
B: I’m OK.

A: Hi, I’m……
B: Hello, I’m……
Main-Task Poster 5 T-SSS -T asks students to look at the pictures. To give ss practice
Task 2 A WB, -T Ask them to listen and write the names of the people talking in their with skimming for
(listening) SNBsMarke notebooks main ideas about
r, Poster - T gets Sss to listen the text quietly and check the answer. statement true or
Project - T gets Sss to compare the answer with your partners. false.
manager - T checks the answer as a whole class.
 Answer: 1. Tim; 2. Channy.
Task 2 B TB, Poster 3 T-SSS -T asks students to listen again and complete the profiles. To give students
(listening) WB, -T lets students compare their answers before checking as a class. practice with
SNBsMarke listening for specific
r, Poster information
Project
manager
Activity 3 TB, Poster 5 T-SSS Reading: Kosal and Lynn To get Sss read the
-T asks students to read the short texts about Kosal and Lynn. texts for the answer
-T tells them to answer the questions.
-T encourages your students to work individually at this stage. However, if you
have a weak class, you can get them to work in pairs.
-T checks answers as a class.

Answers
1. Tim, 2. Yes / Yes, he does. 3. Maths, 4. grilled squid, 5. Lynn

Activity 4 TB, handout 4 T-SSS Vocabulary: Categorizing To get Sss to think

-T asks students to draw the table in their notebooks. about the task and
-T tells them to put the words in the right column. work in pair or
- If T has a weak class, focus on the example as a class. group.
-T asks students to compare their answers then check them as a class.
Activity 5 TB, 5 T-SSS Speaking: Find someone who To get Sss active in
Handout -T focuses students on the speech bubbles. Ask 2 of your students to role play communication as a
the conversation. whole class
-T asks students to go around the class and ask each other questions.
-T asks them to note down the answers.
-If T has a weak class, T can go over the questions first with the whole class.
-T might also want to write the questions on the board. The questions are: Do
you like fried fish for breakfast? / Do you like biscuits? / Are you good at
 playing computer games? / Has your grandma got curly hair? / Do you like
swimming?
-For feedback, T asks some of your students what they remember about each
other.

Activity TB, 5 T-SSS A. Writing: All about me To get Sss think and
6A Handouts -T asks students to complete the sentences about themselves write about
-T monitors and walks around the class and help students who might find this themselves
activity difficult. Some of your students might also need help in spelling words
correctly
- For feedback, T asks some of your students to share their answers.
-T might also want to write some good sentences on the board

Activity TB, 5 T-SSS B. -T asks students to rearrange the words to make questions. To get Sss involved
6B handouts -T tells them that the questions are related to the sentences in activity 6A. the task
-T can ask your students to work individually or in pairs.
-T asks students to compare answers then check answers as class.
Sss work
individually or in
pairs.
 Answers
1. What sport are you good at?
2. What sport are you not good at?
3. What do you like doing in your free time?
4. What don’t you like doing in your free time?
5. What does your mum do every day?
Post-Task TB, 4 T-SSS -T tells your students to ask and answer the questions from activity 6B. To get Sss involved
Handouts -If possible, T lets them work with someone in the class they don’t usually work in communication
Activity with.
6C

Homework TB, Hand 1 T-SSS Writing: Profiles To let the students

Task 7 out practice using the
target item in their
situations.
Closing 1 T-SSS - What have you learned from the lesson? - To recall what they
Reflection - Thanks for working hard today!!! have just learned

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យប្បធានបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. លោកគ្រូ ស ាំង លៅរ៉ាន់

................................. លោកគ្រូលេង ជីវន្ា័

.................................
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)

Pursat high school English Technical group leader’s name : ………………….. Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B,F,M Number of Students: …………..
English grade 11 Unit 1B: Meeting new Friend Page numbers (4-6)
1. Main Aim of Lesson:
By the end of 1B, students should be able to:
• talk about what their friends and family members do every day.
• talk about what they do during common celebrations and festivals.
2. Subsidiary Aim of Lesson:
Students will get practice grammar about Singular and Plural verb and Pronunciation.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to meeting new friend.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: section (7) &(8) Make a Mother’s Day card for your mum. Draw pictures and write a message for your mum.
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Lend-in WB, 2 T-SSS -T asks Sss what kinds of game they have played before. To create
SNBs -Sss’ answer can be: interest in the
Poster • slap the board topic and
Project • find someone who activate
manager • connecting word background
speaker • running dictation knowledge
• whisper related to the
• back writing… meeting new
-T gets sts to play game (Tic-tac-toe game) in number 1 friends.
Pre-teach WB, 5 T-SSS - T gets students to elicit the words To help
New SNBs - T has students to read and stress and give part of speech students
Words Poster - T gets students to copy understand
Project Vocabulary some new
manager - Cinema (n) a theatre where films are shown for public entertainment. words before
speaker (explanation) lesson.
- Ingredients (n) any of the foods or substances that are combined to make
a particular dish. (Picture or realia)
- organize (v) arrange systematically; order. (synonym)
- Performance (n) an act of presenting a play, concert, or other form of
entertainment. (explanation)
Set the SNBs; 1 T-SSS -T asks Sss to open the book on page 4. To help
scene Picture -T asks a few questions. students
WB, prepare for the
SNBs task
Poster
Project
manager
speaker

Pre-task Poster 3 T-SSS -T gets sts to match the picture with the correct short text To help
Task 1 Picture students get
(Match the WB, some ideas
picture to SNBs about
the short Poster conversation
text) Project Students work
manager in group.
speaker

Possible asnswer
Picture 1= text 2 , Picture 2 =text 3. Picture 3 =text 2

Main- Poster,TB 5 T-SSS -T gets Sss focus students’ attention on the pictures. Ask who they think To give ss
Reading ,handouts the children are with (their mums). practice with
Task 2A WB, -T asks students to read the texts and set a time limit. skimming for
SNBs -T encourages the students to guess the meaning of unknown words they main ideas
Poster might encounter in the texts. about statement
Project -T gives feedback as a class and asks what the text is about (Mother’s
manager Day).
speaker -T asks if they have a celebration in their country.
Task 2B TB, 5 T-SSS Reading: 5. -T asks students to read the text again and do activity 2B. To give ss
Handouts -T gives the students more time to read this time. practice with
WB, -T checks answers as a class skimming for
SNBs main ideas
Poster about statement
Project
manager
speaker

Answers 1. R / A; 2. A; 3. L; 4. R; 5. L
Task 3 TB, Hand 5 T-SSS Grammar: Present simple tense To let the
out -T asks some of the students to read the sentences. students
WB, -T can write these on the board. practice using
SNBs -T asks them to read the sentences and complete the rules. the target item
Poster -T tells the students that we also use the present simple tense to talk about in their
Project the things we do on a regular basis (not just every day). In this case, the situations.
manager children do something for their mothers on Mother’s Day. This happens
speaker regularly, so we use the present simple tense.
 -T focuses students on ‘I come from India’. Underline this sentence. Ask if
it is about 1 person (yes). Ask if we need an ‘s’ or ‘es’ for the verb (no).
-T tells your students that I and you, although referring to one person, do
not take the s-form of the verb

Answers: -She / He / It / Singular subjects take the ‘s-form’ form of the

verb.
-They / We / I / You / Plural subjects take the ‘base form’ form of the verb.

Task 4 WB, TB, 5 T-SSS Grammar: ‘s’ or no ‘s’ - To give

Handouts -T asks students to choose the correct verb. students some
WB, -T asks them to write their answers in their notebook. ideas for their
SNBs -If T has a weak class, do the example together as a class. situation related
Poster -T checks answers as a class to target items.
Project
manager
speaker

Answers 1. enjoys; 2. like; 3. exercises; 4. brush; 5. drives

Task 5A WB,TB, 5 T-SSS Pronunciation: /s/ - /z/ - /iz/ To get Sss
handouts -T asks students to practise saying the words out loud with their partners. identify their
WB, -In pairs, T asks them to put the words in the correct column. pronunciation
SNBs
Poster
Project
manager
speaker

Task 5B TB, 5 T-Sss -T asks them to listen and check To get Sss
Handouts [Audioscript] improve on
WB, /s/ - sleeps, works their listening
SNBs /z/ - plays, remembers, drives, sings, enjoys skill.
Poster /iz/ - brushes, watches, catches
Project
manager
speaker
Activity TB, 5 T-SSS Writing: My family A. To let the
6A Handouts -T asks students to write what they do with their families during certain students
WB, Cambodian holidays. practice using
SNBs -T talks around to help students who might find this activity difficult. the target item
Poster -T corrects some of the mistakes your students are making as you go in their
Project around. situations.
manager
speaker
 Activity TB, 5 T-SSS -T puts students in pairs. To get Sss
6B Handouts -T asks them to read their sentences with their partners. guess and
WB, -T asks them to guess which of their partners’ sentences are true. practice the
SNBs -For feedback, T asks who was able to guess correctly the most. target items.
Poster -T might also want some of students to read their sentences out loud for the
Project class.
manager
speaker

Extension activity: /s/ or /z/ or /iz/? Say the words in activity 5A. Assign
an action for each sound they hear (e.g. /s/ - students touch their heads, /z/
- students touch their nose, /iz/ - students touch their knees). Students do
the action as they listen to you say the words out loud.

Homework TB, 1 T-SSS Writing: Mother’s Day card To help Sss

Activity 7 Handouts find some ideas
&8 WB, in their target
SNBs items.
Poster
Project
manager
speaker
Closing 1 T-SSS - What have you learned from the lesson? Recall the
Reflection - Thanks for working hard today!!! lesson
Homework

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ថ្ងៃ
................ ខែ........
................ ខែ........ ឆ្ ន .
ាំ .................
ឆ្ន .ាំ ព.ស
................. ព.ស
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... ២៥៦...
២៥៦... ថ្ងៃ ................
ថ្ងៃ ខែ........
................ ខែ........ ឆ្ន.ាំ ឆ្
.................
ន .ាំ .................ព.ស ព.ស ២៥៦...
២៥៦...
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២ ាំ ០២....
.................... ថ្ងៃទ
.................... ី .......
ថ្ងៃ
.................... ទ ទី ខែ
ី .......
ថ្ងៃ .........
ខែ
....... ឆ្ន២
.........
ខែ ាំ ឆ្០២....
......... ន២
ាំ ឆ្០២....
ន២
ាំ ០២.... .................... ថ្ងៃទ
.................... ី .......
ថ្ងៃ ទី ....... ខែ ខែ ......... ឆ្ន២
......... ាំ ឆ្០២....
ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
សាស្រ្សាាចារ្យទទួលបន្ទុក
សាស្រ្
សាស្រ្សា សាាចារ្យគ្រួរពក
ប្បធានបច្ចេ
ា ចារ្យប្បធានប្កុ ិន្ិរច្េស
យមបច្ចេកច្េស សាស្រ្ សាសា
សាស្រ្ ា ចារ្យគ្រួ
ា ចារ្យទទួ រពល ន្
ិ រ យ ុក
ិ បន្ទ
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................................
.................................
.................................
................................. .................................
.................................
នាយកបច្ចេកច្េស ស ាំង លៅរ៉ាន់
ប្បធានបច្ចេក លេងច្េស ជីវ័នត លោកគ្រូ សស ាំង ាំង
លៅរ លៅរ ៉ា ន់៉ា ន់
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)

Pursat high school English Technical group leader’s name : ……………. Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B,F,M Number of Students: …………..
English grade 11 Unit 2A: Catch up Page numbers (7-9)
1. Main Aim of Lesson:
By the end of 2A, students should be able to:
• identify which verbs are regular and which are irregular.
• put the past simple regular verbs in the correct category based on the end sounds.
• use past simple tense in positive sentences
2. Subsidiary Aim of Lesson:
Students will get practice grammar about regular &irregular verb and Pronunciation.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to meeting new friend.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Section 6 (B).

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Lend-in WB, 1 T-SSS -T asks some questions. To create

SNBs -How many verbs can you interest in the
Posters remember? topic
Handout -T gets sts to find out put in to
Project correct categories of Verbs
manager
Pre-teach WB, 3 T-SSS - T gets students to elicit the words To help
New SNBs - T has students to read and stress and give part of speech students
Words Posters - T gets students to copy understand
Handout Vocabulary some new
Project • talk (v) speak in order to give information or express ideas or feelings; words before
manager converse or communicate by spoken words. lesson.
• Stay (v) remain in the same place.
• Visit (v) go to see and spend time with (someone) socially.
• Wonderful (adj) inspiring delight, pleasure, or admiration; extremely
good.
Set the SNBs; 1 T-SSS -I would like you to open your books at page 7. To help
scene Picture -T gets sts to look the pictures and ask some students
Posters questions prepare for the
Handout task
Project
manager

Pre-task Poster 3 T-SSS -T tells students to look at the verbs in the box. - To help
Task 1 Picture -T asks students if they already know what those verbs mean. students get
Posters -T asks students to fill in the gaps with the verbs from the box. some ideas
Handout about target
Project items.
manager - Students work
in group or
individual.

Answers 1. talk, have; 2. go, play; 3. visit, stay; 4. eat, see; 5. read, swim
Main-task Poster, 5 T-SSS Grammar: Identifying past simple tense To give ss
Task 2A TB, -T tells students to look at the two different columns and pay attention to practice writing
Handouts the headings “Yesterday” and “Everyday”. for main idea
Posters -T asks students to answer the questions. about
Handout - Teacher gets students to answer the questions. statements
Project - And then write the answers in your notebook
manager

Answers 1. have, play; 2. had, played

Task 2B WB, 5 T-SSS -T puts students in pairs. To give

Poster, -T asks students to take turns to ask and answer the questions. students
TB, -T encourages students to answer in full sentences. practice free
Handouts -There are no right or wrong answers for this activity speaking for
Posters -T gets Sss write the answers in their notebook. information by
Project answering the
manager questions.
Task 3 A Hand out, 5 T-SSS Reading: Vicki’s family holiday - To let
Poster, -T asks students to look at the picture and guess where Vicki and the students,
family went for holiday.
Project practice whole
-T tells students to read the text and check if their guess is correct or
manager wrong. class in order to
-T asks students some follow-up questions about the activities the family understand
did during their holiday. more about the
• These are some suggested follow-up questions: text
• Where did they go? Who did they visit?
• What did Tim and Lynn do with their grandparents?
• Did the children enjoy their time with their grandparents?
• Who did they stay with in London?

- To let the
students
practice by
scanning the
text to answer
the question.
 Answers: They visited their family in England.

Task 3 B WB, 5 T-SSS -T tells students to look at the table. - To give

Poster, -T asks students what verbs they can see in the table – present or past? students some
-T tells students to fill in the gaps with the past simple tense of the verbs.
Project ideas for their
-T emphasises that all the answers are from the reading text.
manager, situation related
Handouts to the words.

-To let
students,
correct answer.

Task 4 WB, 5 T-SSS Grammar: Identifying regular and irregular verbs -To get Sss
Poster, -T tells students to look at the Look box. identify the
Project -T asks students to answer the questions. target items.
manager, -T focuses on the differences between regular and irregular verbs.
handouts -T gets sts to read the copy the rules of pronunciation of ED
 Answers 1. Regular verbs: wanted, visited, played, stayed. Irregular verbs:
had, did, went, met, spent, ate, were, saw, rode, swam, took
2. talked, had, went, played, visited, stayed, ate, saw, read, swam
3. The students can come up with different answers.
RULEs

Task 5 A WB, 5 T-SSS Listening: Identifying ending sound /t/. /d/, /id/ A. To get Sss
(listening) Poster, -T asks students to look at the different ending sounds. identify the
Project -T tells students to listen and repeat the words. pronunciation.
manager, -T allows students to listen and repeat as many times as time allows
handouts

[Audio script] 1. talked, looked 2. played, stayed 3. visited, wanted

Task 5 B WB, 5 T-SSS -T asks students to listen to the recording.

(listening) Poster, -T tells students to put the verbs they hear in the correct column.
 Project
manager,
handouts

Activity 6 WB, 5 T-SSS Production: Picture story

(A) Poster, -T puts students in pairs.
Project -T asks students to put the pictures in the correct order to make a story
manager, about Richard and Vicki.
handouts
 -T gives students some hints such as to look at the clocks/time on each
picture.

Answers: b, c, f, a, d, e

Homework TB, 1 T-Sss .

Activity 6 Handouts To recall what
B they have just
learned and to
reinforce their
understanding
of the reading
text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................................
សស្រ្សតចារ្យប្បធានគ្កុមបច្ចេកច្េស
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ស ាំង លៅរ៉ាន់
.................................
នាយកបច្ចេកច្េស
លេង ជីវ័នត
.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)

Pursat high school English Technical group leader’s name : ………………. Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B,F,M Number of Students: …………..
English grade 11 Unit 2B: Catch up Page numbers (10-12)
Main Aim of Lesson:
By the end of the lesson student should be able to: •use past simple tense in negative and question forms.
Subsidiary Aim of Lesson:
Students will get practice grammar of irregular verbs and Pronunciation.
Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to meeting new friend.
-Teacher is more talkative than the students do
Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
Homework for next lesson: (6) & (7) Describing past holiday.
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Lend-in WB, 2 T-SSS -T asks some questions in section 1 To create

SNBs - Did you have common activities? interest in the
Poster - What are they? topic
Project - Possible answers: playe football,
manager met some friends, ate something…
Pre-teach Handouts, 5 T-SSS - T gets students to elicit the words by using the techniques To help
New TB - T has students to read and stress and give part of speech students
Words WB, - T gets students to copy understand
SNBs Vocabulary some new
Poster -Seafood (n) shellfish and sea fish, served as food words before
Project -Beach (n) a strip of land covered with sand, shingle, or small stones at the lesson.
manager edge of a body of water, especially by the sea between high- and low-
water marks.
-Dessert (n) the sweet course eaten at the end of a meal.
-Delicious (adj) highly pleasant to the taste.
Set the SNBs; 1 T-SSS -T asks Sss open the book on page 10. To get Sss
scene Picture -T gets sts to look at more interested
WB, questions and ask some in the lesson.
SNBs questions
Poster
 Project
manager
Pre-task Poster, 5 T-SSS Vocabulary: Common activities To help
Task 1A Picture, -T tells students to look at the list of things. students get
(speaking ) TB -T asks students to choose the things they did last weekend from that list. some ideas
-T lets students know that it is okay even if they could not find anything about
they did on the list. conversation
- Students work
in group.

Poster, 5 T-SSS -T puts students in pairs. To get Sss

Task 1 B Picture, -T asks students to share their answers. work and share
TB ideas.

Main-task Poster, 5 T-SSS Listening: Channy’s holiday description To give ss

Task 2A Audio, -T asks students to look at the picture and guess what the picture shows. practice with
(listening) Speaker, 2. -T tells students to read the sentences 1 – 9 before listening to the skimming for
Project recording. main idea about
manager, -T asks students to listen and in front of the sentences, write C if Channy statements
TB did that thing, K for Kosal, and B if they both did it.
 Answers :1. B; 2. B; 3. C; 4. C; 5. K; 6. K; 7.C; 8. B; 9. C

Task 2B WB 5 T-SSS -T allows students some time to go through the Look box. To get Sss
Poster, -T asks students to identify which sentences in activity 2A are in positive more identify
Audio, past simple and which are in negative past simple about the target
Speaker, items.
Project
manager

Answers: Positive: 1, 2, 3, 4, 6, 8, 9 Negative: 5, 7

Task3 Hand out 5 T-SSS Grammar: Filling in the gaps To give

Poster -T tells students to fill in the gaps with the correct form of verbs in the students
Project bracket. 2. Emphasise that students need to write them in negative form practice with
manager when they see the word not in the brackets target items in
grammar.
 Answers: 1. took; 2. was; 3. wasn’t; 4. drove; 5. stayed; 6. didn’t go; 7.
slept; 8. went; 9. bought; 10. spent; 11. swam; 12. enjoyed

Focus on the use of verb to be in negative past simple tense Show and
remind students that the rule of using didn’t + verb to make negative
sentences in past simple does not apply to verb to be. For example, you
cannot say “didn’t am/is/are”. Instead, it is “wasn’t, weren’t”.

-To get Sss to

be clear about
the grammar
rule.
Task 4 A Hand out 5 T-SSS Speaking: Answering questions in past simple - To let
Poster -T tells students to draw the table in their notebook. students,
-T asks students to answer the questions in the table about themselves.
Project practice whole
-T reminds students that they only need to answer for themselves & copy
manager the some common irregular verbs class in order to
understand
more about
grammar for
speaking.
- To let the
students
practice by
scanning the
text to answer
the question
one by one.
Task 4 B WB, 5 T-SSS -T puts students in pairs. - To give
Poster, -T asks students to take turn asking the same questions in activity 4A. students some
-T tells students to write their partner’s answers in “Your partner’s
Project ideas for their
answers” column.
manager, -T encourages students to answer in complete sentences. situation related
TB to the speaking.
-to let students
take turn to
answer the
question.

Task 5 WB 5 T-SSS - Grammar: Making questions in past simple To get Sss

Poster -T puts students in pairs. practice
Project -T asks students to make four questions using past simple tense. speaking in
manager -T emphasises that students can ask any questions they can make. target items.
-T talks around to monitor if students are making the questions correctly.

*Sss’ questions can be various.

Homework WB 1 T-SSS Writing: Describing past holiday To give Sss the
Task 6 Poster encouragement
Project in writing with
manager target items.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

................................. ច្េង ជីវ័នា

 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)

Pursat high school English Technical group leader’s name : ……………………. Date: …/……../2023 Duration: 55 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B,F,M Number of Students: …………..
English grade 11 Unit 3A: Around Town Page numbers (13-15)
1. Main Aim of Lesson:
By the end of 3A, students should be able to: • name some common places. • ask and give simple directions. • compare a few sets of directions and give
reasons for their selection
.
2. Subsidiary Aim of Lesson:
Students will get practice grammar about Ranging the words.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to meeting new friend.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Section (6).

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Lend-in WB, 2 T-SSS -Teacher tells SSS today we going to talk about the town around us. To create
SNBs -Teacher asks SSS, do you know any places around you? interest in the
-Sss’ answer: Museum, School, Hospital, Club, Night market, Pagoda, topic
Swimming pool, Gym, Restaurant, Bar…

Pre-teach 3 T-SSS - T gets students to elicit the words by using the techniques To help
New - T has students to read and stress and give part of speech students
Words - T gets students to copy understand
Vocabulary some new
-Roundabout (n) Rotary, traffic circle. words before
-Central reservation (n) the strip of land between the carriageways of lesson.
a motorway or other major road.
-Bridge (n) a structure carrying a road, path, railway, etc. across a river,
road, or other obstacle.
-Museum (n) a building in which objects of historical, scientific, artistic,
or cultural interest are stored and exhibited.
-Swap (v) exchange.
Set the SNBs; 1 T-SSS -T gets Sss open the books on page 13. To help
scene Picture - How many pictures are there? students
- What can you see in the picture? prepare for the
-What are they? task

Pre-task Poster, 4 T-SSS Vocabulary: Look and write A. - To help

Task 1A Picture -T asks students how many pictures they can see. students get
-T tells students to look at the example and the hints under each picture. some ideas
-T lets students think about what the words for the pictures might be and about pictures.
write them in their notebook. - Students work
-T tells students to compare answers with their partner. in group.
- T checks the answers as a class.
 Answers: 1. bus station; 2. hospital; 3. museum; 4. pagoda; 5. swimming
pool; 6. supermarket; 7. post office; 8. railway station; 9. shopping mall
Task 1B TB, 4 T-SSS To get Sss
Handouts -In pairs, T tells students to think about the activities that they can do in the involve in
places above. speaking task.
-T asks some pairs to share the answers in class.

Possible answer: Night market for entertainment or buying things.

- Pagoda for praying the Dharma.
- Hospital for patience.
- Museum for watching ancient things.
- Supermarket for buying many things.
- Post office for sending some kinds of letter.
- Railway station for passengers.
- Bus station for booking or travelling.

Main-task Poster, 4 T-SSS Vocabulary: Matching A. To give ss

Task 2A Audio, -T lets students read the words in the box and look at the map. practice with
Speaker, -T tells students to match those words to the numbers on the map. skimming for
Project -T tells students to compare answers with their partner. main idea about
manager statements
Task 2B WB 4 T-SSS -T gets students to listen to the recording and check the answers. To give
Poster, -T pauses after each word for students to repeat. students
Audio, -T writes the answers on the board. practice with
Speaker, scanning for
Project specific
manager information by
answering the
questions
Task 3A Hand out 4 T-SSS - Grammar: Arranging the words A. - To let
Poster -T lets students read the example. students,
-T tells students to put the words in the right order to make questions to ask practice whole
Project
for directions.
manager -T checks the answers as a class. class in order to
TB understand
more about the
T-SSS grammar
- To let the
students
practice
T-SSS scanning the
keys to order
questions one
by one.
Task 3B WB 4 T-SSS -T puts students in the same or new pairs. - To give
Poster -T tells students to read the example. students some
-T lets students take turns asking the questions and answering using real
Project ideas for their
directions in their neighborhood or make up the directions.
manager -T walk around the classroom, listen, help and correct if necessary. situation related
-T tells students there is more than one correct answer. to the target
items.

Suggestion: Starting session 2 To start the class, you can make gestures or
give some hints about the vocabulary in activity 1 and 2, and have students
say the words. To make it more fun, you can divide students into four rows
and have them compete to answer first to get a point, and the group with
the highest score wins.

Task 4A WB, 4 T-SSS Listening: Answering the questions A. To get Sss

Poster, -T asks students about the people in the picture. (Kosal and a tourist.) listen to the
-T tells students to read the questions carefully and underline important
Project, target items for
keywords.
manager, -T lets students listen, and write the answers in their notebook. the answers.
TB -T checks the answers as a class.
 Answers 1. They are Kosal and a tourist.
2. The tourist wants to go to the bank.
3. The tourist should go around the central reservation.
4. The tourist should turn right when he sees the swimming pool.
5. There is a road next to the shopping mall. He should go past them.
6. The tourist will see a crossing.
7. The tourist should go straight on.
8. The bank is on his right.

Task 4B TB 4 T-SSS -T lets students look at the map and listen again to find the starting point. To get Sss
Poster -T tells students to use the buildings or things on the roads as clues. identify with
Project -T checks the answers as a class. the target item.
manager
Speaker
Audio
 Answer: The starting point is the night market.

Task 5A WB, TB 4 T-SSS Writing and Speaking: Comparing directions A. To give Sss the
Poster, -T tells students to look at the previous map again and find an easier way prompts for
Project to get to the bank. writing.
manager -T lets students note down their directions.
-T monitors and help if necessary.

Suggested Answer: An easier way is to: Turn right from here and turn left
when you see the museum. Then, go straight on the bridge and turn left
again at corner of the bus station. After that, go straight and you will see
the traffic lights at the third left. Keep on walking and you will see the
bank on your left.

Task 5A WB, TB 3 T-SSS -T gets students stand up, move around and find someone that has a To get Sss
Poster, different set of directions. practice the
Project -T tells students to take turns presenting their method and compare who directions.
manager has the easiest one.
-T walks around the classroom, listen, help and correct if necessary.
-T asks some pairs to share the answers in class and tell who has the easiest
way.

Suggested Answer
An easier way is to: Turn right from here and turn left when you see the
museum. Then, go straight on the bridge and turn left again at corner of the
 bus station. After that, go straight and you will see the traffic lights at the
third left. Keep on walking and you will see the bank on your left
Task 5B WB, TB 3 T-SSS To get Sss
Poster, practice the
Project new way of
manager directions.
-T gets students stand up, move around and find someone that has a
different set of directions.
-T tells students to take turns presenting their method and compare who
has the easiest one.
-T walks around the classroom, listen, help and correct if necessary.
-T asks some pairs to share the answers in class and tell who has the easiest
way.
Post-task WB, TB 4 T-SSS Speaking: Asking and giving direction A. To get Sss
Task 6A Poster, -T puts students in pairs. practice
Project -T tells students to think about their neighborhood or a familiar town and speaking the
manager draw the roads and the important places. directions.
-T gets students look at the map again for ideas.
-T monitors and help if necessary.

Homework WB, TB 1 T-SSS -T gets students to each choose a place on the map as homework. To improve Sss
Task 6B Poster, in speaking
Project task.
manager
Closing 1 T-SSS - What have you learned from the lesson? To recall what
- Thanks for working hard today!!! they have just
learned and to
reinforce their
understanding
of the reading
text.
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................................
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យប្បធានបច្ចេកច្េស
................................. ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស
................................. ច្េង ជីវ័នា
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET

Pursat high school English Technical group leader’s name : ………………… Date: …/……../2023 Duration: 55 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B,F,M Number of Students: …………..
English grade 11 Unit 3B: Around town Page numbers (16-18)
1. Main Aim of Lesson:
By the end of 3B, students should be able to:
• name things/people/activities that belong to some common places.
• make sentences using should.
• make and ask for suggestions and give directions.
• respond to suggestions positively or negatively.
2. Subsidiary Aim of Lesson:
Students will get practice grammar about negative sentence with should.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to meeting new friend.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
 6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Section 6 (B).

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Lend-in WB, 2 T-SSS Reviewing To help

SNBs -In pairs, tell students to think and say the words they have learned in unit 3A. students
-T gets students to spell the words aloud if possible. prepare for the
task
-Roundabout (n) Rotary, traffic circle.
-Central reservation (n) the strip of land between the carriageways of
a motorway or other major road.
-Bridge (n) a structure carrying a road, path, railway, etc. across a river,
road, or other obstacle.
-Museum (n) a building in which objects of historical, scientific, artistic,
or cultural interest are stored and exhibited.
-Swap (v) exchange

Pre-teach 4 T-SSS - T gets students to elicit the words by using the techniques To help
New - T has students to read and stress and give part of speech students
Words - T gets students to copy understand
Vocabulary some new
 -midnight (n) twelve o'clock at night. words before
-medicine (n) the science or practice of the diagnosis, treatment, and lesson.
prevention of disease
-hometown (n) the town of one's birth or early life or of one's present fixed
residence.

Set the SNBs; 1 T-SSS -T gets Sss opens the books on page 13. To help
scene Picture - How many can you see in students
the pictures? prepare for the
task

Pre-task Poster, 5 T-SSS Vocabulary: Guess and write A. - To help

Task 1A TB, -T lets students look at the pictures carefully. students get
Picture -T asks students what places that those pictures belong to. some ideas
-T tells students to write the answers in their notebook. about
-T gets students to compare answers with their partner vocabulary
To get students
work in group.

Answers 1. museum; 2. railway station; 3. pagoda; 4. night market; 5.

supermarket; 6. bus station; 7. hospital; 8. swimming pool; 9. post office;
10. shopping mall

Task 1B Audio, 4 T-SSS -T gets students to listen to the recording and check the answers.
(listening) Speaker, -T pauses after each word for students to repeat.
 WB, -T checks the answers as a class and write the answers on the board. To get Sss
Marker identify to the
listening.

Answers 1. museum; 2. railway station; 3. pagoda; 4. night market; 5.

supermarket; 6. bus station; 7. hospital; 8. swimming pool; 9. post office;
10. shopping mall

Main-task Poster, 5 T-SSS Grammar: Fill in the gaps To get Sss

Task 2 Audio, -T tells students to read the short conversations carefully. identify with
-T gets students to look at the example and tell them to fill in the gaps in
(listening) Speaker, the target items.
the same way.
Project -T get students compare answers with their partner.
manager -T selects four pairs to read the conversations and write the answers on the
board.
 Answers: 1. Should…take, should return; 2. should…go, should shop; 3.
Should…buy, shouldn’t eat; 4. should…do, should check.

Task 3A WB 4 T-SSS Listening: Write the sentences with should A. To give

(listening) Poster, -T tells students to listen and write down all the sentences that have should. students
Audio, -T gets students to compare answers with their partner. practice with
Speaker, -T asks some students to share the answers. scanning for
Project -T plays the recording again to check the answers. specific
manager information by
answering the
questions

Answers 1. What should I do?

2. First, you should check what she likes now.
3. Should I buy a teddy bear?
4. You shouldn’t buy that.
5. You should check the bookshop in the shopping mall.
6. You should ask them to order it for you.

Task 3B WB, 4 T-SSS -T tells students to look at their answers again and pay attention to the To get Sss
Poster, subject, verb… etc. identify with
Handouts -T gets students to write the positive, negative and question forms of the form of
should in their notebook. Should
-T checks the answers as a class. grammar.
 Answers
Positive: S + should + v1 + obj.
Negative: S + should + not + v1 + obj.
Question: Should + s + v1 + obj?

Task 3C WB, 4 T-SSS -In the same pairs, have students read their answers again. To get Sss
Poster, -T tells students to discuss with their partner about the use of should. practice with
Handouts -T checks the answer as a class the target items.

Answer:
We use should to make suggestions or give advice.

Suggestion: Starting session 2

To start the class, you can select some students randomly to say a sentence
that has should. You can also make it more challenging by adding some
words as well.
Example: books: You should read some books in your free time.
Task 4 Hand out 5 T-SSS Grammar: Correct the mistakes - To let
Poster -T gets students to read the five sentences and find the mistakes. students
-T tells students to write the correct sentences in their notebook and
Project practice whole
compare answers with their partner.
manager -T checks the answers as a class. class in order to
understand
more about the
grammar.

- To let the
students
 practice by
scanning the
text to answer
Answers
1. Where should we go? the question
2. Cheata shouldn’t drink coffee. It’s midnight! one by one.
3. Bora shouldn’t ride his motorbike to his hometown because it’s too far.
4. Should she go swimming every day?
5. We should visit our grandparents next month.

Task 5A WB 3 T-SSS Writing and Speaking: Make and respond to suggestions A. To give
Poster -T puts students in pairs and get them to decide who will be student A and students some
B.
Project ideas for their
-T tells students to go to the assigned pages.
manager -T lets students make the suggestions using the words given and should. situation related
-T gets students to compare answers with their partner. to writing and
-T walks around the classroom, help and correct if necessary. speaking task.

Answers To let Sss

Student A practice the
1. Should I help you with your homework? task.
2. We should buy our new clothes at the shopping mall.
3. Should we take some pictures in front of the night market?
4. We should swim at the swimming pool today.
5. Should I drive you to the museum?
Student B
1. We should look for your watch together.
2. Should I send this letter to your parents?
3. We should watch a movie tonight.
4. Should we go to the railway station now?
5. Should I carry your bag for you?
 -T walks around the classroom, listen, help and correct if necessary.
-T asks the best pair to share their conversations in class.

Task 5B WB 3 T-SSS -T gets students to take turns reading their suggestions and responding to
Poster them using the responses.
-T tells students that they can use each response more than once.
Project
-T tells students there is more than one correct answer.
manager -T monitors and help if necessary.
-T asks a few pairs to share their answers in class.

Extension activity: Follow my command!

In groups, get students to choose a leader to say the words for giving
directions and have the others follow the command. Example: Student A
says “Turn left” then the group has to turn their whole body to the left.
After that, the group can give the title of the leader to the next person.

Task 5C WB 3 T-SSS -T tells students to read the responses again and put them in the right To get Sss
Poster category. identify how to
Project -T checks the answers as a class. response
manager Positive and
Negative.

Answers
Positive responses
-Ok, I will do that.
-I know that. Don’t worry.
 -That’s a great idea.
Negative responses
-No, thank you.
-I don’t think that’s a good idea!
-I don’t feel like it.
Post-task WB, TB, 5 T-SSS Writing and Speaking: Making suggestions and giving directions A. To get Sss
Task 6A Poster, -T tells students to go back to the map in activity 4 in unit 3A. work on the
Project -T gets students to choose at least three activities related to the places on target items.
manager the map.
-T monitors and help if necessary.

Answers 1. They are Kosal and a tourist.

2. The tourist wants to go to the bank.
3. The tourist should go around the central reservation.
4. The tourist should turn right when he sees the swimming pool.
5. There is a road next to the shopping mall. He should go past them.
6. The tourist will see a crossing.
7. The tourist should go straight on.
8. The bank is on his right.

Homework WB, TB, 1 T-SSS -T tells Sss to work next lesson or tomorrow. To get Sss ask
Task 6B Poster, for their
 Project suggestion and
manager direction in
Positive and
Negative.

Closing 1 T-SSS - What have you learned from the lesson? Recall the
- Thanks for working hard today!!! lesson

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

................................. ច្េង ជីវ័នា

 Kingdom of Cambodia

Nation Religion King

Ministry of Education Youth and Sport 
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET

Pursat high school English Technical group leader’s name : …………….. Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: …………..
English grade 11 Unit 4A: You mustn’t break the rules! Page numbers (19-21)
1. Main Aim of Lesson:
To talk about school rules using modal verbs.
By the end of 4A, students should be able to:
• describe school rules. • ask about school rules. • compare different school rules.
Subsidiary Aim of Lesson:
Students will get practice grammar about can / can’t / must / mustn’t
2. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to rules
-Teacher is more talkative than the students do
3. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
4. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
5. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
6. Homework for next lesson: write about your classroom rules section (5)
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! -To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Lend-in WB, 2 T-SSS -T tells SSS today we going to talk about rules -To create
SNBs -T asks SSS to match the correct statement interest in the
Poster topic and
Project False
1.We can eat snack in our class. _______ activate
manager 2.We must respect all people. _______
True background
False
3.Small kids must speak bad word. _______ knowledge
related to break
the rules
Pre-teach WB, 5 T-SSS - T gets students to elicit the words by using the techniques -To help
New SNBs - T has students to read and stress and give part of speech students
Words Poster - T gets students to copy understand
Project Vocabulary some new
manager - crash helmet: a hard hat that covers and protects the whole head, worn words before
especially by motorcyclists (picture) lesson.
- put your hand up: to raise one hand to surrender. (Mime/gesture)
- chew gum: a sweet that you keep in your mouth and chew to
get its flavour, but do not swallow (explanation)
- uniform (n): a particular set of clothes that has to be worn by
the members of the same organization or group of people the mother of
one's
 -husband or wife. the man or woman that you are married to.
(explanation)
- cheat (v) to behave in a dishonest way in order to get what you want
(mime/gesture)
- be quiet (phr) making very little noise. (explanation)
- make a mess (phr) Mess or a mess is something or someone
that looks dirty or untidy. (explanation)
- rude (adj) not polite; offensive or embarrassing (explanation)
- donation (n) money or goods that are given
to help a person or organization, or the act of giving them. (explanation)
- cause trouble (phr) to behave in a particular problem. (explanation)
- one way (phr) travelling or allowing travel in only one direction.
(picture)
- keep out (phr.v) to avoid becoming involved in something, or
to stop someone or something becoming involved in something. (picture)
Set the SNBs; 2 T-SSS -T tell sss to open the books at page 19. -To help
scene Picture -T asks… students
WB, - How many pictures are there? prepare for the
SNBs - What can you see in the picture? task
Poster - How many people can you see?
Project - What are they doing?
manager
Pre-task Poster 4 T-SSS - teacher lets student to match the words in box with the pictures - To help
Task 1 Picture students get
WB, some ideas
SNBs about
Poster conversation
Project - Students work
manager in group.

- Teacher gets students to correct answer on the white board

Main-task Poster 5 T-SSS -Teacher gets students to listen to Lynn talking to Kosal To give ss
Task 2A Audio, - Teacher lets students to copy the table into your notebook and tick the practice with
speaker correct box skimming for
and main ideas
project about
manager statements

- Teacher gets students to correct answer from listening on the white

board

Task 2B WB, 5 T-SSS -Teacher lets students to work in pairs. Take turns to say the rules that you To give
(listening) Poster know for Kosal’s school. students
speaker practice with
and scanning for
-Teacher has students to correct the answer
project specific
Answer might vary.
manager information by
practicing
Task 3(A) Hand out 5 T-SSS -Teacher lets students to read the questions - To let
Poster Questions students,
WB practice whole
speaker class in order to
and understand
project more about the
manager text
- To let the
-T-S students to
 -Teacher gets students to read the two questions from Lynn and Kosal’s practice by
-T-SSS conversation, and answer questions 1 – 4 scanning the
-Teacher gets two students to read the conversation
text to answer
-Teacher lets students to answer the questions by correcting the answers
the question
one by one

Task 3(B)
 Hand out 5 - Have students look again at the - To let the
Poster vocabulary in activity 1. students to
WB -Tell students to ask and answer each practice
speaker other about the rules at their school. grammar one
and - Choose two students and have them by one
project read the example.
manager -Point out to students that they will need
to ask questions with both can you? and
do you have to?
-Walk around the classroom, listen, help
and correct if necessary.
-Check the answers as a class.
Task 4A WB 5 T-SSS Reading: Different school rules - To get
Hand out -Teacher lets students to read the email from Lynn’s cousin Sarah in students read
Poster England. for some ideas
- Teacher gets the best student to read the email from Lynn’s cousin Sarah for their
in England. situation related
to the text.

Task 4B
 Poster 5 T-SSS -T tells students to answer questions 1 – 8 in their notebooks.
WB - Teacher lets students to write true or false
Hand out

- Teacher has students to correct the answer as whole class.

T-SSS - Teacher lets students to correct the false sentences in activity 2B.

Task 4C
Poster 5
WB - To get
Hang out students read
for some ideas
for their
situation related
to the rules.

- Teacher has students to correct the answers

Homework 1 -Teacher gets students to do homework (number 5) - To recall what
(section 5) they have just
learned and to
reinforce their
understanding
of the lesson

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................................
នាយកបច្ចេកច្េស សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស
លោកគ្រូ ស ាំង លៅរ៉ាន់

................................. .................................
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET

Pursat high school English Technical group leader’s name : …………….. Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: …………..
English grade 11 Unit 4B: You mustn’t break the rules! Page numbers (22-24)
1. Main Aim of Lesson:
By the end of 4B, students should be able to: • understand a message explaining the rules of a class trip. • ask questions about the rules in a situation. •
understand and explain signs in public places that give rules. • write a text explaining the rules at the museum.
2. Subsidiary Aim of Lesson:
Students will get practice grammar about can / can’t / must / mustn’t
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to meeting new friend.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: write about your classroom rules (section 6)

LESSON PLAN COVER SHEET

 Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Lend-in WB, 2 T-SSS -Teacher tells today we going to talk about rules again -To create
SNBs - Teacher asks students to choose the correct rules in the classroom interest in the
Poster 1. Students must wear their uniform properly topic and
Project 2. Students can’t write the lesson activate
manager 3. Teacher must fight students background
4. Students can speak bad word knowledge
5. Teacher mustn’t speak to students related to the
meeting new
friends.
Pre-teach WB, 5 T-SSS - T gets students to elicit the words by using the techniques -To help
New SNBs - T has students to read and stress and give part of speech students
Words Poster - T gets students to copy understand
Project Vocabulary some new
manager - museum (n) a building where objects of historical, scientific, words before
or artistic interest are kept (picture) lesson.
- trouble (n) problems or difficulties. (Mime/gesture)
- necessary (adj) needed in order to achieve a particular result.
(explanation)
- alcohol (n) a clear liquid that can make you drunk. (explanation)
- guesthouse (n) a small house near a larger one, where guests who
are invited to the larger house can stay (mime/gesture)
Set the SNBs; 1 T-SSS -T tells sss to open the books at page 22. -To help
scene Picture - what can you see in this page? students
 - what is the text talking about? prepare for the
task

Pre-task Poster 5 T-SSS - teacher lets student to read the message for Channy’s university trip to - To help
Task 1A Picture Phnom Penh. students get
some ideas
WB, about the
SNBs message
Poster - Students work
Project individual
manager

Task 1B 5 T-SSS - Teacher lets students to match the words and phrases with the
meanings

- Teacher has students to correct the answers on the white board

Main-task Poster 5 T-SSS -Teacher gets students to read the message again. Find four things that To give ss
Task 2 WB Channy and the group practice with
WB, - Teacher lets students to answer the question by writing in their note book skimming for
SNBs main ideas
Poster about
Project statements
manager

-
- Teacher gets students to correct answer from listening on the white
board
Answer

Task 3 WB, 5 T-SSS -Teacher lets students to work in pairs. Put the words in the right order to To give
Poster make questions. Then, take turns to ask and answer the questions students
WB, practice with
SNBs scanning for
Poster specific
Project information by
manager answering the
questions

-Teacher has students to correct the answer

Task 4A Hand out 5 T-SSS - Teacher asks students to look at the signs from the museum and answer - To let
Poster questions 1 – 3. students,
WB practice whole
WB, class in order to
SNBs understand
Poster more about the
Project -T-S text
manager - To let the
students to
practice by
scanning the
text to answer
-Teacher gets the best student to read the question loudly
-Teacher lets students to answer the questions by correcting the answers the question
-T-SSS one by one

WB 5 T-SSS -Teacher lets students to work in pairs. Take turns making ‘rules’ with the - To give
Task 4B Hand out phrases students some
Poster ideas for their
situation related
to the words.
WB,
SNBs
Poster
 Project
manager

-Teacher has students to correct the answers

Task 5
Poster 5 T-SSS -Teacher lets students to listen to Channy asking questions to a worker at
WB the Royal Palace. Complete the rules for the palace using mustn’t/ can’t,
Hand out must or can.
Audio,
speaker
and
projector

- Teacher has students to write the answers in their notebook

- Teacher lets students to correct the answers
Post task Poster 5 -Teacher has students to complete the information about the museum rules.
(activity 6) WB Use the signs to help you. Write in your notebook
Hand out

- Teacher lets students to work in group

- Teacher gets students to find out the answers

Homework 1 -Teacher gets students to do homework (number 7) - To recall the

lesson

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
................................. លោកគ្រូ ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស
ច្េង ជីវ័នា

.................................
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport 

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET

Pursat high school English Technical group leader’s name : …………….. Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: …………..
English grade 11 Unit 5: Customs (5A) Page numbers (25-30)
1. Main Aim of Lesson:
By the end of the lesson students will be able to
-To review use of can for ability, offers and requests and introduce can for permission
By the end of 5A, students should be able to: • use can to talk about their abilities and make offers and requests. • use can to talk about what they are
allowed and not allowed to do in tourist places. • differentiate can for ability, permission and requests and offers.
2. Subsidiary Aim of Lesson:
Students will get practice grammar about can / can’t
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to meeting new friend.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
 (
7. Homework for next lesson: section 6).

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! -To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Lend-in WB, 2 T-SSS -Teacher tells today we going to talk about customs -To create
SNBs - Teacher asks students to brainstorm the polite behavior interest in the
topic and
Do Sompeas activate
Say ‘Good morning’
background
Polite
Say ‘How do you do?’ knowledge
related to the
You’re Welcome meeting new
Please and thank you
friends.
Pre-teach 5 T-SSS - T gets students to elicit the words by using the techniques -To help
New - T has students to read and stress and give part of speech students
Words - T gets students to copy understand
Vocabulary some new
- monk (n) a member of a group of religious men who do not marry and words before
usually live together in a monastery. (picture) lesson.
- shorts (n) trousers that end above the knee or reach the knee,
often worn in hot weather or when playing a sport . (explanation)
 - shake hands (phr) to move backwards and forwards or up and down
in quick by one hand. (Mime/gesture)
- traditions (n) a belief, principle, or way of acting that people in
a particular society or group have continued to follow for a long time, or
all of these beliefs, etc. in a particular society or group. (explanation)
- customs (n) the place at a port, airport,
or border where travellers' bags are looked at to find out if any goods are
being carried illegally. (mime/gesture)
Set the SNBs; 2 T-SSS -T tells sss to open the books on page 25. -To help
scene Picture -T asks… students
- what can you see in this page? prepare for the
- Do you know, where is the picture? task
- Is it at Phnom Penh?

Pre-task Poster 4 T-SSS - teacher lets student to work in pairs. What can you see? What do you - To help
Task 1 Picture think about this place? students get
some ideas
about the
message
- Students work
individual
Main- task Poster 5 T-SSS - Teacher lets students to listen the conversation of Panha and Tim
Task 2A Picture - Teacher has students to answer the questions
WB + How does Panha feel about going to Angkor Wat?
Audio, + How does Tim feel?
Speaker - Teacher gets students to find out the answers and write on the write
and on the white board
projector
Task 2B Poster 5 T-SSS - Teacher asks students to listen again and complete the sentences. -To give ss
WB practice with
Audio, skimming for
Speaker main ideas
and about
projector statements
- Teacher gets students to correct the answers and write it on their note
book

Task 3
WB, 5 T-SSS -Teacher lets students to look at the sentences below. Match the sentences To give
Poster with their function students
practice with
scanning for
specific
information by
answering the
questions
-Teacher has students to correct the answer

Task 4A
 Hand out 5 T-SSS - Teacher asks students to match the sentences. - To let
Poster students,
WB practice whole
class in order to
understand
more about the
text
-Teacher lets students to answer the questions by correcting the answers

WB 5 T-SSS -Teacher lets students to decide which of the questions in activity 4A are - To give
Hand out about permission, ability and requests. students some
Task 4B Poster ideas for their
situation related
to the words.

- Teacher has students to correct the answer and write into their
notebook.
 Poster 5 T-SS -Teacher lets students to work in pairs. Practice asking and answering the
WB questions in activity 4A
Task 4C Hand out - Teacher has students to encourage them to give different answers

Post task Poster 5 T-SSS -Teacher has students to look at the pictures. Write sentences using can.
Task 5 WB
Hand out

- Teacher gets students to correct the answers

 Homework 1 -Teacher gets students to do homework (number 6) - To recall what
they have just
learned and to
reinforce their
understanding of
the lesson

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
សាស្រ្សាាចារ្យេេួលបនទក
ុ
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................................
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស
សា ាំង ច្ៅរ៉ាន់
នាយកបច្ចេកច្េស .................................

លេង ជីវ័នត

.................................
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET

Pursat high school English Technical group leader’s name : …………….. Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: …………..
English grade 11 Unit 5B: Customs Page numbers (28-30)
1. Main Aim of Lesson:
By the end of the lesson students will be able to review use of can for ability, offers and requests and introduce can for permission
By the end of 5B, students should be able to: • talk about their customs using should and shouldn’t. • give advice on Cambodian culture using should
and shouldn’t.
2. Subsidiary Aim of Lesson:
Students will get practice grammar about should/shouldn’t
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to meeting new friend.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: (section 7)
 LESSON PLAN COVER SHEET
(Integrated skill)

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! -To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent
Lend-in WB, 2 T-SSS -Teacher tells today we going to talk about customs again -To create
SNBs, - Teacher asks students to tick for the correct sentence and cross for the interest in the
Poster wrong sentence topic and
1. Pagoda is for the monk staying  activate
2. Pagoda is for the monk studying  background
3. Pagoda is for fun  knowledge
4. Pagoda is for village concert  related to the
5. Pagoda is for ceremony  meeting new
friends.
Pre-teach 5 T-SSS - T gets students to elicit the words by using the techniques To help
New - T has students to read and stress and give part of speech students
Words - T gets students to copy understand
Vocabulary some new
- pagoda (n) a Hindu or Buddhist temple (picture) words before
- monk (n) a member of a religions community of men typically living under lesson.
(picture)
- pray (v) to speak to a god either privately or in
a religious ceremony in order to express love, admiration, or thanks or
in order to ask for something. (Mime/gesture)
- Germany (n) a country in central Europe. (explanation)
Set the SNBs; 1 T-SSS -T tells sss to open the books at page 28. -To help
scene Picture -T asks some questions. students
- What can you see in the picture? prepare for the
- How many people are there? task
- Who is he?
Pre-task Poster 5 T-SS - Teacher lets student to find the partner - To help
Task 1 Picture - Teacher has students to ask and answer students get
+ Have you ever been to a pagoda? some ideas
+ What do you there? about the
picture

Task 2 SNB, 5 T-SS - Teacher has students to work in pair - Students work
WB, - Teacher lets students to write down the things they can see in the in pair
Poster picture in activity 1.
- Teacher asks them to write as many as they can.
Main-task Poster 6 T-SSS -Teacher gets students to read the text. -To give ss
Task 3A WB -T gets Sss match the words with the pictures. practice with
- Teacher lets students to answer the question by writing in their note book skimming for
- Teacher gets students to correct answer from listening on the white board main ideas
about pictures
and statements

Task 3B WB, 6 T-SSS -Teacher lets students to read again. Put a  or a . -To give
Poster -Teacher has students correct the answer students
practice for
specific
information by
thinking

-
Task 4 Hand out 6 T-SSS - Teacher asks students read the sentences below. - To let
Poster -Teacher gets Sss complete the rules. students,
WB - Teacher has students to correct the answers practice whole
class in order to
understand
more about the
text
- To let the
students to
practice by
completing the
rule

WB 6 T-SS -Teacher lets students to work in pairs. - To give

Hand out -T gets Sss write sentences using should and shouldn’t. students some
Poster -T monitor and help your students with any vocabulary they might need. ideas for their
-T checks answers as a class. situation related
Post-Task to the words or
Task 5 phrases.
 Poster 6 T-SSS -Teacher lets students to complete the sentences with words in the box as
WB home work in their notebook.
Hand out - Teacher lets students to correct the answers and correct next time.

To get Sss
identify more
about the
Homework grammar
Task 6

Reflection 1 -What have you learned from the lesson? - To recall what
and - T asks students how to use should and shouldn’t. they have just
Homework - Thanks for working hard today!!! learned and to
reinforce their
 understanding
of the lesson
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
សាស្រ្សាាចារ្យេេួលបនទក
ុ
នាយកបច្ចេកច្េស សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................
.................................
សា ាំង ច្ៅរ៉ាន់
លេង ជីវ័នត
.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)

Pursat high school English Technical group leader’s name : ……………………. Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: …………..
English grade 11 Unit 7A: The world around us Page numbers (35-37)
1. Main Aim of Lesson:
By the end of the lesson students will be able to
-Name some common natural places on earth
-Make sentences using comparatives.
-Make a poster and give a short presentation about the similarities and differences of two places.
2. Subsidiary Aim of Lesson:
Make rules of comparative adjectives.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to world around us
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
 6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: write five comparisons.

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent
Lend-in WB, 2 T-SSS -Teacher asks SSS, do you know the place around you? To create interest
SNBs - T gests sts to make list of words in the topic and
• Ocean activate
• Waterfall background
• River knowledge related
• Hill to the meeting new
• continents friends.
• islands
• mountains
• oceans and seas
• lakes and rivers
Pre-teach 3 T-SSS - T gets students to elicit the words by using the techniques To help students
New - T has students to read and stress and give part of speech understand some
Words - T gets students to copy new words before
Vocabulary lesson.
-Desert: It’s drier than normal land. (picture)
-Hill: It’s smaller than a mountain, but it’s higher than the ground.
(picture)
 -Forest: It’s a place, can be a park. It also has more trees than park.
(picture)
-Ocean: It’s bigger and salter than a lake. (picture)
-Volcano: It’s higher than a hill and more explosive than a small bomb.
(picture)
Set the SNBs; 2 T-SSS -T gets Sss open the books on page 35. To help students
scene Picture -T asks some questions. prepare for the task
- How many pictures are there?
- What can you see in the picture?
- How many place can you see?
Pre-task Poster 5 T-SSS - Teacher lets student to look at the photos and the words in the box. - To help students
Task 1 picture - Teacher get students to match them. get some ideas
- Teacher lets students compare answer with their partner. about conversation
- Students work in
group.

Main-task Poster, 5 T-SSS -Teacher gets students to listen to the recording and check the answers. To give ss practice
Task 1B Audio, -Teacher pause after each word for students to repeat. with skimming for
(listening) speaker -Teacher write the answer on the board. main ideas about
and listening
project
manager
 WB, 5 T-SSS -Teacher lets students look at the picture and discuss about the people and To give students
Poster their action. practice with
Audio, -Teacher asks some students to share the answer in class. scanning for
speaker -Teacher tells students to check the answers by themselves while listening specific
Task 2A and to the recording. information by
project answering the
manager questions

Hand out 5 T-SSS -Teacher get students to copy the five words into their notebook. - To let students,
Poster -Teacher tell students to listen and write down the sentences that are used practice whole
to describe the five words. These sentences will appear before the words.
WB class in order to
Task 2B understand more
(listening) about the text
- To let the students
-T-S to practice by
scanning the text to
answer the question
-Teacher play the recording again and check the answers as a class.
one by one
_ T gest sts to check answers
Answers 1. desert: It’s drier than normal land. 2. hill: It’s smaller than a
mountain, but it’s higher than the ground. 3. forest: it’s a place that has taller
and bigger trees than a park. It also has more trees than a park. 4. ocean: It’s
bigger and saltier than a lake. 5. volcano: It’s higher than a hill and more
explosive than a small bomb
Task 3A WB 2 T-SSS -Teacher tell students to read the words and circle the ones they think are - To give students
Hand out correct. some ideas for their
Poster
 situation related to
the words.

-Teacher tell students to check the answers from the last activity for help if
needed.
-Teacher check the answers as a class and write them on the board.

Poster 2 T-SSS -Teacher put students in pairs.

WB -Teacher tell students to read all the sentences with comparatives from this
Hand out unit again.
-Teacher ask some students to share the answers in the class.
-Teacher check the answer as a class. And copy into note book

Task 3B
(Grammar)
Compariso
n of
adjectives
Task 4 Poster 5 T-SSS -Teacher tell students to check the answers from activity 3 again.
WB T-SSS -Teacher get students to match those eight comparatives to the sentences in
this activity.
Hand out
-Teacher lets students compare answer with their partner.
-Teacher check the answer as a class.

-Teacher lets students read the article.

Task 5A
WB
Hand out 5 T-SSS
Poster
 -Teacher ask students to fill in the gaps with the correct forms of the words
provided in the brackets.
-Teacher get students to compare answer with other students.

-Teacher get students to listen to the recording and check their answers.

Task 5B
WB T-SSS
Hand out 3
Poster

-Teacher check the answers as a class

-Teacher put students in groups and tell them to choose which students will
become team A and B.
-Teacher tell team A go to assigned page 191 team B go to assigned page
194 and answer the questions.
-Teacher get team A to ask using team B’s questions and check the answer.
Then swap roles.
-Teacher check answer as a class.
Task 5C T-SSS
WB
Hand out 2
Poster

-Teacher put students in the same or new groups.

-Teacher get students to tear out a piece of paper from their notebook or
take an A4 sheet of paper.
-Teacher tell students to discuss and choose two places that they can
compare.
-Teacher lets students look at the poster in the textbook and make similar
one with at least five comparisons.
-Teacher lets students walk around the classroom, listen, help, and correct
if necessary.

- Get students in each group to take notes of the poster because they
T-SSS will each have to walk around.
Post task - . Have students stand up, move around and tell other students about
(Writing & their group’s poster.
speaking) WB - . Ask some students to present to the class
Comparing Hand out 3
two places Poster
Task 6A T-SSS
(Group 1)

(Group 2)
Homework SNB 1 T-SSS -Teacher get students to find out 5 sentences about comparison of - To recall what
adjectives they have just
learned and to
reinforce their
understanding of
the lesson
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)
Pursat high school English Technical group leader’s name : ……………………. Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: …………..
English grade 11 Unit 7: The world around us (7B) Page numbers (38-40)
1. Main Aim of Lesson:
By the end of the lesson students will be able to
-Name some common animals.
-Make sentences using comparatives and superlatives.
-Describe the similarities and differences of two animals.
2. Subsidiary Aim of Lesson:
To make rules of superlative degree
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to world around us
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
 7. Homework find out 5 sentences about superlative degree

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent

Lend-in WB, 2 T-SSS -T gets students to Find the words in the chain for the animals in the photos To create interest
SNBs - T gets students to name of animals from the picture in the topic and
Poster activate
Project background
manager knowledge related
to the meeting new
friends.

Answers 1. alligator; 2. scorpion; 3. hippopotamus; 4. cheetah; 5. hamster;

6. rabbit
Pre-teach WB, 2 T-SSS - T gets students to elicit the words by using the techniques To help students
New SNBs - T has students to read and stress and give part of speech understand some
Words Poster - T gets students to copy new words before
Project Vocabulary lesson.
manager
 -Alligator: (n) a large semiaquatic reptile similar to a crocodile but with a
broader and shorter head, native to the Americas and China. (picture)
-Scorpion: (n) a terrestrial arachnid with pincers similar to those of a
lobster and a venomous sting at the end of its jointed tail, which it can hold
curved over its back. Most kinds live in tropical and subtropical areas.
(picture)
-Hippopotamus: (n) a large thick-skinned semiaquatic African mammal,
with massive jaws and large tusks. (picture)
-Cheetah: (n) a large slender spotted cat found in Africa and parts of Asia.
It is the fastest animal on land. (picture)
-Hamster: (n) a solitary burrowing rodent with a short tail and
large cheek pouches for carrying food, native to Europe and North Asia
(picture)
-Rabbit: (n) a gregarious burrowing plant-eating mammal, with long ears,
long hind legs, and a short tail. (picture)
Set the SNBs; 2 T-SSS I would like you to open your books at page 38. To help students
scene Picture - How many pictures are there? prepare for the task
Project - What can you see in the picture?
manager - How many animals can you see?
Pre-task Poster 3 T-SSS -Teacher lets student look at the photos and ask them to name the animals. - To help students
Task 1A Picture -Teacher get students to find the name of the animals in the chain. get some ideas
Project about conversation
manager - Students work in
group.

-Teacher check the answer as a class.

Main-task Poster 3 T-SSS -Teacher put students in pairs. To give ss practice
Task 1B Audio, -Teacher tell students to discuss and decide which one is more dangerous with skimming for
speaker among the six animals. main ideas about
and statements
project
manager

WB, 3 T-SSS -Teacher get students to listen to the recording and check the answers. To give students
Poster -Teacher pause after each word for students to repeat. practice with
-Teacher write the answer on the board.
Task 1C Audio, scanning for
(listening) speaker specific
and information by
project answering the
manager questions
Hand out 3 T-SSS -Teacher tell students to read the adjectives and the definitions. - To let students,
Task 2A Poster -Teacher get students to match and compare answer with their partner. practice whole
WB class in order to
understand more
about the text
- To let the students
to practice by
scanning the text to
answer the question
one by one
-Teacher check the answers as a class.

Task 2B
 -Teacher put students in pair.
-Teacher lets students copy the table into their notebook and fill it with
comparative and superlative adjectives.
Hand out 2
Poster
WB

-Teacher check the answer

WB 3 T-SSS -Teacher lets students choose three of the animals in activity 1 and write - To give students
Task 3A Hand out three sentences to describe them. some ideas for their
(Grammar) Poster -Teacher tell students to use only superlatives. situation related to
-Teacher walk around the classroom, read, help and correct if necessary. the words.
 - T gets sts to copy
the rule

Poster 2 T-SSS -Teacher put students in pairs. - To give students

WB -Teacher get students to say the sentences to their partner without some ideas for their
Task 3B Hand out mentioning the animal’s names and have their partner guesses the animals. situation related to
(Grammar) Then, swap, roles. the words.
-Teacher walk around the classroom, listen, help and correct if necessary.
-Teacher ask some students to share the answers in class.
Task 4 (A) Poster 5 T-SSS -Teacher ask students to name some different types of bears that they
WB know.
-Teacher tell students to take a quick look at the instructions and the
Hand out
pictures and ask what the recording is about.
-Teacher get students to read the adjectives in the box and the article
before playing the recording.
-Teacher lets students listen and match the adjectives to the gaps.
-Teacher tell students that the recording is not in the same order as the
article.
 -Teacher check the answer as a class.

WB
Task 4B Hand out 3 T-SSS -Teacher tell students to read and copy the sentences into their notebook.
Poster -Teacher get students to find the correct type of bears to fill the gaps.
-Teacher lets students compare answer with their partner.

-Teacher check answer as a class.

WB 3 T-SSS -Teacher lets students look at the table again and rewrite the sentences
Hand out without the bears.
Poster -Teacher get students to focus on the comparatives and replace the bears
Task 5A
with other animals from this unit or other to fill with the sentences.
-Teacher tell students to read the example if they still don’t understand.
-Teacher walk around the classroom, read, help and correct if necessary.
WB 5 T-SSS -Teacher put students in pair.
Hand out -Teacher tell students to compare their sentences with their partner.
Poster -Teacher lets students tell partner if the sentences are right or wrong.
Task 5B -Teacher ask some students to share the answers in class.
 WB 5 T-SSS -T gets sts to work in 2group
Hand out -Teacher get students to choose two animals they want to compare about.
Poster -Teacher lets students bring out a piece of paper to barnstorm the
similarities and differences of the two animals.
Post-Task
-Teacher lets students to choose the best points from their barnstorm and
6A (Group
write three to six sentences.
1) Writing
-Teacher encourage students to use both comparatives and superlatives.
and
-Teacher monitor and help if necessary.
Speaking:
Comparing
animals

WB 3 T-SSS -Teacher lets students in group.

Task 6B
Hand out -Teacher lets students take turn presenting their notes.
(group 2)
Poster -Teacher encourage students to ask some questions to their group after they
Writing
finish presenting so that students will pay more attention.
and
-Teacher walk around the classroom, listen, help and correct if necessary.
Speaking:
-Teacher ask some students to present in class.
Homework SNB 2 T-SSS - T gets sts to find out 5 sentences about superlative degree - To recall what
they have just
learned and to
reinforce their
 understanding of
the lesson

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................
នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់
................................. ច្េង ជីវ័នា
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)
Pursat high school English Technical group leader’s name : ……………… Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: …………..
English grade 11 Unit 8: The natural world (8A) Page numbers (41-43)
1. Main Aim of Lesson:
By the end of the lesson students will be able to
-Name ten common animals in Cambodia.
-Say which animals are insects, which are amphibians and which are reptiles.
-Make questions about these animals.
-Reply to questions with short answers.
2. Subsidiary Aim of Lesson:
To learn more Yes/No questions
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to the natural world
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
 6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: section (6) about Yes/No questions.
LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent
Lend-in WB, 2 T-SSS -T gets students to put The words in the 2 correct groups To create interest
SNBs Amphibians Reptiles. in the topic and
Project activate
manager -………………. -…………………. background
-…………… -…………………..
knowledge related
-……………. -………………….
-……………. -…………………… to the meeting new
friends.
Amphibians frogs, toads, salamanders, and newts
Reptiles. Komodo dragon. Black mamba. Saltwater crocodile.King
cobra.Gila monster.Cottonmouth (viper)American alligator.Leatherback
sea turtle.

Pre-teach WB, 5 T-SSS - T gets students to elicit the words by using the techniques To help students
New SNBs - T has students to read and stress and give part of speech understand some
Words Project - T gets students to copy new words before
manager Vocabulary lesson.
-Gecko: (n) a nocturnal and often highly vocal lizard which has adhesive
pads on the feet to assist in climbing on smooth surfaces. It is widespread
in warm regions. (picture)
 -Mosquito: (n) a slender long-legged fly with aquatic larvae. The bite of
the bloodsucking female can transmit a number of serious diseases
including malaria and elephantiasis. (picture)
-Toad: (n) a tailless amphibian with a short stout body and short legs,
typically having dry warty skin that can exude poison. (picture)
-Beetle: (n) an insect of a large order distinguished by
having forewings that are typically modified into hard wing cases (elytra),
which cover and protect the hindwings and abdomen. (picture)
-Turtle: (n) a large marine reptile with a bony or leathery shell and flippers,
coming ashore annually on sandy beaches to lay eggs. (picture)
Set the SNBs; 2 T-SSS -T gets sts to open the on page 41 To help students
scene Picture -Teacher lets students to look at the picture prepare for the task
- T asks (What can you see in the pictures? )
WB, -Teacher lets point to the animals in the book and ask them to say the
SNBs names.
Project
manager

Pre-task Poster 5 T-SSS -T gets sts to match the names of the animals with the photos - To help students
Task 1& 2 picture get some ideas
(Listening) about conversation
WB, - Students work in
SNBs group.
Project
manager
 -Teacher tell students that they will listen to a radio programm about the
animals in activity 1
-Teacher as they listen, have students check their answer to activity 1 and
answer question 1 and 2.
-Teacher play the recording.
-Teacher check the answer as a class.

Poster 5 T-SSS -Teacher tell students that they will hear the recording again. To give ss practice
Audio, -Teacher lets students answer questions 1-7 as they listen. with skimming for
speaker Which animal… main ideas about
and 1. is a bit like a beetle but it can fly, and people don’t like them? statements
Main-task
project 2. is pretty and colourful?
Task 2B
manager 3. is small and dangerous, and can make people very sick?
4. is a green amphibian that can jump?
5. is round, lives mostly in the water and people like them?
6. Is dangerous because it can eat people?
7. is common in our houses and eats insects like mosquitoes?
-Teacher check the answer as a class.
 WB, 6 T-SSS -Teacher tell students to look at the photos from activity 1 and boxes 2 and To give students
Poster 3. practice with
-Teacher choose a students to read the example.
Audio, scanning for
-Teacher tell students to look at the other animals.
speaker -Teacher lets students take turns to choose a category from box 2 and a specific
and pair of adjectives from box3, them make sentences similar to the example. information by
project -Teacher walk around the class, listen, help and correct if necessary. answering the
manager -Teacher check the answer as a class. questions

Task 3

Hand out T-SSS -Teacher lets students match the questions 1-6 with the answer a-f - To let students,
Task 4A
Poster practice whole
WB class in order to
understand more
about the text
- To let the students
to practice by
6 -Teacher check the answer as a class. scanning the text to
answer the question
one by one

-Teacher lets students answer the true or false questions 1-5.

T-SSS -Teacher write the questions: Which is your favorite animals? And do you
Task 4B like butterflies on the board.
 -Teacher ask students which question we can answer with yes or no. (Do
you like butterflies?)
-Teacher show students that the first question begins with a wh-word and
the second begins with a verb. Point out that yes / no questions begins with
verbs
-Teacher show them that the first word is yes or no, the second word is a
Hand out pronoun (I, you, he, they,…) and the third is the first verb from the
Poster 6 question. It can be positive or negative.
WB

Task (5) Poster 6 T-SSS -Teacher tell students to look at the table with the words.
Grammar WB -Teacher choose two students to read the question and the answer in the
first example.
Hand out
-Teacher repeat with two different students and the second example
-Teacher show students that these questions are made from the word in the
table.
-Teacher ask students to take turns to ask and answer questions from the
words in the table.
-Teacher walk around the classroom, listen, help and correct if necessary.
-Teacher ask some students to share their ideas with the class.
 _ T gets students to copy the rule of Yes/No questions

Homework SNB 1 T-SSS -Teacher lets students to do section (6) - To recall the
lesson

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស
.................................
នាយកបច្ចេកច្េស .................................
ស ាំង លៅរ៉ាន់
................................. ច្េង ជីវ័នា
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)
Pursat high school English Technical group leader’s name : ………………… Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: …………..
English grade 11 Unit 8: The natural world (8B) Page numbers (44-46)
1. Main Aim of Lesson:
By the end of the lesson students will be able to
-Understand and describe the life cycles of a beetle and frog.
-Use specific vocabulary to describe these processes.
-Put the stages of process in the correct order.
-Write a short text about the life cycle of a frog.
2. Subsidiary Aim of Lesson:
To learn more the Verb changes
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to the natural world
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
 6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Section (7).
LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent
Lend-in WB, 2 T-SSS Teacher take the brain storm of Synonyms of VERB of CHANGE To create interest
SNBs in the topic and
turn
Poster CHANGE activate
Project background
manager knowledge related
possible answer to the meeting new
friends.

Pre-teach WB, 3 T-SSS - T gets students to elicit the words by using the techniques To help students
SNBs - T has students to read and stress and give part of speech understand some
New Poster - T gets students to copy new words before
Words Project Vocabulary lesson.
manager -Biology: (n) the study of living organisms, divided into many specialized
fields that cover their morphology, physiology, anatomy, behaviour, origin,
and distribution. (picture)
-Text: (n) a book or other written or printed work, regarded in terms of its
content rather than its physical form. (picture)
-Diagram: (n) a simplified drawing showing the appearance, structure,
or workings of something; a schematic representation. (picture)
-Stage: (n) a point, period, or step in a process or development.
Set the WB, 1 - T gets sts to open the book page 44 To help students
scene SNBs - Ask (What can you see in the picture? ) prepare for the task
Poster
Project
manager

Pre-task WB, 3 T-SSS -Teacher tell students to read Kosal’s homework task and look at the - To help students
Task 1 SNBs diagram. get some ideas
Poster -Teacher lets students match the words with the meanings. about conversation
Project - Students work in
manager group

-Teacher check the answer as a class.

Pre-task Poster 3 T-SSS -Teacher tell students that they are going to hear a conversation between - To help students
Task 2A Picture Kosal andTim about Kosal’s homework. get some ideas
(listening) speaker -Teacher lets students answer question 1-5 as they listen. about conversation
and - Students work in
project group.
manager

-Teacher check the answer as a class.

Main-task Poster 3 T-SSS -Teacher tell students that they will listen again. This time, they match the To give ss practice
Task 2B Audio, stages on the descriptions on the right and guessing with skimming for
speaker main ideas about
and statements
project
manager

WB, 3 T-SSS -Teacher tell students to read the summary of the life cycle of a beetle. To give students
Poster -Teacher lets students copy the text into their notebooks and complete it practice with
using the words in the box.
Audio, scanning for
Task 2B speaker specific
and information by
project answering the
manager questions
-Teacher check the answer as a class.
 Hand out 3 T-SSS -Teacher lets students read the two lines from Kosal’s conversation with - To let students,
Task 3A Poster Tim. practice whole
-Teacher tell students to look at the words in the box and find them the
WB class in order to
conversation.
-Teacher lets students answer the questions 1-3. understand more
about the text
- To let the students
to practice by
scanning the text to
answer the question
one by one
-Teacher check the answer as a class.

Task 3B Poster 3 T-SSS -Teacher tell students to read the summary of the life cycle of a beetle. (A
WB summary is a short text that gives the most important information).
-Teacher lets students copy the text into their notebooks and complete it
Hand out
using the words in the box.
-Teacher walk around the class, look, help and correct if necessary.
 -Teacher check the answer as a class.
-Teacher tell students to read the text again with the correct answers.

Task 4A SNB 3 T-SSS - To recall what

-Teacher tell students to look at diagram of the life cycle of a frog. they have just
-Teacher lets students answer question 1-3 in pairs. learned and to
reinforce their
understanding of
the lesson

-Teacher check the answer as a class.

Task 4B SNB 3 T-SSS -Teacher tell students to read the names of the stages and the meanings in
colored shape.
-Teacher lets students match the stages with point 1-5 on the diagram.
-Teacher ask students to draw the diagram in their notebooks and to add
the names of the stages. They don’t have to draw the pictures.
 -Teacher check the answer as a class.
7

Task 5A Hand out 3 T-SSS -Teacher tell students that have ten pieces of information about the life
Poster cycle. There are two for each of the five stages.
WB -In pairs or small group, have students work out which two pieces of
information go with each stage in the life cycle.
-Teacher remind students to use the picture in the diagram and the
information from activity 4B to help them.
-Teacher walk around the classroom, listen, help and correct if necessary.

-Teacher check the answer as a class.

Task 5B Hand out 3 -Teacher put students in pairs and get them to tell each other life cycle of
Poster the frog.
 WB -Teacher lets students read the look box.
-Teacher lets take turns to describe a stage. Students A talk about
frogspawn, students B about tadpoles
-Teacher walk around the class, listen, help and correct if necessary.

-Teacher choose five students to demonstrate one stage each to the class.

-T gets sts to read the meanings

Post task Hand out 3 T-SSS -T gets sts to work in 2 groups

Section 6 Poster -Teacher tell students that they are going to write a summary of the life
Group WB cycle of a frog.
work -Teacher lets students write down the five stages in their notebooks, and
make some short notes about what they want to say.
-Teacher remind students to use sequencers like first, then, after that …
-Teacher lets students can use the text about the beetle as an example, and
all the information from activities 4and5 to help them.
-Teacher walk around the class, read, correct and help if necessary.
- T gets sts to report group by group
Homework Hand out 1 T-SSS -Section (7)
Poster
WB

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

................................. ច្េង ជីវ័នា

 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)

Pursat high school English Technical group leader’s name : ………………… Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: …………..
English grade 11 Unit 9: Environmental problem (9A) Page numbers (47-49)
1. Main Aim of Lesson:
By the end of the lesson students will be able
-Identify some environmental problems and talk about them.
-Use -ed adjectives to talk about they feel about different environmental problems.
-Use -ing adjectives to talk about how people and certain things make them feel.
2. Subsidiary Aim of Lesson:
To talk about the usage and the different between Ed & Ing adjective.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to environmental problems.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
 6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Section (6).

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent
Lend-in WB, 2 T-SSS -Teacher ask students (What do these abbreviations stand for?) To create interest
SNBs in the topic and
Poster Env. =………………………….. activate
Project Envr =…………………………… background
manager Envir =………………………… knowledge related
to the meeting new
Possible answer friends.
Environment
Pre-teach WB, 5 T-SSS - T gets students to elicit the words by using the techniques To help students
New SNBs - T has students to read and stress and give part of speech understand some
Words Poster - T gets students to copy new words before
Project Vocabulary lesson.
manager -Environmental (adj): relating to the natural world and the impact of
human activity on its condition.
-Mine (pro): used to refer to a thing or things belonging to or associated
with the speaker. (picture)
-Iron(n): a strong, hard magnetic silvery-grey metal, the chemical element
of atomic number 26, much used as a material for construction and
manufacturing, especially in the form of steel. (picture)
 -Rainforest: an area of tall trees and a high amount of rainfall. (picture)
-Tear(v): pull (something) apart or to pieces with force. (picture)
-Forest(n): a large area covered chiefly with trees and undergrowth.
(picture)
-Rain(n): the condensed moisture of the atmosphere falling visibly in
separate drops. (picture)
Set the WB, 1 -T gets sts to open the book page 47 and ask What can see in the To help students
scene SNBs picture ? prepare for the
Poster book and discuss
Project the picture
manager

Pre-task SNBs; 5 T-SSS -Teacher ask students to look at the words. You can also write these board. To help students
Task 1 Picture -Teacher put students in pair or groups. Tell them to make words using the prepare for the task
Poster letter of the given word. Write down the examples on the board if
Project necessary.
manager

Main task Poster 5 T-SSS -Teacher put students in pair. - To help students
2A picture -Teacher ask them to match the picture with the word. get some ideas
Poster -Teacher encourage them to use the picture and the word to find clues . about conversation
Project -Teacher ask them to complete their answer. - Students work in
manager group.
 -Teacher check the answer as a class.

Main-task Poster 5 T-SSS -Teacher play recording for students to check their answers. To give ss practice
Task 2B Audio, -Teacher play again and ask students to listen and repeat the words. with skimming for
(listening) speaker main ideas about
and statements
project
manager

WB, 5 T-SSS -Teacher tell students that they are going to listen to people talking about To give students
Poster environmental problem. practice with
-Teacher tell them to match the pictures with the environmental problems
Audio, scanning for
they will hear.
speaker -Teacher ask students to complete their answers. specific
Task 3A and information by
-Teacher check answer as a class.
(listening) project answering the
manager questions

Hand out 5 T-SSS -Teacher tell students to listen again. - To let students,
Task 3B Poster -Teacher ask them to write true or false in their notebooks. practice whole
-Teacher ask students to complete their answers before checking them as a
(listening) WB class in order to
class.
WB, understand more
Poster about the text
 Audio,
speaker
and
project
manager

Hand out 5 T-SSS -Teacher ask students to complete the sentences with the words in the box. - To let the students
-Teacher tell them that these sentences are taken from the recording.
Poster to practice by
WB scanning the text to
answer the question
WB, one by one
Poster
Task 4A Audio,
speaker
-Teacher play the recording and check answer as a class.
and
project
manager

Task 4B Poster 5 T-SSS -Teacher write sentences number 1 on the board.

WB Teacher underlines the adjective ‘frightening’. Ask students if they
remember their lesson on -ed and -ing adjectives in grade10.
Hand out
-Teacher ask students if ‘frightening’ answers the question ‘How do I
feel?’ (no).
-Teacher ask students if ‘frightening’ describes the person or thing that
WB, makes them feel that way (yes).
Poster -Teacher tell them that -ed adjectives are used to talk about how people
Audio, feel. -ing adjectives are used to talk about the thing or person that makes
speaker them feel that way.
 and -Teacher lets students do steps 6-9 if necessary with the other adjectives(
project i.e worried, embaeeassing, frustrated).
manager

Task 5A SNB 5 T-SSS -Teacher ask students to match the words with their definitions. Tell them - To recall what
WB, to write in their notebooks. they have just
Poster -Teacher go around and help students who might find this activity difficult. learned and to
Audio, reinforce their
speaker understanding of
and the lesson
project
manager

-Teacher check the answer as a class. And let them to read and copy rules
Post task SNB 5 T-SSS -T gets sts to work in 2groups
(Group WB, -Teacher ask students to use the adjectives in activity 5A to write about
work) Poster how they feel about the environmental problems presented in this lesson.
Audio,
speaker
and
project
manager
Homework Hand out 1 T-SSS -T gets sts to do homework
Poster
WB
Section
(6)

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

................................. ច្េង ជីវ័នា

 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader’s name : ………………… Date: …/……../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 ……
Class : 11B, F, M Number of Students: 50-52
English grade 11 Unit 9: Environmental problem (9B) Page numbers (50-52)
1. Main Aim of Lesson:
By the end of the lesson students will be able to
-Use more -ed and -ing adjectives to talk about what people are doing to help the environment.
-Revise and use -ed and -ing adjectives more accurately.
2. Subsidiary Aim of Lesson:
To create the sentences with ED & ING adjective.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to environmental problems.
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are learning.
- In warmer: Brainstorm about things on the board.
-use material, and cooperate student in to group
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, protect manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Section 7.
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting SSS! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent
Lend-in WB, 1 T-SSS -Teacher ask students what do you thing ‘eco-friendly’ means? To create interest
SNBs -Teacher ask students are you eco-friendly? in the topic and
Posters, activate
Project background
manager knowledge related
to the meeting new
friends.

Possible answer

Pre-teach WB, 5 T-SSS - T gets students to elicit the words by using the techniques To help students
SNBs - T has students to read and stress and give part of speech understand some
New Posters, - T gets students to copy new words before
Words Project Vocabulary lesson.
manager -Eco-friendly(adj) :not harmful to the environment. (picture)
-Plastic(n): a synthetic material made from a wide range of
organic polymers such as polyethylene, PVC, nylon, etc., that can
be moulded into shape while soft, and then set into a rigid or slightly
elastic form. (picture)
-reusable(adj): able to be used again or more than once. (picture)
Set the SNBs; 2 T-SSS -T gets sts to open the book page 50 To help students
scene Picture - T gets sts to look at the picture and ask some question prepare for the task
Posters, (What can you see in the picture ?)
Project
manager

Pre-task Poster 3 T-SSS -Teacher tell your students that they are going to so a quiz to find out if - To help students
Task 1(B) Picture they are eco-friendly. get some ideas
Posters, -Teacher tell them to answer the questions and put a tick under the right about conversation
Project column (yes/no) tell them to use their notebooks for this. - Students work in
manager -Teacher ask students to total their point. YES =5 point and NO =0. To group.
make this activity more interesting. You can ask your students to swap
notebooks and let their partners total their point.
-Teacher ask students if they agree with the results or not. If you have a
strong class, you can also ask them why they agree or disagree with the
result
 Poster 5 T-SSS -Teacher tell them that Earth Day and Earth Hour are some of the things To give ss practice
Audio, people came up with to help us thing and care more about our with skimming for
speaker environment. main ideas about
and -Teacher lets students read the text statements
Main-task
project
Task 2A
manager

WB, 5 T-SSS -Teacher ask students to read again and answer the questions. Tell them to To give students
Poster write their answer in their notebooks. practice with
Audio, -Teacher tell students not to worry about all the words they don’t scanning for
speaker understand. Tell them to guess as much as they can. specific
and information by
Task 2B
project answering the
manager questions

-Teacher check the answer as a class.

 Hand out 5 T-SSS -Teacher ask students to find the words in the text. - To let students,
Task 3A -Teacher tell them to write the sentences that contain the words in their
Poster practice whole
notebooks.
WB class in order to
understand more
about the text
Task 3B Poster 5 T-SSS -Teacher ask some students to read these sentences.
WB -Teacher put students in pairs. Tell them to try and guess the meaning of
these words. Tell them to look back at the texts for support. Tell them to
Hand out
read the sentences before and after each sentences -sometimes this helps.

Task 4A SNB 5 T-SSS -Teacher ask students to match the words with their definitions. Tell them - To recall what
to write in their notebooks. they have just
-Teacher ask students to compare their answers before checking them as a learned and to
class. reinforce their
understanding of
the lesson

-Teacher check the answer as a class.

Task 4B SNB 5 T-SSS -Teacher tell students to write the -ing from of the adjectives in their
notebooks.
-Teacher ask students to compare their answers before checking them as a
class.

Task 5A Poster 5 T-SSS -Teacher ask students to draw a chair in their notebooks, similar to what is
WB in the book.
Hand out -Teacher tell them to put the adjectives in the box in the right circle.
-Teacher lets students do the example together as a class.

-Teacher check the answer as a class.

Task 6A Hand out 5 T-SSS -Teacher ask students to complete the sentences with adjectives from
(Grammar) Poster activity 5. Tell them to complete the sentences so that they are true for
WB them.
-Teacher tell them to use the correct form (-ed or -ing).

-Teacher check the answer as a class.

_ T gets sts to revise the Usage of (Ed & Ing )adjective

Post Task Hand out 5 T-SSS -Teacher put students in 2 groups.

Poster -Teacher tell them to read their sentences in activity 6A and add more
WB information & focus students on the examples of Ed and Ing adjectives.
Homework WB 1 T-SSS T gets sts to do homework

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

................................. ច្េង ជីវ័នា
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat
Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 10 Natural Disasters 10 (A) Page numbers 53-55
8. Main Aim of Lesson:
By the end of lesson, students should be able to:
- identify six natural disasters.
- change direct speech sentences using present simple and continuous to reported speech.
9. Subsidiary Aim of Lesson:
To practice using vocabulary related to natural disasters and reported speech.
10. Potential Problems:
- Students may have trouble with difficult words pronunciation.
- Students may have no idea with things related to Natural Disasters.
- Teacher is more talkative than the students do.
11. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and cooperate student in to groups
12. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
13. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
14. Homework for next lesson: 6A

LESSON PLAN COVER SHEET

Purposes
Stage Materials Time Interaction Procedures

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order to
know the reason why
some are absent.
Lead in 2 T-SSS -T tells SSS today we going to talk about the Natural Disasters. To create interest in
-T asks SSS to brainstorm things they brought when they had a Natural Disasters. the topic and activate
Earthquake background
Flood
knowledge related to
Natural
Tsunami Disasters
the Natural Disasters.

Pre-teach WB, 5 T-sss - T gets students to elicit the words by using the techniques To help students
New Words SNBs - T has students to read and stress and give part of speech understand some new
- T gets students to copy words before lesson.

Vocabulary
- Tsunami /tsuːˈnɑː.mi/ : an extremely large wave caused by a violent movement
of the earth under the sea.
- Flood /flʌd/ : to cause to fill or become covered with water, especially in a way
that causes problems.
- forest fire /ˈfɒr.ɪst ˌfaɪər/: a fire burning in an area of land with many trees, that
is difficult to control and sometimes spreads quickly.
- Earthquake /ˈɜːθ.kweɪk/ : a sudden violent movement of the earth's surface,
sometimes causing great damage.
- Drought /draʊt/ : a long period when there is little or no rain
 - Tornado /tɔːˈneɪ.dəʊ/ : a strong, dangerous wind that forms itself into an upside-
down spinning cone and is able to destroy buildings as it moves across the
ground.
- Disaster /dɪˈzɑː.stər/: (an event that results in) great harm, damage, or death, or
serious difficulty.
- Damage /ˈdæm.ɪdʒ/: to harm or spoil something.
Set the SNBs, 1 T-sss I would like you to open your books at page 53. To help students
scene Picture - T lets students to work in pair and look at the picture by asking. prepare for the lesson
- T tells students to look at the pictures task.
- T What can you see in the picture?
- SB:……….
- T: What do you think the story might be?
- SB:……….
Pre-task 3 T-sss - T lets student match the words to the picture - To help students get
Task1 some ideas about the
pictures.

Main 5 T-sss - T lets ss to work in pairs. Which of the words in activity 2A can you find the To give ss practice
Task 2A picture? with skimming for
- T gets ss to correct answers. main ideas about
statements.
Task 2B 5 T-sss ⁃ T lets students they are going to listen to a conversation between Channy and To give students
(listening) her mother. practice with
⁃ T asks students to listen carefully and say what they are talking about in the scanning for specific
conversation. information by
finding out with the
letters.

Task 3A Hand out, 5 T-sss - T tells students to look at the two pictures carefully. To help students
Poster, - T asks students if they can tell the difference between the sentences in the two practice whole class
WB pictures. in order to understand
- T gives students a hint by asking students who is speaking in each and what each more about grammar.
person is talking about.
- T lets students to read the look (Verbs of change).
- T explains grammar (Reported speech)
Task 4 WB, 5 T -sss - T tells students to read the sentences.
poster - T ask students to identify whether each sentence uses direct speech or reported
speech.
- T tells students to write D for direct speech and R for reported speech.

Task 5 Poster, 5 T-ss - T asks students if the sentences are direct or reported speech.
WB - T tells students to change the sentences from direct to reported speech.
- T tells students they can begin the sentences with He said or She said since there
are no pictures or names to show if speaker is a man or woman.
Post task WB, 5 T-sss - T puts students in a group of 4. To help students
(group job) poster - T has students to join two groups (6A) practice whole class
6 (A) - T tells students to imagine there is a natural disaster somewhere and they hear in order to understand
Free about it from someone else. more about writing.
Practice - T asks students to pick a natural disaster and a city/province where that natural
activity disaster is happening.
writing 1 - T emphasizes students that this task is asking them to imagine and not to report
real natural disasters.
- T asks students to write a short report about the natural disaster they pick. 6.
Encourage students to write as many reported speech sentences as possible.
 - T lets the students to read the 10 sentences
-T gets students to reread the flood disaster & write in reported speech
- T gets them to share to the other
My father say
6 (B) 5 1. A flood is a natural disaster.
Free 2. We suffer many types of losses due to floods.
Practice
3. Floods come due to various reasons like excessive rainfall, cloudburst, cyclone, etc.
activity
4. The relief and rescue work in the flood-affected areas is done by the team NDRF.
writing 1
5. In some states of India like Bihar 27% and Uttar Pradesh, 33% are affected by floods

every year.
6. According to statistics, India loses 17 billion dollars every year due to floods.
Home work SNB 1 T-sss 1- Find out 10 direct speeches - To recall what they
Additional 2- Write them in to indirect speeches have just learned and
activity to reinforce their
understanding of the
next lesson text.
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
សាស្រ្សាាចារ្យទទួលបន្ទុក
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................................
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស
ស ាំង លៅរ៉ាន់
.................................
នាយកបច្ចេកច្េស
................................. ច្េង ជីវ័នា
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality


LESSON PLAN COVER SHEET

(Integrated Skill)
Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 10 Natural Disasters 10 (B) Page numbers 56-58
15. Main Aim of Lesson:
By the end of lesson, students should be able to:
- identify six natural disasters.
- change direct speech sentences using present simple and continuous to reported speech.
- point out the reported speech sentences used in news articles.
16. Subsidiary Aim of Lesson:
To practice using vocabulary related to natural disasters and reported speech.
17. Potential Problems:
- Students may have trouble with difficult words pronunciation.
- Students may have no idea with things related to Natural Disasters.
- Teacher is more talkative than the students do.
18. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and cooperate student in to groups
19. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
20. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
21. Homework for next lesson: 6A

LESSON PLAN COVER SHEET

Purposes
Stage Materials Time Interaction Procedures

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order to
know the reason why
some are absent.
Lead in 2 T-SSS -T tells SSS today we going to talk about the Natural Disasters. To create interest in
-T asks SSS to brainstorm things they brought when they had a Natural Disasters. the topic and activate
Loss of injury background
livelihood knowledge related to
Destruction by the Natural Disasters.
Economic Natural Disasters
disruption

loss of life, injury or opidther health impacts, property damage, loss of livelihoods
and services, social and economic disruption, or environmental damage.
Pre-teach WB, 5 T-sss - T gets students to elicit the words by using the techniques To help students
New Words SNBs - T has students to read and stress and give part of speech understand some new
- T gets students to copy words before lesson.
Vocabulary
- Unfortunately /ʌnˈfɔː.tʃən.ət.li/ : used to say that something is sad,
disappointing, or has a bad effect.
 - victims /ˈvɪk.tɪm/: someone or something that has been hurt, damaged, or
killed or has suffered, either because of the actions of someone or something
else, or because of illness or chance.
- issue /ˈɪs.juː/ : a subject or problem that people are thinking and talking
about.
- deliver /dɪˈlɪv.ər/ e /ˈfɒr.ɪst ˌfaɪər/: to take goods, letters, parcels, etc. to
people's houses or places of work Earthquake
- condition /kənˈdɪʃ.ən/ the particular state that something or someone is in.
Set the SNBs, 2 T-sss I would like you to open your books at page 56. To help students
scene Picture - T let ss look at the newspaper headlines. prepare for the lesson
What natural disasters do you think they are about? task.
- T What can you see in the picture?
- SB:…….

Pre-task Poster, 5 T-sss - T tells students to look at the six headlines. - To help students get
Task 1 WB - T asks students if they know where the headlines are taken from. some ideas about the
- T tells students to guess what each news headline is about news.
Main Poster, 5 T-sss - T lets students to read the two news articles. T help ss to reading
Task WB - T asks students what each article talks about. with skimming for
Reading A Hand out - T gets students to choose two headlines from activity 1 to match with the main ideas about
articles. statements.

Main 5 T-sss - T tells students to read the articles again.

Task - T asks students to answer the questions.
Reading B - T emphasis students that students do not have to write in complete sentences.
Main 5 T-sss - T asks students to find reported speech in the articles.
Task - T tells students to change the reported speech sentences they find to direct
Reading C speech.

Task 2A WB, 5 T -sss - T tells students to look at the pictures. To help students can
poster - T asks students to report what each person is saying in the picture using work with the partner
reported for answer the
speech. question.
Task 2B Poster, 3 T-ss - T puts students in pairs.
WB - T tells students to compare their answers.
Task 3A WB, 5 T-sss Game: Whispering reported speech To help students
poster ⁃ T puts students in two or three groups. happy whole class
⁃ T gets ss to do the whispering game with one group at a time. and can help students
⁃ T asks students in the same group to stand up and stand in line. want to study.
⁃ T whispers one direct sentence to the first student standing in the line and tell
that student to change it reported speech without saying anything loudly. For
example, the teacher whispers “I am scared of tsunami.”, the student has to
change it to “The teacher said she was scared of tsunami”.”
⁃ T tells that first student to whisper that reported speech sentence to the student
behind.
⁃ T tells students to keep whispering from one to another.
⁃ T asks the last student standing in the line to say that sentence out loud.

Task 4 WB, 5 T-sss Grammar: Choosing the correct tense. To help students
poster ⁃ T asks students to read the sentences. practice whole class
⁃ T tells students to choose the correct answer for each sentence. in order to understand
⁃ T reminds students to carefully think if the sentence is a direct speech or more about grammar.
reported speech before choosing the verbs
Post task Wb, 5 T-sss -T puts students in 4 groups. To help students can
(group job) poster ⁃ T ask students to take turns asking and answering the questions. work with partner.
Task 5A ⁃ T emphasizes that students need to answer in complete sentences.
(group 1&2) ⁃ T tells students to write their partner’s answers in complete sentences too.
⁃ T puts students in new pairs.
⁃ T asks students to report to their new partner what their former partner
answered in activity 6A using reported speech.
⁃ T tells students to take turns reporting.
-T lets them to share ideas
Task 5 Wb, 5 T-sss ⁃ T gets Students works in group, and take turns telling your new partner what
(group 3 & poster your partner in activity 6A. said using reported speech.
4) ⁃ T lets them to share ideas

Homework SNB 1 - T gets ss to do homework - To recall what they

Additional have just learned and
activity to reinforce their
understanding of the
next lesson text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

................................. ច្េង ជីវ័នា

 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name: Saing Saorann Grade : 11 …
Class: 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 11 A Stay calm! Page numbers 59-61
1. Main Aim of Lesson:
By the end of lesson, students should be able to:
- name some natural disasters.
- name some common words used in dangerous circumstances.
- stress the right words in imperative sentences.
- describe disasters and give appropriate instructions and warning using imperative sentences
- make positive in imperative sentences.
2. Subsidiary Aim of Lesson:
-To give negative imperatives in some dangerous events.
-use always, never, ever in positive
3. Potential Problems:
- Students may have trouble with difficult words pronunciation.
- Students may have no idea with things related to Stay calm!
- Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In lead in : Brainstorm about synonyms with (stay calm) on the board.
- Use material, and cooperate student in to groups
 5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students, I want to manage my time
7. Homework for next lesson: 7

LESSON PLAN COVER SHEET

Purposes
Stage Materials Time Interaction Procedures

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent.
Lead in 2 T-SSS - T tells students to name the Stay calm! they’ve learned. To create interest in
- T lets some students share the answers in class. the topic and
- T gets encourage students to describe the Stay calm! they’ve mentioned. activate background
- T tells SSS today we going to talk about the Stay calm! knowledge related to
- T asks SSS to brainstorm synonyms they brought when they had with (Stay the Stay calm!
calm!)
go with the flow. control one's temper.
Stay calm!
keep calm.

Helping points (keep cool/keep one's shirt on/restrain oneself.)

Quiet/tranquil/serene/peaceful/placid/hushed/still/untroubled.
Pre-teach WB, 5 T-sss Vocabulary To help students
New Words SNBs - T lets students to stick the poster words job or project manager (LCD) understand some
- T has students to match the words with meanings in table
Table new words before
lesson.
Match these words to correct answer

Words Meanings Answers

1- Calm /kɑːm/. A. a storm with thunder and 1__ C
(adj)(synonym) lightning and usually heavy 2 __ F
2- Command (n)
rain. 3 __ G
/kəˈmɑːnd/ .
(explanation) B. a mass of rock and earth 4 ___H
3- Crawl /krɔːl/(v). moving suddenly. 5 ___ L
(example) C. peaceful, quiet, and without 6 ___M
4- Panic /ˈpæn.ɪk/ worry. 7___N
(n)(translation) D. a device that uses electricity 8___E
5- emergency exit to produce heat, for 9 ___ I
/ɪˈmɜː.dʒən.si/(n).
example from metal bars 10__ B
(picture)
6- Inhale /ɪnˈheɪl/ (v) that become red. 11___K
(translation) E. a warning of danger, 12___D
7- fire drill /ˈfaɪə ˌdrɪl/ usually a loud noise or 13 ___ J
(translation) flashing light. 14__ A
8- alarm /əˈlɑːm/ (n) F. order, especially one given
(picture)
by a soldier.
9- blizzard
/ˈblɪz.əd/(n).(synonyms) G. to move along on hands and
10- landslide knees or with your body
/ˈlænd.slaɪd/(n). stretched out along a
(translation) surface.
11- hurricane /ˈhʌr.ɪ.kən/ H. a sudden strong feeling of
(n)(example)
fear that prevents
12- electrical fire /iˌlek.trɪk
ˈhiː.tər/(n). (picture) reasonable thought and
13- volcanic eruption (n) action.
(picture) I. a severe snow storm with
strong winds.
 14- thunderstorm J. the sudden occurrence of a
/ˈθʌn.də.stɔːm/(picture). violent discharge of steam
(picture) and volcanic material.
K. a violent wind that has a
circular movement,
especially in the West
Atlantic Ocean.
L. something dangerous or
serious, such as an accident,
that happens suddenly or
unexpectedly and needs fast
action in order to avoid.
M. to breathe air, smoke, or
gas into your lungs.
N. the set of actions that
should be performed in
order to safely leave a
building, such as an office,
factory, or school, when it
is on fire.

-T gives students to check answers

Answer
- Calm /kɑːm/ peaceful, quiet, and without worry. (synonym)
- Command /kəˈmɑːnd/ n order, especially one given by a soldier. (explanation)
- Crawl /krɔːl/ to move along on hands and knees or with your body stretched out
along a surface. (example)
- Panic /ˈpæn.ɪk/ a sudden strong feeling of fear that prevents reasonable thought
and action. (translation)
- emergency exit /ɪˈmɜː.dʒən.si/ something dangerous or serious, such as an
accident, that happens suddenly or unexpectedly and needs fast action in order
to avoid. (picture)
 - Inhale /ɪnˈheɪl/ to breathe air, smoke, or gas into your lungs. (translation)
- fire drill /ˈfaɪə ˌdrɪl/ the set of actions that should be performed in order to
safely leave a building, such as an office, factory, or school, when it is on
fire.(translation)
- alarm /əˈlɑːm/ a warning of danger, usually a loud noise or flashing light.
(picture)
- blizzard /ˈblɪz.əd/ a severe snow storm with strong winds.(synonyms)
- landslide /ˈlænd.slaɪd/ a mass of rock and earth moving suddenly . (translation)
- hurricane /ˈhʌr.ɪ.kən/ a violent wind that has a circular movement, especially in
the West Atlantic Ocean (example)
- electrical fire /iˌlek.trɪk ˈhiː.tər/ a device that uses electricity to produce heat, for
example from metal bars that become red. (picture)
- volcanic eruption the sudden occurrence of a violent discharge of steam and
volcanic material
- thunderstorm /ˈθʌn.də.stɔːm/ a storm with thunder and lightning and usually
heavy rain. (picture)
Set the SNBs, 1 T-sss I would like you to open your books at page 59. To help students
scene Picture - T lets students to work in pair and look at the picture by asking. prepare for the
- T What can you see in the picture? lesson task.
- SB:……….
- T: What do you think the story might be?
- SB:……….
Pre-task 5 T-sss - T lets students to read the words in the box and ask if they know any of the To help students get
Task1 words. some ideas about the
- T tells students to read the definitions and match them to the words in the box. words and sentences.
- T checks the answers as a class and write them on the board.

Answers 1. crawl; 2. firefighter; 3. smoke; 4. inhale; 5. permission; 6. command; 7.

fire drill; 8. calm; 9. emergency exit
Main Hand out, 5 T-sss - T gets students to read and copy the imperative sentences. To help students in
Task 2A Poster, - T tells students to look at the example that has been done for them. practice with
(listening WB - T lets students underline the keywords that can help them spot the sentences in skimming for main
task) the recording. ideas about
- T plays the recording and ask students to write 1-7 in front of the sentences. statements.
- T gets students to guess by order the sentence in the correct events
- T plays the recording again and check the answers as a class.

Task 2B Hand out, 5 T-sss - T gets students to read the sentences carefully.
Poster, - T tells students to match the imperative sentences above to the right gaps.
WB - T gets students to compare answers with their partner
Task 2C Hand out, 5 T-sss - T gets students to listen to the recording again and check their answers. To help students
Poster, - T checks the answers as a class. practice whole class
WB in order to
understand more
about grammar.

Task 2D Hand out, T-sss - T puts students in pairs.

Poster, 5 - T tells students to read the box and answer the questions.
WB - T asks some pairs to share the answers in class.
Post task 1 WB, 5 T -sss -T corporate students in to 4 groups
Poster - T tells students to discuss the details of the photos with their partner. What’s
going on in each picture?
(group
- T gets students to read the example and ask which picture this sentence belongs
work1&2) to. To help students
- T lets students make similar sentences for the pictures. practice whole class
- T encourages students to write two to three imperative sentences for each picture. in order to
- T gets students to compare answers with their partner by reading the sentences understand more
aloud. about writing.

Post task 2 WB, 5 T-sss - T gets students to look at the example. To help students
writing Poster - T tells students to choose a disaster that they know. practice whole class
(group 3 - T gives students write some sentences that describe the situations. in order to
&4) - T walks around the classroom, read, help and correct if necessary. understand more
about writing.

Model Answer
• Flood is a natural disaster.
• It refers to the high flow of water.
 • It causes destruction.
• It can take several lives.
• It can occur due to heavy rainfall.
Home work SNB 1 T-sss T gets students to Find out the imperative sentences by including - To recall what they
1- 5 positive imperative sentences have just learned and
2- 5 negative imperative sentences to reinforce their
understanding of the
next lesson text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យប្បធានប្កុមបច្ចេកច្េស .................................
នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់
................................. ច្េង ជីវ័នា
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat
Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name: Saing Saorann Grade : 11 …
Class: 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 11 B Stay calm! 11 Page numbers 64-64
1. Main Aim of Lesson:
By the end of lesson, students should be able to:
- name and spell some natural disasters.
- stress the right words in imperative sentences.
- make negative imperative sentences.
- use always, never, ever in positive and negative imperatives
2. Subsidiary Aim of Lesson:
- To give positive imperatives in some dangerous events.
3. Potential Problems:
- Students may have trouble with difficult words pronunciation.
- Students may have no idea with things related to Stay calm!
- Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
 6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students. I want to manage my time
7. Homework for next lesson: 7
LESSON PLAN COVER SHEET

Purposes
Stage Materials Time Interaction Procedures

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent.
Lead in 2 T-SSS - T tells students to name the Stay calm! they’ve learned. To create interest in
- T lets some students share the answers in class. the topic and activate
- T gets encourage students to describe the Stay calm! they’ve mentioned. background
- T tells SSS today we going to talk about the Stay calm! knowledge related to
- T asks SSS to brainstorm things they brought when they had a Disaster event! the Stay calm!
Hurricane
Earth quake
Disaster event
flood

Pre-teach WB, 5 T-sss - T gets students to learn news by use some techniques To help students
New Words SNBs - T gets students to read and stress the words and copy in to notebook understand some
Vocabulary new words before
- Outdoors/ˌaʊtˈdɔːz/ (pre)=in or into the open air; outside a building or shelter. lesson.
(synonyms)
- Indoors /ˌɪnˈdɔːz/ (pre)=into or inside a building. (Antonym)
- police officers /pəˈliːs ˌɒf.ɪ.sər/ (n)= a male or female member of
the police force.(picture)
- Permission /pəˈmɪʃ.ən/ (n)=If someone is given permission to do something,
they are allowed to do it. (example)
- Lightning /ˈlaɪt.nɪŋ/ (n)=a flash of bright light in the sky. (picture)
Set the SNBs, 2 T-sss I would like you to open your books at page 62. To help students
scene Picture - T asks students What can you see in the picture? prepare for the
- SB:………. lesson task.

Pre-task Hand out, 5 T-sss -T gets students to read these words - To help students
Task 1(A) Poster, get some ideas about
WB the listening.
Picture
- T gets students to match the words to the right pictures.
- T checks the answers as a class.
Answers 1. outdoors; 2. landslide; 3. hurricane; 4. blizzard; 5. volcanic eruption; 6.
indoors; 7. thunderstorm; 8. electrical fire
- T gets students to listen to the recording and check the answers.
- T pauses after each word for students to repeat.
Task 1(B) - T writes the answers on the board.
listening
Main Hand out, 5 T-sss - T tells students to read the example and the sentences. To help students in
Task 2A Poster, - T gets students to listen to the recording and note down the answers. practice with
listening WB - T plays the recording again and check the answers as a class. skimming for main
ideas about
statements.

Task 2B Hand out, 5 T-sss - T gets students to read the imperative sentences above again.
Poster, - T tells students to go back to lesson 11A activity 3A and compare the
WB imperative sentences between there and here.
- T gives students read the example and ask them to write their comparisons.
- T tells students there is more than one correct meaning.
- T gets students to compare answers with their partner.
- T asks some students to share the answers in class.
Task 3 Hand out, 5 T-sss - T tells students to read the sentences and the examples. To help students
Poster, - T plays and pauses the recording at the examples. practice whole class
WB - T plays the full recording and have students circle the words that are stressed. in order to
- T checks the answers as a class. understand more
- about grammar.
Task 4 Hand out, 5 T-sss - T gets sts to rearranges the words To help to develop
Poster, - T tells students to look at the words and put them in order. grammar.
WB - T gets students to compare answers with their partner.

- T checks the answers as a class.

task 5 WB, 5 T -sss - T gives students read the example.

poster - T tells students to make negative or positive imperative sentences using the verbs.
- T tells students there is more than one correct answer.
- T gets students to compare answers with their partner.
- T walks around the classroom, listen, help and correct if necessary.
- T asks some students to share the answers in class.
Post task WB, 5 T-sss - T puts students in 4 groups. (group 1 &2) To help students
(Group poster - T gives students bring out a few pieces of paper and tear them to make twelve practice whole class
work) smaller pieces. in order to
Free - T asks students to write one imperative sentence on each piece of paper. understand more
practice - T tells students to crumble the pieces of paper together to make a ball. about writing.
activity - T monitors and help if necessary.
writing1 and
speaking1

Post task WB, 5 T-sss - T gets students to work in 2 group 3 & 4

(Group poster - T tells students to swap their ball of paper with another group’s.
work) - T asks students to toss the ball around while you turn your back for a while. Then
Free when you turn back to them, whoever has the ball has to peel a layer to read the
practice sentence and guess when we would use it. Then continue.
activity - T walks around the classroom, listen, help and correct if necessary.
writing2 and
speaking2
Home work SNB 1 T-sss - T asks students to look at the sentences and decide how well they can do these - To recall what they
Section 7 things in order to do homework. have just learned and
to reinforce their
understanding of the
next lesson text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... .................................
សស្រ្សតចារ្យប្បធានគ្កុមបច្ចេកច្េស
នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់
................................. លេង ជីវ័នត
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Ministry of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(Integrated Skill)

Pursat high school English Technical group leader : ……………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit13 A: The World Today Page numbers 69-71
1.Main Aim of Lesson: To introduce large numbers and learn some facts about Cambodia and the world
By the end of 13A, students should be able to: • identify large numbers. • spell large numbers accurately. • give basic facts about their tow
2.Subsidiary Aim of Lesson:
Students will get practice grammar about present simple.
3.Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with things related to the world today.
- Teacher is talkative than students do.
4.Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and corporate.
5.Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
6.Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
7.Homework for next lesson: Number 6, Page71
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Lead-in WB, 2 T-SSS -T tells SSS today we going to talk about the world today. To create interest in the
SNBs -T asks SSS to brainstorm things about the world to day. topic and activate
background knowledge
Telegram
related to the world
The world
today.
today
Television

Pre-teach Poster, 5 T-sss - T gets students to learn news by use some techniques To help students
New Words hand out, - T gets students to read and stress the words and copy in to notebook understand some new
pictures words before lesson.
Vocabulary
- Surround /səˈraʊnd/ (v): be all round (someone or something).
(Explaination)
- Glacier /ˈɡlasɪə,ˈ/ (n): a slowly moving mass or river of ice formed by the
accumulation and compaction of snow on mountains or near the
poles.(Picture)
-Volcano /vɒlˈkeɪnəʊ/ (n): a mountain or hill, typically conical, having a
crater or vent through which lava, rock fragments, hot vapour, and gas are or
have been erupted from the earth's crust. (Picture)
- Mountain /ˈmaʊntɪn/ (n): a large natural elevation of the earth's surface
rising abruptly from the surrounding level; a large steep hill. (Picture)
 - Earthquake /ˈəːθkweɪk/ (n): a sudden violent shaking of the ground,
typically causing great destruction, as a result of movements within the
earth's crust or volcanic action. (Picture)
Set the SNBs; 2 T-sss I would like you to open your books at page 71. To help students
scene Picture - How many pictures are there? prepare for the lesson.
- What can you see in the picture?
- How many people can you see?
- What are they doing?

Pre- task Poster, 5 T-sss - T. let ss work in pair by writing 5 numbers about themselves by guessing. - To help students get
Task 1 picture - SA: You have 20 pencils! some ideas about the
- SB: No, that’s not right. lesson
- SA: ……. - Students work in pair.
- SB: …….

Main- Poster, 5 T-sss -T. Let ss to guess the numbers with their partner. To give ss practice
Task 2A with skimming for
main ideas about
-T. let ss to find out the answer. statement.
-Answer: Open-minded
Task 2B Poster, 5 T-sss -T. lets ss to listen by checking the number in 2A. To give students
speaker, -Answer: 5948 feet, 25provinces, 10,000 square, 2800 square, 300 kinds of practice with scanning
audio fish, 1 country. for specific information
by listening.
Task 2C Hand out, 5 T-sss -T. lets ss to listen to the audio again. - To let students
speaker, -T. get ss to read the questions. practice in individual to
audio, WB listen and understand
more about the
conversation.

-T. get ss to listen again by checking answer.

SS book, 5 T-sss -T. get ss to match the number with the word. - To let the students
WB practice listening in
their situations.

-T. let ss to check the answer.

Task 3
Task 4 Ss book, 5 T-sss -T. asks ss to read the text and make notes in their notebook.
WB

SS book, 5 T-SSS -T. put ss work in pair.

Task 5A speaker, -T. asks the ss to write the numbers in words.
audio, WB - T. let ss listen and repeat.

-T. gets ss to correct the answer.

Task 5B SS book, 5 T-SSS -T. let ss to arrange the numbers in activity 5A from the smallest to biggest
WB, number.
poster

Answer: 591- 2500- 273,939- 632,127- 1,200,701

Post task SS book, 5 T-SSS -T. get ss to play bingo by following the step. To improve the ss
poster about the number.

Closing Poster 1 T-SSS -T. get ss to do homework in number6 page 71. To find the things that
Reflection fun fact in their
Homework hometown.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... សាស្រ្សាាចារ្យគ្រួរពិន្ិរយ
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... .................................
សស្រ្សតចារ្យប្បធានគ្កុមបច្ចេកច្េស
លោកគ្រូ ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស .................................
................................. លេង ជីវ័នត
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Ministry of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(Integrated Sill)

Pursat high school English Technical group leader : ………………. Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit13 B: The World Today Page numbers 72-74
1. Main Aim of Lesson:
To talk about facts and things that are always true using large numbers.
By the end of 13B, students should be able to: • recognise and write large numbers more accurately. • use the present simple tense to talk about facts and
things that are always true
Subsidiary Aim of Lesson:
Students will get practice recognizing and writing large numbers more accurately.
2. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with things related to the world today.
- Teacher is talkative than students do.
3. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and corporate.
4. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
5. Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
6. Homework for next lesson: Number 6, Page 77.

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-Sss - Greeting Sss! Good morning…! -To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are
absent

Lead-in WB, 2 T-SSS -T tells SSS today we going to talk about natural disasters in the world today. -To create
SNBs -T asks SSS to brainstorm things about the natural disasters. interest in the
topic and
flood activate
background
natural disaster knowledge
volcano melting iceberg related to
natural disaster
In the world
today.
Pre-teach Poster, 5 T-sss - T gets students to learn news by use some techniques To help students
New hand out, - T gets students to read and stress the words and copy in to notebook understand
Words pictures some new
Vocabulary words before
- glaciers (n): a portable battery-powered electric lamp. (Picture) lesson.
- ocean (n): a portable shelter made of cloth, supported by one or more poles and
stretched tight by cords or loops attached to pegs driven into the ground. (Picture)
- mountain (n): a diagrammatic representation of an area of land or sea showing
physical features, cities, roads, etc. (Picture)
 - earthquake (n): a stove in which the combustion of gas is used as the source of
heat. (Picture)
- volcano (n): a small knife with a folding blade or blades, suitable for carrying in a
pocket. (Picture)
Set the SNBs; 2 T-sss -T asks sss to open the books on page 72. To help
scene Picture -T asks a few questions… students
- What can you see in the picture? prepare for the
- What kind of natural disasters do you know? lesson.
- How many natural disasters in the picture are there?

Pre- task Poster, 5 T-sss Vocabulary: Matching pictures with words To get Sss
Task 1 picture -T asks students to look at the photos. think and
-T tells them to match the pictures with the words. match

Task 1 B Speaker, 5 T-sss -T plays the recording. Tell students to check their answers. To get Sss pay
(listening) audio -T plays the recording again. Ask students to listen and repeat. attention to the
recording listening

Answer
1. volcanoes; 2. ocean; 3. glaciers; 4. earthquakes; 5. mountain
Task 2 Poster / 5 T-sss Reading: The world we live in
Reading TB -T asks students to read the text quickly.
-T might want to set a time limit to encourage students to read for general
understanding.
-T asks students to compare their answers before checking answers as a class.

Answer
1. glaciers; 2. mountain; 3. ocean; 4. volcanoes; 5. earthquakes
Task 2B Poster / 5 T-sss -T asks students to read the text again, this time giving them more time to read it.
TB -T tells them to match the numbers to what they refer to.
-T checks answers as a class.
 Answers
1. 70% - f, 2. 8,848 metres – a, 3. 1/3 – c, 4. about 150 million kilometres – e, 5.
more than 450 - d

Task 3 TB/WB 5 T-Sss Grammar: Using the present simple tense when talking about facts To get Sss
-T writes the two sentences on the board. identify the
-T asks some of your students to read them. grammar
-T asks them to choose the correct verbs.
-T underlines the subject in each sentence (e.g. the world’s largest ocean, the other
stars).
-T asks them which verb form to use for singular subjects (s-form). Elicit other
pronouns to use with the s-form of verbs (he/she/it).
-T asks them which verb form to use for plural subjects (base form). Elicit other
pronouns to use with the base form of the verbs (you / they / we)

Task4 TB/Poster 5 T-Sss Grammar: Correcting mistakes To get Sss

-T tells students that there is a mistake in each of the sentences. identify the
-T tells them to correct the mistakes. If you have a weak group, let your students work grammar
in pairs. mistakes
-T asks students to compare their answers before checking answers as a class.
 Answers
1. Scientists believe the Earth is 4.5 billion years old.
2. The most popular language in the world is Mandarin Chinese. More than 1 billion
people speak it.
3. The oldest tree in the world is the Pando. It is about 80,000 years old.
4. Queen bees can lay up to 2,500 eggs per day.
5. The longest river, the Nile, runs through 11 countries in Africa.
Task 4B TB 5 T-Sss To get Sss
work in pair or
group

-T puts students in pairs or groups.

-T asks them about the facts in activity 4A. Which do they already know?
-T asks them to talk about which they find interesting.
-For feedback, T asks some of your students to share their opinions.

Post-task TB/Poster 5 T-Sss Fun activity: Hidden messages To get Sss

Task 5 -T focuses students’ attention on the letters and their corresponding numbers. interest in
-T asks questions (e.g. what number is F?) to help your students understand this activity
activity.
 -T tells them there is a hidden message they need to find out.
-T o the first 3 numbers as a class (i.e. 790 – P; 521 – L; 101 – A). If your students
need more support, do a few more as a class.
-T gives some time for students to uncover the hidden sentence.

Answers: Plants make oxygen.

Homework TB 1 T-Sss T gives sts to do homework To get Sss
Task 6 active in
communication

Closing 1 T-sss - What have you learned from the lesson? To recall what
Reflection - Thanks for working hard today!!! they have just
learned and to
reinforce their
understanding
of the reading
text.
 ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
សាស្រ្សាាចារ្យទទួលបន្ទុក
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................................
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សស្រ្សតចារ្យប្បធានគ្កុមបច្ចេកច្េស
លោកគ្រូ ស ាំង លៅរ៉ាន់
.................................
នាយកបច្ចេកច្េស
លេង ជីវ័នត
.................................
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Ministry of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader : ……………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit14A: Let’s Go Camping Page numbers 75-77
1. Main Aim of Lesson:
.To talk about a camping trip. To make and reply to offers of help and to talk about things that have been done already or haven’t been done yet.
-By the end of 14A, students should be able to: • name items that people take on a camping trip. • ask and answer questions about what has already been
done and what hasn’t been done yet. • offer help, and reply positively and negatively to offers of help
2. Subsidiary Aim of Lesson:
Students will get practice learn more about the way to use Have/Have got.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with things related to the camping.
- Teacher is talkative than students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and corporate.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
6. Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
7. Homework for next lesson: Number 6, Page77
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1mn T-SSS - Greeting Sss! Good morning…! To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Lead-in WB, 2mn T-SSS -T tells SSS today we going to talk about the camping. To create interest in the
SNBs -T asks SSS to brainstorm things about the items of camping. topic and activate
background knowledge
knife
related to the camping.
Camping
Boots

Pre-teach Poster, 5mn T-sss - T gets students to learn news by use some techniques To help students
New Words hand out, - T gets students to read and stress the words and copy in to notebook understand some new
pictures Vocabulary words before lesson.
- Torch (n): a portable battery-powered electric lamp. (Picture)
- Tent (n): a portable shelter made of cloth, supported by one or more poles
and stretched tight by cords or loops attached to pegs driven into the ground.
(Picture)
- Map (n): a diagrammatic representation of an area of land or sea showing
physical features, cities, roads, etc. (Picture)
- Gas stove (n): a stove in which the combustion of gas is used as the source
of heat. (Picture)
- Pocket knife (n): a small knife with a folding blade or blades, suitable for
carrying in a pocket. (Picture)
Set the SNBs; 2 T-sss I would like you to open your books at page 75. To help students
scene Picture - How many pictures are there? prepare for the lesson.
- What can you see in the picture?

Pre- task Poster, 5 T-sss - T. let ss look and match the word with the picture and then write these - To help students can
Task 1 picture words to their note book. know about items of
camping.

Main- Poster, 5 T-sss -T gets students to listen -To give ss practice

Task 2A Project with skimming for
(listening) manager main ideas about
speaker statement.
 Poster, 5 T-sss -T. turn on the audio let sts listen again and answer the questions.
Task 2B speaker, - Let sts to work in pairs to answer the question. -To give students
(listening) audio practice with scanning
for specific information
by listening.

Task 2C Hand out, 5 T-sss -T. get sts read the conversation - To let students
speaker, -T. which words they can see in bold (already and not yet). practice in individual to
audio, WB listen and understand
more about the
conversation.

-Answer:
Task 3 SS book, 5 T-sss -T. tell sts to look at the picture. - To let the students
WB -Let sts compare the items in the activity 1. practice listening in
-T. get students take turns to say the things that Somnang has already got / their situations.
the things that he hasn’t got yet. -Work in pairs.

-T. let ss to check the answer.

Task 4A Ss book, 5 T-sss -T. asks ss to read the text message between Channy and her mom.
WB - Let sts answer the questions.

-Check the answer

Task 4B

SS book, 5 T-SSS -T. put ss work in pair.

speaker, -T. asks the ss to read the conversation.
audio, WB - T. let ss make some questions about have/have got
Project
manager

Post task SS book, 5 T-SSS -T. get ss to use the pictures to make the conversation. -To improve the ss
(group poster about speaking skill.
work) SS book,
speaker,
audio, WB
Project
manager
 -Check the answer

Closing Poster 1 T-SSS -T. get ss to do homework in number6 page 77. -To find the way to
Reflection SS book, invite your friend to go
Homework speaker, on a camping trip with
(section 6) audio, WB you by write a
Project message.
manager

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
សស្រ្សតចារ្យប្បធានគ្កុមបច្ចេកច្េស
.................................
នាយកបច្ចេកច្េស .................................
លោកគ្រូ ស ាំង លៅរ៉ាន់
.................................
លេង ជីវ័នត
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Ministry of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader : ……………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit14B: Let’s Go Camping Page numbers 78-80
1. Main Aim of Lesson:
. To talk about preparing for a camping trip and to talk about what they have or haven’t done.
-By the end of 14B, students should be able to: • understand and use verb phrases about preparing for a camping trip. • as and answer questions about
who has done what. • give short answers to questions about what has been done.
2. Subsidiary Aim of Lesson:
Students will get practice learn more about the way to use present perfect.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with things related to the camping.
-Teacher is talkative than students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
-Use material, and corporate.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
6. Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
7. Homework for next lesson: Number 6, Page80
 LESSON PLAN COVER SHEET
Stage Materials Time Interaction Procedures Purposes

Opening 1mn T-SSS - Greeting Sss! Good morning…! -To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Lead-in WB, 2mn T-SSS -T tells SSS today we going to talk about the camping. -To create interest in
SNBs -T asks SSS to brainstorm review about the words of camping. the topic and activate
knife background knowledge
related to the camping.
14 (A) words
Boots

Pre-teach Poster, 5mn T-sss - T gets students to learn news by use some techniques -To help students
New Words hand out, - T gets students to read and stress the words and copy in to notebook understand some new
pictures words before lesson.
Vocabulary
- Campsite (n): a place used for camping, especially one equipped for
holidaymakers. (Picture)
- Forecast(v): predict or estimate (a future event or trend). (Explain)
- Route (n): a way or course taken in getting from a starting point to a
destination. (Picture)
- weather forecast(n)= (example)
- present perfect (n)= (translation)
Set the SNBs; 2 T-sss I would like you to open your books at page78. To help students
scene Picture - How many pictures are there? prepare for the lesson.
- What can you see in the picture?
- How many people do you see?
- What are they doing?
- How many items of camping do you see?

Pre- task Poster, 3 T-sss - T. let ss look and match the word with the picture and then write these - To help students can
Task 1 picture words to their note book. know about items of
camping.
- Help student to know
how to prepare before
go on a camping.

Main- Poster, sts 3 T-sss -T. Tell students that they will hear Richard and his family talking about -To give ss practice
Task 2A book, WB, preparing for a camping trip. with skimming for
(listening) Note book -T. let sts look at their answers for activity 1 and write down which person main ideas about
should do each job: V for Vicki, T for Tim and L for Lynn. statement.
Task 2B 5mn T-SSS -T. Tell students that they will hear the recording again. -To give students
(listening) -T. Tell students to put a ✓ next to the jobs that are done and a ✗ next to the practice with scanning
jobs that haven’t been done. for specific information
by listening.
Task 3A Hand out, 3 T-sss -T. get sts read the speech bubbles, and the Look box. - To let students
speaker, - Let sts use the Focus on box to teach the students about the present perfect practice in individual to
audio, WB verb form with some more examples on the board. listen and understand
more about the
conversation.

-T. let sts read the examples, then choose students to read out the questions
and answers.
Task 3B Hand out, -T. Let sts work in pairs.
speaker,
audio, WB T-SSS - To let the students
5mn practice read out the
questions.
-Work in pairs.
Task 3C Hand out, 3 T-sss -T. Ask students to share their answers with the class. - To let students
speaker, -T. remind students that we don’t have to say already and not yet when we use practice in individual to
audio, WB the present perfect. listen and understand
more about the
conversation.

Task 4A Hand out, T-SSS -T. let students read the Look box. - To let the students
speaker, 5 -T. ask students to give some example sentences in the past simple and practice grammar
audio, WB present perfect. (present perfect)
Task 4B Hand out, 3 T-sss -T. Let students look at the example. Show them that there is an action, a tick - To let students
speaker, and a time. The tick is for a yes answer. practice in pairs about
-T. Choose two students to read the 4-line conversation on the right of the
audio, WB make conversation by
example.
using these pictures.

Post Task Sts book, 5 T-SSS -T. Tell students to talk to each other and find out what their partner has done. - To let the students
The partners should give a mix of positive and negative answers.
(group WB can make questions and
work) answers.
(section 5)

Answer: Depends on student’s answer.

Closing Poster 1 T-SSS -T. get sts to do homework in number 6 page 80 -To find the way to
Reflection encourage students fine
.
Homework
 more idea for the
lesson.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សស្រ្សតចារ្យប្បធានគ្កុមបច្ចេកច្េស
.................................
.................................
នាយកបច្ចេកច្េស
លោកគ្រូ ស ាំង លៅរ៉ាន់
លេង ជីវ័នត
.................................
 Kingdom of Cambodia
` Nation Religion King
Ministry of Education Youth and Sport 
Ministry of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader : ……………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit15A: I’ll Help You Page numbers 81-83
1. Main Aim of Lesson:
By the end of the lesson students will be able to practice talking about helping people. • identify verbs used with two objects. • differentiate between
direct and indirect objects.
2. Subsidiary Aim of Lesson:
Students will get practice learn more about the way to use direct & indirect object.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with things related to the verb.
-Teacher is talkative than students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and corporate.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
6. Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
7. Homework for next lesson: Number 6, Page93 & number 6, page 83
 Lesson Plan Cover Sheet

Stage Materials Time Interaction Procedures Purposes

Opening 1mn T-SSS - Greeting Sss! Good morning…! -To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Lead-in WB, 2mn T-SSS -T tells SSS today we going to talk about the camping. -To create interest in
SNBs -T asks SSS to brainstorm things about the thing that we can help. the topic and activate
background knowledge
Social
related to the camping.
What/who help
?
Animal

Pre-teach Poster, 5mn T-sss - T gets students to learn news by use some techniques -To help students
New Words hand out, - T gets students to read and stress the words and copy in to notebook understand some new
pictures Vocabulary words before lesson.
- Pass (v): move or cause to move in a specified direction. Explanation
-Get (v): come to have (something); receive. Explanation
-Promise (v): a declaration or assurance that one will do something or that a
particular thing will happen. Explanation
-Lend (v): grant to (someone) the use of (something) on the understanding
that it will be returned. Explanation
-Borrow (v): take and use (something belonging to someone else) with the
intention of returning it. Explanation
-Help (v): make it easier or possible for (someone) to do something by
offering one's services or resources. Explanation
-Buy (v): obtain in exchange for payment. Explanation
-Bring (v): take or go with (someone or something) to a place. Explanation
 -Give (v): freely transfer the possession of (something) to (someone).
Explanation
-Show (v): allow or cause (something) to be visible. Explanation

Set the SNBs; 2 T-sss I would like you to open your books at page 81. -To help students
scene Picture - How many verbs are there? prepare for the lesson.
Project - What can you see in the picture?
manager - How many people do you see?
- What are they doing?
Pre- task Poster, 5 T-sss - T. let ss find the verbs in the word chain and then write it in notebooks. - To help students can
Task 1A picture learn about verbs.
Project
manager

Answer:

Task 1B Sts book, 5 T-SSS

-T. let sts read the sentences.
poster, -To get sts knew about
-T. Remind students that they need to fill in with the correct form of the
picture the way using verb.
verbs (singular or plural)

-T. let sts listen the audio and then choose the correct answer.
Task 2A Sss book, 5 T-SSS -To get sts strengthen
poster, with listening skill.
picture

-T. Ask students to read the explanation in the Look box.

Task 2B Sts book, -T. Tell students to find other verbs with two objects in the sentences in -To get sts learn about
poster, 5 T-SSS activity 2A. verb and using verb.
picture
Task 3 Sts book, 5
-T. Ask students to put the words in the correct order.
poster, T-SSS
picture -To get sts using for/to
with verbs with two
objects.

Task 4 Sts book, 5

poster, T-SSS -T. Ask students to read the four sentences carefully.
-T. Explain the key points using the grammar Look box when checking the
picture
answers.
 -To get sts rewriting
Post Task 5 Sts book, 5 T-SSS sentences.
(group poster,
work) picture
Project
manager -T. Ask students to look at the pictures and sentences.
-T. Tell students to rewrite the sentences using to or for.

-To encourage sss to do

Task 6 Poster, Sts 3 T-SSS exercises.
book

-T. Ask students that each pair or team needs a small round piece of paper or
a small eraser or anything else.
-T. tell students to close their eyes and drop the small piece of paper or eraser
on their page (table) and they need to make a sentence using the verb they
drop on.
 Closing
Reflection 1 - T gets sts to do homework
Homework 1-Write 10 sentences about direct & indirect object

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សស្រ្សតចារ្យប្បធានគ្កុមបច្ចេកច្េស .................................

................................. លោកគ្រូ ស ាំង លៅរ៉ាន់

នាយកបច្ចេកច្េស
................................. លេង ជីវ័នត
 Nation Religion King
Kingdom of Cambodia



Ministry of Education Youth and Sport

Ministry of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(…… Skill)
Pursat high school English Technical group leader : ……………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit15B: I’ll Help You Page numbers 84-86
1. Main Aim of Lesson:
By the end of the lesson students will be able to practice talking about helping people.
-make sentences using will for spontaneous decision and promises in positive and negative forms.
-include verbs with two objects in sentences that use will for spontaneous decision and promises
2. Subsidiary Aim of Lesson:
Students will get practice learn more about the way to use verb (will).
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with things related to the verb.
-Teacher is talkative than students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
-Use material, and corporate.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
6. Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
7. Homework for next lesson: Number 6, Page84 & number 6, page 86

Lesson Plan Cover Sheet

Stage Materials Time Interaction Procedures Purposes

Opening 1mn T-SSS - Greeting Sss! Good morning…! -To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Lead-in WB, 2mn T-SSS -T tells SSS today we going to talk about the camping. -To create interest in
SNBs -T asks SSS to brainstorm things about the thing that we can help. the topic and activate
background knowledge
Social
related to the camping.
Helping what ?
Animal

Pre-teach Poster, 5mn T-sss - T gets students to learn news by use some techniques -To help students
New Words hand out, - T gets students to read and stress the words and copy in to notebook understand some new
pictures words before lesson.
Vocabulary
- Pass (v): move or cause to move in a specified direction. Explanation
-Get (v): come to have (something); receive. Explanation
-Promise (v): a declaration or assurance that one will do something or that a
particular thing will happen. Explanation
-Lend (v): grant to (someone) the use of (something) on the understanding
that it will be returned. Explanation
-Borrow (v): take and use (something belonging to someone else) with the
intention of returning it. Explanation
 -Help (v): make it easier or possible for (someone) to do something by
offering one's services or resources. Explanation
-Buy (v): obtain in exchange for payment. Explanation
-Bring (v): take or go with (someone or something) to a place. Explanation
-Give (v): freely transfer the possession of (something) to (someone).
Explanation
-Show (v): allow or cause (something) to be visible. Explanation

Set the SNBs; 1 I would like you to open your books at page 84. To help students
scene Picture - How many verbs are there? prepare for the lesson.
(project - What can you see in the picture?
manager) - How many people do you see?
- What are they doing?

Pre-Task Poster, 5 T-sss T. Tell students to look at the problems on the left.
Task 1 picture -T. let sts matching the correct answer.
(Project
manager)

WB, sts -T. Tell students to look at the four conversations. -To help students
Task 2A book, 5 T-SSS -T. Ask students what they think these conversations are about. prepare for the task.
picture T. Tell students to read the four conversations and decide which ones take
place during their journey to Mondulkiri and which take place at the camping
site.

-
 T-SSS
To make sts can learn
more about solve the
problem.

-T. let sts read the conversation again.

-T. let sts answer and write it into their notebook.

-To get students answer

the question correctly.

WB, sts 5
Task 2B book,
picture

T-SSS
 WB, sts -T. Tell students to read the questions and answers in activity 2B.
Task 2C book, 5 -T. Ask students if the questions and answers are in past, present, or future.
picture

Task 3 WB, sts 5 T-SSS -T. Ask students to look at the grammar Look box.
book, -T. Tell students to choose the correct answers.
picture

T-SSS -To get students know

clearly about future
tense.
Task 4 WB, sts 5 T-SSS -T. Tell students to look at the problems in activity 1. -To make students
book, -T. Ask students to write responses using will. practice with grammar
picture using “will”.

-To get students can

make sentences by
themselves.

Post Task Sts book, 5 T-SSS -T. Ask students to fill in the gaps with will/ won’t and the verbs in the box. -To get students filling
(task5 poster, in the gaps.
group work) picture

T-SSS

Closing
Reflection 1
Homework Sts book, -T. Ask students to think of any problems, future plans, or any requests they To get students can
Section 6 poster, have and do homework giving responses.
picture

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
សស្រ្សតចារ្យប្បធានគ្កុមបច្ចេកច្េស .................................
នាយកបច្ចេកច្េស .................................
លោកគ្រូ ស ាំង លៅរ៉ាន់
.................................
លេង ជីវ័នត
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Ministy of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(Integrated Skill)

Pursat high school English Technical group leader : ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit16A: Adventure Page numbers 87-89
1. Main Aim of Lesson:
To discuss experiences.
By the end of 16A, students should be able to: • make present perfect sentences with never and ever. • describe and ask about experience using present
perfect
2. Subsidiary Aim of Lesson:
Students will get practice making present perfect sentences with never and ever.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciations.
- Students may have no idea with things related like experience.
-Teacher is talkative than students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
-Use material, and corporate.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
6. Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
7. Homework for next lesson: Number 6, Page89

ESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening WB, SNBs 1 T-SSS - Greeting Sss! Good morning…! To greet and
Project - Check the attendance: Who is absent today? check the
manager - Check the date: What date is it today? students’
speaker attendance in
order to know
the reason why
some are
absent

Lead-in WB, SNBs 2 T-SSS -T. tells SSS today we going to talk about adventure. To create
Project -T. asks SSS to brainstorm things about adventure. interest in the
manager Live octopus topic and
speaker Skiing activate
ghost background
Adventure king
knowledge
related to
adventure.
Pre-teach Poster, 5 Vocabulary To help
New handout, -Camel /ˈkæm·əl/ a large animal of desert areas that has a long neck and a back students
Words picture with either one or two humps (= large raised parts) understand
Project -Sky diving /ˈskʌɪdʌɪv/ verb engage in the sport or activity of skydiving. Scuba some new
manager diver noun [ C ] /ˈskuː.bə ˌdaɪ.vər/ someone words before
speaker who swims underwater using special breathing equipment. reading the
-Skiing /ˈskiːɪŋ/ noun the action of travelling over snow on skis, especially as a sport text.
or recreation.
 -Lost /lɒst/ verb past and past participle of lose.
-Live octopus: raw octopus so fresh it's actually alive.
-Ghost /ɡəʊst/ noun an apparition of a dead person which is believed to appear or
become manifest to the living, typically as a nebulous image.
-King /kɪŋ/ noun the male ruler of an independent state, especially one
who inherits the position by right of birth.
-Bear /bɛː/ noun a massive carnivorous or omnivorous mammal with a long
shaggy coat and strong claws.

Set the Poster 1 - T gets sts to open the book at page 87 -To help sts to
scene handout, - Look at the pictures and ask prepare the
picture some question lesson
Project How many pictures are there?
manager - What can you see in the picture?
speaker - How many people and animal can
you see?
- What are they doing?

Pre-task(1) Poster 3 I would like you to open your books at page 87 - To help
handout, -T. lets SS to read the words in the two boxes and look carefully at the pictures. students get
picture some ideas
Project about the
manager lesson for
speaker making the
phrases
following the
pictures.
- T. gives SS to read the example and ask them which picture the example
belongs to.
- T. lets SS to make similar phrases and match them to the pictures and tell
students that there is a verb that they use two times.
- T and SSS check the answers as a class.
Main- Poster&WB 7 Grammar: Find and write - To help
Task (2A) handout, -T. get SS to read and count the words in the cloud. And tell SS to look at the students get
picture example and have them find the word in the cloud. some ideas
Project about the
manager lesson for
speaker making the
phrases
-T. asks SS to find the past participles (v3) of the verbs in activity 1 and write in following the
their notebook. grammar.
- T. gives SS share the answers in class and write the answers on the board and
check together.
Task (2B) Poster, 5 T- SSS Grammar: -To give
SNBs, -T. tells SS to look at the remaining past participles and have students write down students
WB the base forms (v1) of these verbs. practice with
picture -T. gives the questions to students and lets them read the questions on their book past participle.
Project on page88(2B)
manager Questions: 1.What about the other past participles?
speaker 2. Can you write their base forms (v1)?
Example: built: build….
-T. lets SS to check the answers as a class and write the answers on the board.

Task (3A) Speaker, 5 T-SSS Listening: Write True or False A. -To give
(listening) Poster, -T. tell students to read the sentences carefully and underline some keywords. students focus
SNWs on listening
picture and write the
Project answers.
manager
speaker

-T. have students copy the sentences into their notebook.

-T. tell students to write TRUE (T) or FALSE (F) as they listen to the recording.
Tell them to write the correct answers when it’s FALSE.
-T. let SS to play the recording one to three times.
- Check the answers as a class.
Task (3B) Speaker, 4 T-SSS Listening: - To let the
(listening) Hand out, -T. get SS to read the sentences and example and tell students to fill in the gaps students
SNBs, with the correct form of present perfect. practice
Poster listening in
their situations.

-T. tell SS that if the brackets have ever or never, students have to place them
correctly in the sentences.
-T. let SS to check the answers as a class.

Task (3C) Hand out, 5 T-SSS Listening: -To let student

(listening) Poster, -T. put SS in pairs and tell SS to read the answers above and think about when we work in pairs
SNBs, use never and ever. for answer the
Speaker questions about
never and ever.

-T. get SS to discuss and choose the correct answers for the two questions. T. let
SS to check the answers as a class.
 Answers: 1. b 2. a

Task (4) SNBs, 5 T-SSS Grammar: Spot the mistakes - To recall

Poster -T. let ss spot the mistakes in the sentences. There can be more than one in a what they have
sentence. just learned
and to
reinforce their
understanding
of the present
perfect.
-T. let SS check the answers.

(Post task) SNBs, 5 T-SSS Writing and Speaking: Make a conversation. -To give
Task (5) Poster -T. puts ss work in pair. students in pair
(group -T. give SS to make a conversation about experiences using some of the phrases. make a
work) Then act out the conversation. conversation
by using the
phrases.

Homework SNBs 1 T-SSS Homework: -Improve

-T. tell SS to do homework on page 89, number7 by the question: student to
 make sure on
this lesson.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... .................................
ប្បធានបច្ចេកច្េស
ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស .................................

.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Ministy of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(Intergrated Skill)

Pursat high school English Technical group leader : ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit16B: Adventure Page numbers 90-92
1. Main Aim of Lesson:
To interview and respond to things that each student has or hasn’t done.
By the end of 16B, students should be able to: • make present perfects sentences and questions with yet and already. • interview and answer about
experiences using present perfect.
2. Subsidiary Aim of Lesson:
-Students should be able to make present perfects sentences and questions with yet and already.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with things related adventure nowadays.
-Teacher is talkative than students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
-Use material, and corporate.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
6. Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
7. Homework for next lesson: Number 7, Page92

LESSON PLAN COVER SHEET

Stages Materials Time Interaction Procedure Purposes

Opening WB, SNBs 1 T-SSS - Greeting Sss! Good morning…! To greet and check the
- Check the attendance: Who is absent today? students’ attendance
- Check the date: What date is it today? in order to know the
reason why some are
absent

Lead-in WB,SB,Poster 2 T-sss -T gests sts to open the book at the brainstorm in project manager To create interest in
Speakers,hand - discussing the words and ask some questions the topic and activate
out,project Review words in (A) background
manager - Camel knowledge related to
- ………. adventure.
- …………

Pre-teach WB,SB,Poster 5 T-sss -T-gets sts to study new words To help students
(words) Speakers,hand -T gets sts to elicit the new words by matching to the meanings understand some new
out,project Vocabulary words before lesson
manager -caught three fish (v)= To obtain or achieve the most significant, important, or the text.
beneficial thing (fish) possible (explanation)
-spotted any birds (v)= the activity of watching birds, trains etc for
pleasure (picture)
-changed your clothes (v)= "get dressed," "switch outfits," "don new attire,"
"put on different clothes," and "alter wardrobe." (gesture)
-national bird (n) =It represents attributes such as beauty, grace, pride, and
mysticism.
 (translation)
-boat racing competition (n) = Boat racing is a sport in which boats, or other
types of watercraft, race on water. (example)
Set the WB,SB,Poster 1 -T -sss -T gests sts to open the book at page 90 & 92 -To help sts to prepare
scene Speakers,hand - discussing the picture and ask some questions the lesson
out,project
manager

Task (1) 4 T-SSS Guess the phrases - To help students get

WB,SB,Poster -T. put SS in pairs and tell SS to look at the pictures and think about the some ideas about the
Speakers,hand phrases that they’ve learned from 16A. lesson for making the
out,project phrases following the
manager pictures.

-T. get SS to take turns pointing at the pictures and saying the phrases.
-T. ask some SS to share the answers in class and write them on the board.

Task (2A) Speaker, 4 T-SSS Listening: Put the sentences in order -To give students free
(listening) picture, poster - T. tell SS to copy the sentences and underline the keywords. practice with the
target language for
guess the answers.
 -T. give SS discuss the meaning of the sentences with their partner.
-T. get SS to listen and write 1 to 7 in front of the sentences.
-T. play the recording one to two times.
-T. let SS check the answers as a class.

Task (2B) Hand out, 4 Listening: -To give student

(listening) Poster -T. get SS to read the questions and guess the answers. practice with exercise
WB,SB,Poster and focus on listening
Speakers,hand skill.
out,project
manager -T. let SS to play the recording once and have students write down the
answers.
-T. ask some SS to share the answers in full sentences.
Task (2C) NSBs, Poster 4 T-SSS Grmmar -To make students
Hand out, -T. put SS in pairs and tell SS read the LOOK box and fill in the gaps with practice with reading
Poster the words in the box. including grammar
WB,SB,Poster
Speakers,hand
out,project
manager

-T. let SS check the answers as a class.

Task (3A) NSBs, Poster 4 T-SSS Grammar: Discuss the underlined words -To give students
Hand out, -T. put SS in pairs and tell students to read the sentences and discuss why underline the signal
Poster the underlined words are wrong. words of present
WB,SB,Poster -T. tell SS to read the LOOK box again if they need help. perfect.
Speakers,hand
out,project
manager

-T. get a monitor and ask some students to share the answers in class.
Task (3B) NSBs, Poster 4 T-SSS Grammar: -To make students
Hand out, -T. tell SS to rewrite the sentences and question in their notebook. rewrite the sentences
Poster -T. let SS check the answers as a class. and questions in their
WB,SB,Poster notebook.
Speakers,hand
out,project
manager

Task (4) Hang out, 4 T-SSS Grammar: Fill in the gaps -To improve the
NSWs, Present perfect form: students making
• Have you ever ridden a camel? present perfect with
➢ No, I’ve never ridden a camel. (already, yet, never, or
➢ No, I haven’t. / Yes, I have. ever ) to the right
-T. let SS read the sentences and the verbs in the box, and tell SS that they places.
have to match the verbs to the gaps and add already, yet, never, or ever to
the right places.

-T. get SS to read the example if they still don’t understand.

-T. let SS check the answers as a class.
Post task NSBs, WB, 4 T-SSS Speaking: Ask and answer the questions -To get students
(speaking) -T. put SS in groups of three and tell SS to choose a number. They can’t improve speaking skill
& writing choose the same number as their friends in the group. in group.
Task (5)

-T. encourage SS to say the questions and answers without writing in their
notebook.
-T. tell SS that there is more than one correct answer and walk around the
classroom, listen, help and correct if necessary.
Task (6A) WB, NSBs 4 T-SSS Writing and Speaking: Fill in the table and interview -To make students
(speaking) -T. tell SS to copy the table into their notebook. copy the table into
& writing their notebooks and
make similar
questions.

-T. get SS to read the example and tell them to use the verbs in activity 1 to
make similar questions and have SS write eight to ten questions and then
walk around the classroom, read, help and correct if necessary.
Task (6B) WB, Poster 4 T-SSS Writing and Speaking: -To let student work
(speaking) -T. tell SS to stand up, move around and talk to other students. with the partners for
& writing -T. get SS to take turns interviewing and answering the questions. the questions WB.

-T. encourage SS to use long answers instead of a simple yes or no.

-If there is enough time, tell students to find one more student to interview
then walk around the classroom, listen, help and correct if necessary.

Homework Poster 1 SSS Homework: -Improve the student

-T. tell SS to do homework on page 92, number 7 to recall the lesson

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... .................................
ប្បធានបច្ចេកច្េស
នាយកបច្ចេកច្េស .................................
ស ាំង លៅរ៉ាន់

.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Ministy of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(Integrated Skill)

Pursat high school English Technical group leader : ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit17 A: Hiking in the forest Page numbers 93-95
1. Main Aim of Lesson:
To practise talking about preparing for a hiking trip.
-By the end of 17A , students should be able to: • name different items that people take on a hiking trip. • talk about preparing for a hiking trip. • use
negative questions to show surprise or annoyance.
2. Subsidiary Aim of Lesson:
- Students may improve speaking & writing skill.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with things related hiking in the forest.
-Teacher is talkative than students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
-Use material, and corporate.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
6. Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
7. Homework for next lesson: Number 6, Page95
LESSON PLAN COVER SHEET

Stages Materials Time Interaction Procedure Purposes

Opening 1 -T-sss - Greeting Sss! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know the
reason why some
are absent

Lead-in WB, SNBs 2 T-SSS -T tells SS today we going to talk about hiking in the forest. To create interest
Speaker/Project -T asks SS: Where do you want to travel on your holiday or on the relaxing day? in the topic and
Manager And what your material the you prepare before you go? activate
handout -T get SS to share the answers. background
Students: I will go to mountain, view on forest …. knowledge related
-T. let SS to brainstorm things about hiking in the forest. to hiking in the
Location forest.
GPS
Hiking in the
forest
Compass
Food

Pre-teach WB, SNBs 5 T-SSS -T gets sts to learn new words and use some techniques to elicit -To give students
New Words Speaker/Project Vocabulary learning about
Manager Backpack noun [ C ] /ˈbæk.pæk/ a large bag used to carry things on your back, new words and
handout used especially by people who go camping or walking, phrases.
water bottle noun [ C ] /ˈwɔː.tə ˌbɒt.əl/ a container for carrying drinking water.
Sunhat noun [ C ] /ˈsʌn ˌhæt/ a hat to protect your head from the sun.
 Sunscreen noun [ C or U ] /ˈsʌn.skriːn/ a substance that you put on your skin to
prevent it from being damaged by the sun.
GPS noun [ U ] /ˌdʒiː.piːˈes/ global positioning system: a system that can show
the exact position of a person or thing by using signals from satellites (= objects
in space that send signals to earth).
Compass noun /ˈkʌm.pəs/ a device for finding direction with a needle that can
move easily and that always points to magnetic north.
first-aid kit noun [ C ] /ˌfɜːst ˈeɪd ˌkɪt/ a box or bag containing basic medical
equipment such as bandages and antiseptic cream.
Location noun /ləʊˈkeɪ.ʃən/ a place or position.
Locate verb /ləʊˈkeɪt/ be located in, near, on, etc.
Add to word list.
Signal noun [ C ] /ˈsɪɡ.nəl/ an action, movement, or sound that gives
information, a message, a warning, or an order.
Stuck adjective /stʌk/ unable to move, or set in a particular position, place, or
way of thinking.
Rescue verb [ T ] /ˈres.kjuː/ to help someone or something out of a dangerous,
harmful, or unpleasant situation.
Survive verb /səˈvaɪv/ to continue to live or exist, especially after coming close
to dying or being destroyed or after being in a difficult or threatening situation.

Set the 2 T-SSS -T gets sts to open the book at page 94 -To help sts to
scene WB, SNBs -discuss the questions prepare the lesson
Speaker/Project
Manager
handout
Pre task Poster, NSWs 5 T-SSS - T. put SS in pairs and have SS ask and answer questions 1 – 4. -To give student to
Task (1) WB, SNBs Questions: 1. What is hiking? prepare reading
Speaker/Project 2. Have you ever been hiking? task.
Manager 3. Where in Cambodia are good places to go hiking?
handout 4. What things should you bring if you go hiking for the day?
-If students should not answer the question, they must be walk around the
classroom, listen, help and correct if necessary.
Answer:
-Hiking means walking in nature, such as in the forest or mountains.
-Should be…….
Main task Hand out, 5 T-SSS -T. tell SS to read the webpage about hiking in Mondulkiri. -To give students
Task (2A) Poster, SB read the text and
(Reading Poster, NSWs guess the meaning
for WB, SNBs of new words by
skimming) Speaker/Project reading.
Manager
handout

-T. encourage SS to guess the meaning of new words by reading the sentences
around the words and students walk around the classroom and help if necessary.
Task (2B) NSBs, Poster 5 T-SSS -Have students look at the pictures and to find the words for the items in the -To make students
(Reading Hand out, text. practice with
for Poster, SB reading for find
scanning) Poster, NSWs the names of the
WB, SNBs things in the text
Speaker/Project and next write
Manager them in your
handout -Check the answers as a class. notebook.

Task (3) NSBs, Poster 5 T-SSS - Choose two students to read the short conversation in the example. -To let student
Hand out, -Show students that the verb in the question is negative (haven’t you got any make short
Poster, SB sunscreen?) conversations like
Poster, NSWs the example.
WB, SNBs
Speaker/Project
Manager
handout

-Tell students that we use negative questions when we are surprised that
someone hasn’t done something e.g. we expect them to have sunscreen.
-Tell the class to look at question 1.
-Choose two strong students to make a similar conversation to the example.
-In pairs, have students make similar conversations for the rest of the questions.
-Walk around the classroom, listen, help and correct if necessary.
-Check some of the answers as a class.
Post task NSBs, Poster, 5 T-SSS -Have students look at Richard’s checklist (a list of things to do). - To make
Task (4A) Speaker students focus on
(listening & Hand out, listening and
Poster, SB speaking skill in
Poster, NSWs order to recall
WB, SNBs -Tell students that they will hear Richard, Somnang, Kosal and Tim talking reading.
Speaker/Project about preparing to go hiking in Mondulkiri.
Manager -As they listen, ask students to write who has done each of the things on
handout Richard’s checklist from the options in the box (they can also choose everybody
and nobody).
-Play the recording – twice if necessary.
-Check the answers as a class.

Task (4B) Hang out, 5 T-SSS -Choose two students to read the example question and answer. -To let students
Listening NSWs, Poster take turns to ask
and NSBs, Poster, -Point out that the question and answer are based on the answers to activity 4A. and answer
Speaking Speaker -In pairs, tell students to use the answers to activity 4A to make other, similar questions with
Hand out, two- line conversations. (Who).
Poster, SB -Encourage students to use short forms such as Tim’s rather than Tim has…,
Poster, NSWs with a clear finals sound.
WB, SNBs
Speaker/Project
 Manager -Walk around the class, listen, help and correct if necessary. Listen for students
handout pronouncing the s sound clearly.
-Invite some students to share their conversations with the class.

Task (5) WB, NSWs, 5 T-SSS -T gets sts to look at task 5 - To improve them
Grammar Poster - Write the two examples on the board. about grammar
and NSBs, Poster, and speaking.
speaking: Speaker
Hand out,
Poster, SB
-Choose students to read the short conversations in the speech bubbles.
Poster, NSWs
WB, SNBs
Speaker/Project
Manager
handout

-Have students find buy from the left-hand cloud, and snack bars from the right-
hand cloud.
-Ask a student the negative question; Haven’t you bought any snack bars yet?
-Invite student to give a yes or a no answer like in the example. Then respond.
-In pairs, tell students to use the word clouds to make similar conversations. -
Walk around the classroom, listen, help and correct if necessary.
-Invite some students to share some answers with the class.
Homework Poster 1 T-SSS Homework -Evaluate students
-T. tell SS to note their homework on page 95, number 6. on this lesson.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

................................. ស ាំង លៅរ៉ាន់

នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
Ministy of Education Youth and Sport Pursat
Office of Education Youth and Sport Pursat Municipallty

LESSON PLAN COVER SHEET
(Integrated Skill)

Pursat high school English Technical group leader : ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Class : 11 …………. Number of Students: 60
English grade 11 Unit17B : Hiking in the forest Page numbers 96-98
1. Main Aim of Lesson:
To practice talking about how long you have been doing something and to understand and make phone calls to ask for help.
-By the end of 17B, students should be able to: • Ask and answer how long questions... • Talk about problems that could happen if you go hiking in the
forest. • Use vocabulary connected to using the phone to get help. • Make a phone call to explain what has happened and ask for help.
2. Subsidiary Aim of Lesson:
To learn more (how long with present perfect)
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea about hiking in the forest.
-Teacher is talkative than students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
-Use material, and corporate.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, Project manager, Speaker
6. Personal Objectives:
I want to improve my pronunciation, speaking and listening while I am teaching new words and need to prepare my task well to students.
7. Homework for next lesson: Number 7, Page98

LESSON PLAN COVER SHEET

Stages Materials Time Interaction Procedure Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check the
- Check the attendance: Who is absent today? students’ attendance
- Check the date: What date is it today? in order to know the
reason why some are
absent

Lead-in WB, SNBs 3 T-SSS -T brainstorms the words in (A) .To create interest in
Speaker the GPS the topic and activate
17 (A) words
Project background
manager knowledge related to
handout hiking in the forest.

Pre-teach WB, SNBs 5 T-SSS -T gets sts to learn new word and ask them to put grammatical function & -To give students
(words) Speaker matching to the meanings. learning about new
Project Vocabulary words and phrases
manager -Compass (n)= an instrument for drawing circles and arcs and measuring
handout distances between points, consisting of two arms linked by a movable joint, one
arm ending in a point and the other usually carrying a pencil or pen.
- for ages (n)= In a manner that produces long-lasting effects; for posterity; for
a very long duration
-can’t get through (v)= not to be clearly expressed to and understood
by (someone)
-survive (n)= continue to live or exist, especially in spite of danger or hardship.
-dangerous situation (n)= a position where they could get hurt or
injured, and they can't get out of it by just being careful. For example,
if someone is driving and they end up in the path of a train, they
might not be able to avoid getting hit even if they try to be careful.
Set the Poster, 1 T-SSS - T gests sts to look at the picture at page 96 & discuss about the picture -To help sts to prepare
scene handout, the lesson
picture
WB, SNBs
Speaker
Project
manager
handout

Pre-task 3 T-SSS : Talking about getting lost in the forest To give students
(task 1) Poster, -T. put SS in pairs or small groups, have students answer questions 1 – 5. practice with the
handout, -SS walk around the classroom, listen, help and correct if necessary. target language.
picture Questions:
WB, SNBs
Speaker
Project
manager
handout
-Ask students to share some of their answers with the class

Task (2) Poster, 5 T-SSS Listening: Getting lost in the forest. Saying how long with for and since -To give student
(listening) Speaker -Tell students that they will hear a phone conversation. practice with listening
Poster, -Have students read questions 1 – 7.
handout,
picture
WB, SNBs
Speaker
 Project
manager
handout -Ask students what they think has happened to the boys in the forest. (They
have got lost.)
-Tell students to answer the questions as they listen.
-Play the recording. Play it twice, if necessary.
-Check the answers as a class.

Task (3A) Poster, 5 T-SSS -T gest the sts to read the words or Phrases and understand all the words in -To give students
handout, the box. know words and
picture phrases in order to
WB, SNBs match & complete
Speaker
Project -use the GPS: he Global Positioning System (GPS) is a U.S.-owned utility
manager that provides users with positioning, navigation, and timing (PNT) services.
handout -send your location: Select the name of the person or group at the top of the
conversation. Select Send My Current Location. Your recipient will see your
location on the map.
-run out of battery: The battery's charge is down (It can be used after
charged).
-lose signal: unable to be found or recovered.
-locate the road on the map: a simple map used to show the location of a
particular geographic region within its larger and presumably more familiar
context.
-can’t get through: to be clearly expressed to and understood by (someone).
-T. tell SS that the phrases in the box are all about using your phone if you
have a problem.
 -Ask students to match the phrases in the box with the pictures.
-Check the answers as a class.

Task (3B) Poster, 5 T-SSS -Tell students that sentences 1 – 6 all come from the conversation in the To give students know
handout, recording. words and phrases in
picture -Have students complete sentences 1 – 6 with the phrases from the box in order to match &
WB, SNBs activity A. complete
Speaker
Project
manager
handout

-Play the recording again for students to check their answers.

-Check the answers as a class.

Task(3C) Poster, 5 T-SSS -Have students match the words with the meanings on the right. -To help students
handout, match the words
picture correctly.
WB, SNBs
Speaker
 Project
manager
handout

- Check the answers as a class.

Task (4A) Poster, 5 T-SSS Grammar: Using the present perfect continuous with for and since to say -To help students
handout, how long using the grammar
picture -T. write Present perfect continuous form on the board. (present perfect
WB, SNBs Present perfect continuous form: continuous.)
Speaker ➢ How long have you been … / has Kosal been …?
Project • We’ve been walking in the forest for two hours. ./ since ten o’clock.
manager
-Tell the students to read the two lines from the conversation that they heard
last lesson.

-Have students answer questions 1 – 4. They can talk about the questions in
pairs if they would like to check together.
 -Check the answers as a class.

Task (4B) Poster, 5 T-SSS Grammar: -To help students

(listening) handout, - Have students look at the prompt in the speech bubble in the example. complete sentence
picture (They (hike)…) below prompt.
WB, SNBs
Speaker
Project
manager
-Choose a student to read the complete sentence below the prompt (They’ve
been hiking…)
-Tell students to complete 1 – 6 in pairs, taking turns.

-Walk around the classroom, listen, help and correct if necessary.

-Check the answers as a class.

Task (5) Poster, 5 T-SSS Grammar and speaking: Answering how long questions with the present -To help students
(writing) handout, perfect continuous and with for and since. practice with grammar
picture - Choose three students to read the question and two answers in the example. and speaking for
WB, SNBs answering of present
Speaker perfect.
 Project
manager

-In pairs, have students re-order the words in 1 – 6 to make questions.

-Tell students to take turns to answer the questions using for and since and a
time phrase from the box.
-Walk around the classroom, listen, help and correct if necessary.
-Check the answers as a class.

Task (6) Poster, 5 T-SSS Speaking: Calling to ask for help if you are lost in the forest -To help students
(writing) handout, - Tell students that they will role-play a phone call between the boys in the practice in pair about
picture forest and the girls at the campsite. the forest.
WB, SNBs
Speaker
Project
manager
 -In pairs, have students decide who is A (in the forest) and who is B (at the
campsite).
-Have student A call student B and explain what has happened and ask for
help.
-Have student B respond and ask questions.
-By the end of the call, student B should agree to go and rescue student A. --
-Walk around the room, listen, help and correct if necessary.
Homework Poster 1 T-SSS Homework: -Improve on the
-T. tell SS to note their homework on page 98, number 7. lesson.
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... ប្បធានបច្ចេកច្េស .................................
នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់
.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat
Municipality


LESSON PLAN COVER SHEET

(Integrated Skill)
Pursat high school English Technical group leader’s name: ……………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 21A Cambodian History Page numbers 111-113
1. Main Aim of Lesson:
By the end of 21A, students should be able to:
- use some words used in describing history.
- use past simple to talk and write about the past.
2. Subsidiary Aim of Lesson:
- To learn more about past simple.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to Cambodian History. .
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: activity (5B)

LESSON PLAN COVER SHEET

Purposes
Stage Materials Time Interaction Procedures

Opening WB,SNBs 1 T-SSS - Greeting Sss! Good morning…! To greet and check
Poster - Check the attendance: Who is absent today? the students’
Project - Check the date: What date is it today? attendance in order
manager to know the reason
handout why some are
absent.
Lead in WB,SNBs 3 T-SSS -T puts the brainstorm on the whiteboard. To create interest
Poster Funan in the topic and
Project Khmer activate
manager Cambodian background
handout Kampuchea History knowledge related
to the Cambodian
History
Pre-teach WB, 5 T-sss T-gets sts to elicit the words , part of speech & stress To help students
New SNBs Vocabulary understand some
Words WB,SNBs - civilisation (n) /ˌsɪv.əl.aɪˈzeɪ.ʃən/ human society with its well-developed social new words before
Poster organizations, or the culture and way of life of a society or country at lesson.
Project a particular period in time. អរយធម៌
ិ
manager
handout - significant (adj) /sɪɡˈnɪf.ɪ.kənt/ important or noticeable. សំខាន់

- impact (n) /ˈɪm.pækt/ the force or action of one object hitting another. ផលប៉ះពាល់
 - trade (n) /treɪd/ the activity of buying and selling, or exchanging, and goods.ពាណិជ្ជ

កមម
- military chief (n) a military leader who is in charge of all the armed forces of a
country or of all the forces fighting in a particular area or operation: មមទ័ព
- Era (n) /ˈɪə.rə/ a period of time of which particular events or stages of development
are សម័យ

- kingdom (v) /ˈkɪŋ.dəm/ a country ruled by a king or queen រាជាណាចក្ក

- historical /hɪˈstɒr.ɪ.kəl/ connected with studying or representing things from the past

ក្បវត្តិសាស្តសត

-T gets sts to copy

Set the SNBs, 2 T-sss I would like you to open your books at page 120. To help students
scene Picture - T lets students to work in pair and look at the picture by asking. prepare for the
WB, - T tells students to look at the pictures lesson task.
SNBs - T What can you see in the picture?
WB,SNBs - SB:……….
Poster - T: What do you think the story might be?
Project - SB:……….
manager
handout
Pre-task SNBs, 5 T-sss - T tells students to read the words and definitions. To help students
Task 1A Picture - T gets students to do the matching and write the answers in their notebook. get some ideas
WB, - T allows students compare answers with their partner. about the words.
SNBs - T checks the answers as a class and write on the board.
WB,SNBs
Poster
Project
manager
handout
Task 1B WB, 5 T-sss - T gets students to listen to the recording. To help students
Poster - T tells students to repeat during the pause of each word. practice whole
SNBs, class in order to
Picture understand more
WB, about listening.
SNBs
WB,SNBs
Poster
Project
manager
handout
Task 2A WB, 5 T-sss Reading: The Funan era A. To help students
(reading) Poster - T gets students to scan through the text quickly and ask them what the text is about. practice whole
SNBs, - T tells students to read the text again and match the words from activity 1A to the class in order to
Picture gaps. understand more
WB, - T selects a few students to share the answers. about reading.
SNBs - T checks the answers as a class.
WB,SNBs
Poster
Project
manager
handout
Task 2B Hand out, 5 T-sss - T gets student read the questions and find the answers in the text. To give students
(reading) Poster, - T lets students to compare answers with their partner. practice with
WB - T selects a few students to share the answers. scanning for
WB, specific
Poster information by
SNBs, finding out with the
Picture letters.
WB,
SNBs
WB,SNBs
Poster
Project
manager
handout
Task 2C WB, 5 T -sss -T gives students read the box and the two sentences. .
(Grammar) Poster -T tells students to write T for true and F for false in their notebook. To give students
Hand out, -T checks the answers as a class. practice with
Poster, grammar by in
WB cluding writing &
WB, speaking.
Poster
SNBs,
Picture
WB,
SNBs
WB,SNBs
Poster
Project
manager
handout
Task3A 5 T-sss Grammar: Past simple A. To give ss practice
Poster -T gives students read the example and the verbs in the box. about grammar.
SNBs, -T tells students to find the past simple of these verbs in the reading text.
Picture - T checks the answers as a class.
WB,
SNBs
WB,SNBs
Poster
Project
manager
handout

Task 3B Poster, 2 T-ss - T puts students in pairs.

WB - T gets students to choose five verbs from the answers above and make five
Poster questions or negative sentences.
SNBs, - T tells students there is more than one correct answer.
Picture - T lets students compare answers with their partner and select a few students to share
WB, the answers.
SNBs
WB,SNBs
Poster
Project
manager
handout

Post task WB, 2 T-sss Grammar and Listening: Past simple in a voice mail A. To help students
Task4A Poster - T tells students to write the past simple form (V2) of the verbs. practice whole
 Poster - T asks students what we add in a negative form (didn’t) and what type of verb we use class in order to
SNBs, after didn’t (V1). understand more
Picture - T lets students compare answers with their partner. about grammar and
WB, listening.
SNBs
WB,SNBs
Poster
Project
manager
handout

Post Task WB, 2 T-sss - T asks students to scan through the script for a few minutes.
Task4B Poster - T tells students to listen and match the past simple verbs earlier to the gaps.
(listening) Poster - T plays the recording two to three times for listening and checking the answers.
SNBs, - T checks the answers as a class.
Picture
WB,
SNBs
WB,SNBs
Poster
Project
manager
handout
Free WB, 5 T-sss Writing and Speaking: Make a prompt A. To help students
Practice poster - T puts students in pairs. practice whole
activity - T asks students who they are now (tour guides) and why they need a prompt (for the class in order to
writing 1 Poster trip tomorrow). understand more
SNBs, - T gets students to read the example and tell them to write a similar one about what about speaking and
Picture they know about Funan. writing.
WB, - T lets students compare their prompt with another pair.
SNBs - T walks around the classroom, read, help and correct if necessary
WB,SNBs
Poster
Project
manager
handout

Home SNB 1 T-sss - T gets ss to do homework - To recall what

work they have just
learned and to
reinforce their
understanding of
the next lesson
text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... ប្បធានបច្ចេកច្េស .................................
នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់
.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat
Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader’s name: Heng Chyworn Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 21B Cambodian History Page numbers 114-116
1. Main Aim of Lesson:
By the end of 21B, students should be able to:
- differentiate some common words about history.
- use past simple in positive, negative, and question forms to talk about the past.
- make a poster to present about one of two eras in the past.
2. . Subsidiary Aim of Lesson:
- To learn more about past simple.
3. Potential Problems:
- Students may have trouble with difficult words, pronunciation.
- Students may have no idea with thing related to Cambodian History. .
-Teacher is more talkative than the students do
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Activity (6)
LESSON PLAN COVER SHEET

Purposes
Stage Materials Time Interaction Procedures

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent.
Lead in WB, 2 T-SSS -T brainstorms on the whiteboard. To create interest
SNBs Funan in the topic and
Poster Khmer activate
Handout 21 (A) background
Project Kampuchea words knowledge related
manager to the Cambodian
History

Pre-teach WB, 5 T-sss -T gest sts to elicit the words put part of speech & stress To help students
New SNBs Vocabulary understand some
Words Poster - leader (n) /ˈliː.dər/ a person in control of a group, country, or situation មមដឹកនំ new words before
Handout lesson.
Project - important (adj) /ɪmˈpɔː.tənt/ necessary or of great value. សំខាន់
manager - Buddhism (n) /ˈbʊd.ɪ.zəm/ a religion that originally comes from South Asia,
and teaches that personal spiritual improvement will lead to escape from human suffer
ing. ពុទធសាសន
 - remember (v) /rɪˈmem.bər/ to be able to bring back a piece of information into
your mind, or to keep a piece of information in your memory.ចងចំ

- century (n) /ˈsen.tʃər.i/ a period of 100 years សត្វត្ស

-T gets sts to copy into notebook

Set the SNBs, 2 T-sss I would like you to open your books at page 114. To help students
scene Picture - T lets students to work in pair and look at the picture by asking. prepare for the
Poster - T tells students to look at the pictures lesson task.
Handout - T What can you see in the picture?
Project - SB:……….
manager - T: What do you think the story might
be?
- SB:……….

Pre-task SNBs, 3 T-sss Vocabulary: Find the words. To help students

Task 1 Picture - T puts students in pairs. get some ideas
Poster - T gets students look back at lesson 21A and pay attention to the vocabulary activity about the pictures.
Handout and the reading text.
Project - T tells students to listen to the meanings and find the words before their partner
manager does. When they see it, tell them to raise their hand.
- T lets the teacher can give one point to the student that gets it right first.
Task 2A WB, 5 T-sss Vocabulary: Words about history A. To give students
(listening) Poster - T tells students to read the meanings. practice with
SNBs, - T gets students to read the conversation and try to find the words for the five specific
Picture meanings. information by
Poster - T gives students compare answers with their partner finding out with the
Handout words.
Project
manager

Task 2B SNBs, 5 T-sss -T gets students to listen to the recording and check the answers. To help students
(listening) Picture -T tells students to repeat during the pause of each word. practice whole
Poster -T writes the answers on the board. class in order to
Handout understand more
Project about listening.
manager
Task 3A Hand out, 5 T-sss Reading: The Chenla era A. To help students
Poster, - T asks students how many people are in the conversation and what the topic is. practice whole
WB - T Asks students what tense is used to talk about some events in the past (past class in order to
SNBs, simple). understand more
Picture - T tells students to read the conversation and fill in the gaps with the past simple form about grammar &
Poster of the verbs in the brackets. reading.
Handout - T gives students compare answers with their partner.
Project
manager

.
Task 3B WB, 3 T -sss -T gets students to listen to the recording and check the answers.
(listening) Poster - T checks the answers as a class and write on the board.
SNBs,
Picture
Poster
Handout
Project
manager
Task 3 ( C) WB, 3 T-sss - T puts students in pairs. To give ss practice
WB, - T tells students to read the sentences and find them in the conversation. with main ideas
Poster - T gets students to write T for sentences that are true and F for the false ones. about reading.
SNBs, - T selects a few students to share the answers.
Picture
Poster
Handout
Project
manager

Task 4 Poster, 3 T-ss Grammar: Regular or irregular verbs. To help students

WB - T gives students scan the conversation again. practice whole
WB, - T asks students why some verbs only add –ed and other verbs change completely. class in order to
WB, - T tells students to take out the past simple verbs (V2) and put them in one of the understand more
Poster boxes. grammar.
SNBs, - T walks around the classroom, read, help and correct if necessary.
Picture - T draws the boxes on the board.
Poster - T checks the answers as a class and write on the board.
Handout
Task 5 5 T-sss Writing: Chenla To help students
(writing) WB, - T lets students to read the example and the conversation again. practice whole
WB, - T tells students to think about what they know about Chenla and brainstorm the ideas. class in order to
Poster - T reminds students that they only need the information about Chenla not the whole understand more
SNBs, conversation. about writing.
Picture - T gives students write a paragraph using the ideas they’ve brainstormed.
Poster - T tells students to read their text and compare with their partner.
Handout - T walks around the classroom, help and correct if necessary.

Task6A WB, 5 T-sss Speaking: Make a poster A. To give ss practice

poster - T gets students in pairs. with main ideas
- T tells students to discuss and choose an era that they want to make a poster about about speaking.
with their partner.
- T gets students to take out a sheet of paper and make their own poster in any style
they want, but they should write in short sentences.
- T tells students that they can also do some simple drawings on the poster.
- T lets students that they cannot write the name of the era in any part of the poster.
- T walks in monitor and help if necessary.

Task 6B WB, 5 T-sss - T lets students walk around to other groups in the class.
poster - T tells students to take turns presenting with their partner. At the end of the
presentation, ask the listeners to guess the era.
- T walks around the classroom, listen, help and correct if necessary.
- T selects some best pairs to come and present to the class.
Home SNB 1 T-sss - T gets ss to do homework To recall what they
work have just learned
and to reinforce
their understanding
of the next lesson
text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... ប្បធានបច្ចេកច្េស .................................
នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់
.................................
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat
Municipality
LESSON PLAN COVER SHEET

(Integrated Skill)

Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 22 (A) The Monarchy Page numbers 117-119
8. Main Aim of Lesson:
By the end of 22A, students should be able to:
- talk about the system of monarchy in their country.
- use the simple past tense to talk about events in the past.
- identify key pieces of information on past events.
9. Subsidiary Aim of Lesson:
To introduce the concept of monarchy and talk about past events.
10. Potential problems:
- Students may have trouble with difficult words pronunciation.
- Students may have no idea with things related to The Monarchy.
- Teacher is more talkative than the students do.
11. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and cooperate student in to groups
12. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
 13. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
14. Homework for next lesson: 5B
LESSON PLAN COVER SHEET

Purposes
Stage Materials Time Interaction Procedures

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know the
reason why some
are absent.
Lead in WB, 2 T-SSS - T gets sts to look at page 117 and ask (What do you know about them?). To create interest
SNBs - T asks questions about the family tree (e.g, who is King Sihanouk’s father? Who is in the topic and
Poster Norodom Sihamoni?) activate
Picture - T asks them to look at the family tree and talk about what they know about them. You background
Speaker can link this to their lessons on Khmer history. knowledge
Project - T asks for feedback, ask your stronger students to tell you what they know about the related to the
manager members of the royal family in Cambodia. Monarchy.
Pre-teach WB, 5 T-sss -T gets students to elicit the words put the part of speech and stress To help students
New SNBs Vocabulary understand some
Words Poster - Monarchy (n) /ˈmɒn.ə.ki/ a country that has a king or queen. រាជាធិបមត្យយ new words before
Picture - Throne (n)/θrəʊn/the special chair used by a ruler, especially a king or queen. បលល័ងក lesson.
Speaker - royal family (n) (ˈrɔɪəl ˈfæmlɪ ) a king, queen, or other monarch, and all the members of
Project their family.
manager - heir (n) /eər/ a person who will legally receive money, property, or a title from
another person, especially an older member of the same family, when that
other person dies. អនកសនងមរត្ក
- admire (v) /ədˈmaɪər/ to find someone or something attractive and pleasant to look at.
មោត្សរមសើរ
 - prime minister(n) he head of an elected government; the principal minister of
a sovereign or state.
- Lifetime (n) /ˈlaɪf.taɪm/ the period of time during which someone lives or
something exists.ឆាកជ្ើវ ិត្
Set the SNBs, 2 T-sss I would like you to open your books at page 117. To help students
scene Picture - T lets students to work in pair and look at the picture by asking. prepare for the
WB, - T tells students to look at the pictures lesson task.
SNBs - T What can you see in the picture?
Poster - SB:……….
Picture - T: What do you think the story might be?
Speaker - SB:……….
Project
manager
Pre-task SNBs, 3 T-sss - T lets student match the words to the picture - To help students
Task1 Picture get some ideas
WB, about the
SNBs pictures.
Poster (skimming)
Picture
Speaker
Project
manager
Main SNBs, 5 T-sss - T lets ss to work in pairs. To give ss
Task 2A Picture - T lets students matching words with their definitions practice with
WB, - T gets ss to correct answers. main ideas about
SNBs statements.
Poster
Picture
Speaker
Project
manager

Task 2B SNBs, 5 T-sss ⁃ T lets students Listen, check and repeat. To give students
Picture practice with
WB, scanning for
SNBs specific
Poster information by
Picture finding out with
Speaker the letters.
Project
manager

Task 2C Hand out, 5 T-sss - T asks students to work in pairs. To help students
Poster, practice whole
 WB - T tells them to talk about which member of the royal family they like the most. class in order to
Encourage them to justify their answers as in the example. understand more
- T asks some of your students to share their answers to the class. about monarchy.
Task 3A WB, 5 T -sss Grammar : Past simple forms of verbs.
Poster -T asks students to write the past simple forms of the verbs in the box.
SNBs, -T asks them to write in their notebooks.
Picture - T starts monitor and check that students are on task.
WB, -T checks answers as a class. To do this, you might want to call on some of your students
SNBs to write their answers on the board.
Poster -T gets ss to correct answers.
Picture
Speaker
Project
manager

Task 3B Poster, 5 T-ss - T asks students to identify the regular and irregular verbs. If they need more support on
WB this, you can ask them to look back on Unit 2 and Unit 21 of their book.
SNBs, - T might also want to review what these verbs are (i.e. regular verbs form their past
Picture forms by adding -d or –ed; irregular verbs form their past forms by completely changing
WB, the spelling of the words)
SNBs - T checks answers as a class.
Poster
Picture
Speaker
Project
manager

Task 4 Poster, 5 T-sss Listening: Completing sentences with verbs. To help students
(listening) WB - T asks students to listen and complete the sentences with the verbs in activity 3 practice whole
SNBs, - T plays the recording. class in order to
 Picture - T checks answers as a class. understand more
WB, about listening.
SNBs
Poster
Picture
Speaker
Project
manager

Task 4B Poster, 5 T-sss -T plays the recording again.

WB -T asks students to answer the questions.
SNBs, -T checks answers as a class.
Picture
WB,
SNBs
Poster
Picture
Speaker
Project
manager
Free Poster, 3 T-sss Writing: Queen Mother’s early life To help students
Practice WB -T asks students to work in pairs and brainstorm ideas about what they know about Queen practice whole
activity SNBs, Monineath. class in order to
writing 1 Picture - T asks them to go through the timeline of the Queen Mother’s early life. Tell them these understand more
WB, dates represent important events in her early life. about writing.
SNBs -T tells them to match the years with the events. Then write the missing verbs from the
Poster box using the simple past form.
Picture -T goes around and check that your students are on task.
Speaker -T checks answers as a class.
Project
manager
Home 1 T-sss - T gets ss to do homework - To recall what
work they have just
learned and to
reinforce their
understanding of
the next lesson
text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

................................. ស ាំង លៅរ៉ាន់

នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat
Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 22 The Monarchy 22 (B) Page numbers 120-122
15. Main Aim of Lesson:
By the end of 22B, students should be able to:
- use past simple and past continuous when talking about past events.
- write a story using both tenses.
16. Subsidiary Aim of Lesson:
To talk about one action interrupting another in the past.
17. Potential problems:
- Students may have trouble with difficult words pronunciation.
- Students may have no idea with things related to The Monarchy.
- Teacher is more talkative than the students do.
18. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and cooperate student in to groups
19. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
20. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
 21. Homework for next lesson: 6

LESSON PLAN COVER SHEET

Material Purposes
Stage Time Interaction Procedures
s
Opening SNBs, 1 T-SSS - Greeting Sss! Good morning…! To greet and
Picture - Check the attendance: Who is absent today? check the
Poster - Check the date: What date is it today? students’
Handout attendance in
Speaker order to know the
Project reason why some
manager are absent.
Lead in SNBs, 2 T-SSS - Queen Elizabeth II To create interest
Picture - T as a class, point to the picture and ask students who she is. Accept all answers at this in the topic and
Poster point. If your students don’t know anything about her, this is also fine. If you want, you can activate
Handout skip this section altogether and move to activity 1B background
Speaker knowledge
Project related to the
manager Monarchy.

Pre-teach SNBs, 5 T-sss -T gets sts to elecit the words, put the part of speech & stress To help students
New Picture Vocabulary understand some
Words Poster - longest (adj) /lɒŋ/ continuing for a large amount of time. វវងបំផុត្ new words before
Handout - Serving (adj) /ˈsɜː.vɪŋ/ employed at the present time in lesson.
Speaker a particular organization, especially the armed forces. បមក្មើ
- monarch (n) /ˈrɔɪəl ˈfæmlɪ / a king, or queen ក្ព៉ះមហាកសក្ត្
 Project - person (n) /ˈpɜː.sən/ a man, woman, or child. មនុសសម្ននក់
manager - allowed (v) /əˈlaʊ/ to give permission for someone to do something, or to
not prevent something from happening : បានអនុញ្ញាត្

Set the SNBs, 2 T-sss I would like you to open your books at page 120. To help students
scene Picture - T lets students to work in pair and look at the picture by asking. prepare for the
Poster - T tells students to look at the pictures lesson task.
Handout - T What can you see in the picture?
Speaker - SB:……….
Project - T: What do you think the story might
manager be?
- SB:……….

Pre-task SNBs, 5 T-sss - T asks students to read the text. You might also want to set a time limit for this. - To help students
Task Picture - T discuss the questions as a class or in small groups. Ask them if they know anyone as get some ideas
Poster old as Queen Elizabeth II. You can do this by asking about their grandmothers / about the pictures
Handout grandfathers. & text
Speaker - T asks them what they find most surprising about the queen. You might also want to
Project compare her with Queen Monineath in Lesson 22A. Ask your students about what they
manager think are the similarities and differences between the two queens
- T asks students What do you find most surprising about the Queen?
- T lets students answer.

Main SNBs, 5 T-sss Reading: Short stories about the. To give ss

Task 2A Picture -T asks students to read the short stories about the queen. practice with
(reading) Poster scanning for
 Handout - T encourages them to read quickly and not to worry about all the words they don’t main ideas about
Speaker understand. For feedback, ask your students which of the stories they think are true / false. statements.
Project (NOTE: All the stories are TRUE.)You might also want to ask your students which story
manager they like the most. You could do a show of hands for this.

Task 2B SNBs, 5 T-sss ⁃ T asks students to read the text again and answer the questions. Give them more time to To give students
Picture do this. practice with
Poster ⁃ T checks answers as a class. scanning for
Handout specific
Speaker information about
Project reading.
manager

Task 3A SNBs, 5 T-sss Grammar: Completing sentences. To help students

(Grammar) Picture practice whole
Poster -T asks students to complete the sentences. Tell them the sentences are from the text.if your class in order to
Handout students need support, you can ask them to refer back to the text in activity 2A. understand more
Speaker -T write these sentences on the board. about grammar.
Project - T lets students Underline the past simple forms of the verbs (i.e. met, died, brought).
manager -T asks your students what form these verbs are (past simple).
-T lets students circles or underline the past continuous forms in the sentences (was having,
was travelling) .
-T tells students that this form is called past continuous. Tell them that we often use the
simple past and past continuous forms together to talk about two actions that happened in
the past, one interrupting the other.
-T asks your students to read the sentences in the look box to raise awareness of the
positive, negative and question forms.
-T asks concept checking questions to help your students understand the use of both tenses
(e.g. Which form do we use for the longer action (past continuous)? / Which form do we
use for the action that interrupted the other (past simple)?
Task 4A WB, 5 T -sss Grammar: Past continuous questions.
(Grammar) poster -T focus students’ attention on the picture.
-T asks them what they can see.
-T lets them to complete the questions with was or were and the correct form on the box
-T checks answers as a class
Task 4 B Poster, 5 T-ss - T asks students to answer the questions in activity 4A.
WB - T asks them to look at the picture carefully to do this.

Free WB, 5 T-sss Writing: Using the correct forms of verbs to complete a story. To help students
Practice poster -T asks students to read the story and use the correct forms of the verbs to complete it. practice whole
activity -T asks them to write their answers in their notebooks. class in order to
writing 1 -T checks answers as a class. understand more
about writing.
Home SNB 1 T-sss - T gets ss to do homework - To recall what
work they have just
learned and to
reinforce their
understanding of
the next lesson
text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................................
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... ប្បធានបច្ចេកច្េស
................................. ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat
Municipality
 LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 23A Wonders of the world Page numbers 123-125
22. Main Aim of Lesson:
By the end of 23A, students should be able to:
- Read and understand information about some famous ancient buildings in the world.
- Give key information about ancient buildings.
- Describe how they were built and how they are used.
23. Subsidiary Aim of Lesson:
-To learn more about passive.
24. Potential problems:
- Students may have trouble with difficult words pronunciation.
- Students may have no idea with things related to Wonders of the World.
- Teacher is more talkative than the students do.
25. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and cooperate student in to groups
26. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
 27. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
28. Homework for next lesson: 5
LESSON PLAN COVER SHEET

Material Purposes
Stage Time Interaction Procedures
s
Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and
- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know the
reason why some
are absent.
Lead in 2 T-SSS - T puts the brainstorm in whiteboard To create interest
- T Puts students in pairs. in the topic and
- Answering questions in pairs about ancient buildings. activate
ancient background
design
Wonders of knowledge
repair the World related to the
Wonders of the
World
Pre-teach WB, 5 T-sss -T gets elicit the words ,put part of speech & stress To help students
New SNBs Vocabulary understand some
Words Handout - repair (n) /rɪˈpeər/ to put something that is damaged, broken, or not working correctly, new words before
Picture back into good condition or make it work again. ជ្ួសជ្ុល lesson.
Speaker
- attraction (n) /əˈtræk.ʃən/ something that makes people want to go to a place or do
Project
manager a particular thing ជ្ំនញ
- design (v) /dɪˈzaɪn/ to make or draw plans for something,
for example clothes or buildings បលង់រចន
 - craftsmen (v) /ˈkrɑːfts.mən/ a person who is skilled in a particular craft.សិបបករ
- architect (n) /ˈɑː.kɪ.tekt/ a person whose job is to design new buildings and
make certain that they are built correctly សាាបត្យករ

- venue (n) /ˈven.juː/ the place where a public event or meeting happens. ទើកវនលង
Set the SNBs, 2 T-sss I would like you to open your books at page 123. To help students
scene Picture - T lets students to work in pair and look at the picture by asking. prepare for the
WB, - T tells students to look at the pictures lesson task.
SNBs - T What can you see in the picture?
Handout - SB:……….
Picture - T: What do you think the story might be?
Speaker - SB:……….
Project
manager
Pre-task SNBs, 5 -T gets sts to work in pair To help students
Picture -T gets sts to answer the questions prepare for the
WB, task.
SNBs
Handout
Picture
Speaker
Project
manager
Main-task SNBs, 5 T-sss - T tells students to read the Fact Sheet about the Colosseum in Rome: one of the most - To help students
2A Picture famous ancient buildings in Europe. get some ideas
WB, - T gets students read the text. Tell them that there will be some words they don’t about the
SNBs know. Tell them not to use a dictionary, but to try and understand the words in bold pictures.
Handout by reading the sentences.
Picture
Speaker
Project
manager
Task2B SNBs, 5 T-sss - T gets students answer questions 1 – 7 in their notebooks. To give ss
Picture - T walks around the classroom, listen, help and correct if necessary. practice with
WB, -T checks the answers as a class. scanning for
SNBs main ideas about
Handout statements.
Picture
Speaker
Project
manager

Task 3A SNBs, 5 T-sss Grammar: The passive – past simple and present simple To give students
Picture - T tells students to look at the Look box. practice with
WB, - T gets the point out that both rows are about the passive. The first row is about the past Grammar.
SNBs passive and the second row is about the present passive.
Handout - T uses the Focus Box below to teach the students about the passive
Picture
Speaker
Project
manager
Task 3B SNBs, 5 T-sss - T tells students that sentences 1 – 7 are active, but have the same meaning as the passive To help students
Picture sentences in the text. practice whole
WB, - T chooses two students to read the active and passive sentences in the example. class in order to
SNBs - T gets student work in pairs, have students find the passive sentences in the text that understand more
Handout match the active sentences in 1 – 7. 7. Walk around the classroom, look, help and correct about grammar.
Picture if necessary.
Speaker - T checks the answers as a class.
Project
manager
Post task 4 SNBs, 5 T -sss Reading and grammar: The Pyramids and the passive. To help students
Picture - T tells students that they are going to read a text about the Pyramids in Egypt. practice whole
WB, -T teaches vocabulary to students the following words: Pharaoh (pronounced like fair – class in order to
SNBs oh): a king or queen of Ancient Egypt. slaves: people who are owned by other people and understand more
Handout made to work hard for no money. craftsmen: people who are very good at making things about grammar
Picture with their hands. and reading.
Speaker - T gets student to read, have students put the verbs in brackets into the past passive. In the
Project last paragraph, they should use the present passive.
manager -T allows students to work in pairs or to check their answers together if they want to.
- T checks the answers together as a class and checks the answers by asking different
students to read one or two sentences from the text with the verbs changed into the passive
Home SNBs, 1 T-sss - T gets ss to do homework - To recall what
work (5) Picture they have just
WB, learned and to
SNBs reinforce their
Handout understanding of
Picture the next lesson
Speaker text.
Project
manager
 ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

................................. ស ាំង លៅរ៉ាន់

នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat
Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 23(B) Wonders of the world Page numbers 126-128
1. Main Aim of Lesson:
By the end of 23B, students should be able to:
- Talk about the Sydney Opera House, the Eiffel Tower and the Burj Khalifa.
- Describe facts about these buildings.
- Write a short text for an encyclopedia about a famous building.
2. Subsidiary Aim of Lesson:
To learn more about Wh-questions.
3. Potential problems:
- Students may have trouble with difficult words pronunciation.
- Students may have no idea with things related to Wonders of the World.
- Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the board.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
 6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: 6
LESSON PLAN COVER SHEET

Purposes
Stage Materials Time Interaction Procedures

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know the
reason why some
are absent.
Lead in 2 T-SSS -T brainstorms on the whiteboard To create interest
- T Puts students in pairs. in the topic and
- Answering questions in pairs about ancient buildings. activate
ancient background
design Words of knowledge
Wonders of
repair the World related to revise
the words
construct Wonders of the
world
Pre-teach WB, 5 T-sss -T gets sts to elicit the words put the part of speech & stress To help students
New SNBs Vocabulary understand some
Words Speaker - Country (n) /ˈkʌn.tri/ / an area of land that has its own government, army, etc.ក្បមទស new words before
Handout lesson.
- Description (n) /dɪˈskrɪp.ʃən/ something that tells you what something or someone is like.
Project
manager ោរពព
ិ ណ៌ន
- against (adv) /əˈɡenst/ disagreeing with a plan or activity. ក្បឆាំង

- annually (v) /ˈæn.ju.ə.li/ once every year.ក្បចំឆាន ំ

 - process(n)/ˈprəʊ.ses/a series of actions that you take in order to achieve a result.ដំមណើរោរ
Set the SNBs, 2 T-sss I would like you to open your books at page 126. To help students
scene Picture - T lets students to work in pair and look at the picture by asking. prepare for the
Speaker - T tells students to look at the pictures lesson task.
Handout - T What can you see in the picture?
Project - SB:……….
manager - T: What do you think the story might be?
- SB:……….

Pre-task WB, 5 T-sss - T lets student match the words to the picture. - To help students
Task1 SNBs - T gets student in pairs or small groups, have students try to work out which name, get some ideas
Speaker country and description goes with each picture. about the
Handout - T checks the answers as a class. pictures.
Project
manager
Task 2A WB, 5 T-sss Listening and vocabulary: The Sydney Opera House. To help students
(listening) SNBs - T tells students that they are going to listen to part of a radio programme about the practice whole
Speaker Sydney Opera House. class in order to
Handout - T gets students read through the questions. understand more
Project - T tell students to answer the questions in their notebooks as they listen to the programme. about listening
manager 5 - T plays the recording, twice if necessary. and vocabulary.
- T check the answers as a class.
Task 2B WB, 5 T-sss ⁃ T tells students that all the words in the box are from the recording. To give students
SNBs ⁃ T lets students match any words that they can with the meanings in the shapes. practice the
Speaker ⁃ T gets the students have finished matching, play the recording again. vocabulary.
Handout ⁃ T allows students work in pairs to finish matching and to compare their answers.
Project ⁃ T checks the answers as a class.
manager 5

Task 3 WB, 5 T-sss Reading and vocabulary: The Burj Khalifa. To help students
SNBs - T tells students that the text is an encyclopedia entry about the Burj Khalifa in Dubai. practice whole
Speaker class in order to
 Handout - T gets students to point out that the words in the box are missing from the text. Many understand more
Project but not all of the words are from activity 2. about reading and
manager - T lets students write the text in their notebooks and complete it by putting the words vocabulary.
from the box in the spaces. 4. Allow students to work together if they want to.
- T walks around the classroom, look, help and correct if necessary.
- T checks the answers as a class.

Post WB, 5 T-sss Speaking and grammar: Asking and answering questions about the Eiffel Tower.
To help
task 4 SNBs - T tells students to look at the notes of the Eiffel Tower.
students
Speaker - T asks students to look at the example.
practice whole
Handout - T chooses two students to read the question and the answer from the example.
class in order to
Project - T gets students in pairs, ask students to look at the incomplete questions 1 – 11.
understand
manager - T chooses a strong student to complete question 1 (Who was the Eiffel Tower named
more about
after?)
Speaking and
- T chooses another student to look at the notes and answer the questions.
grammar
- T walks around the classroom, listen, help and correct if necessary.
- T checks the answers as a class.(If there isn’t much time, just check some of the answers).
Free WB, 5 T -sss Writing: An encyclopedia text about either the Eiffel Tower or the Burj Khalifa.
To help
Practice SNBs - T gets students read their answer for activity 3 in their notebooks again.
students
activity Speaker - T tells students that they will write a similar text about one of the other two buildings.
practice whole
writing 1 Handout They can choose either the Sydney Opera House or the Burj Khalifa.
class in order to
Project - T lets students to choose one building, read the information about it again in the book and
understand
manager make some notes of important points.
more about
- T allows students write their texts in their notebooks.
Speaking and
- T walks around the classroom, look, help and correct if necessary. If there is time, teach
grammar
students about some common writing errors on the board
Home SNB 1 T-sss - T gets ss to do homework - To recall what
work they have just
learned and to
reinforce their
understanding of
the next lesson
text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat of Department of Education Youth and Sport
Office of Education Youth And Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat High School English Technical Group Leader’s name: ………………… Date: …../.…../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
NIE Trainer’s name : Saing Saoraksa Number of Students: 40
Class: 11B, F, M
English Grade11 Unit: 24 (A): Angkor Wat temples Page numbers 129-131
1 . Main Aim of Lesson:
To review and practice expressing past actions in the context of Angkor temples.
By the end of 24A, students should be able to: • identify meanings of new words in reading context about Angkor temples. • change past simple
passive into active and vice versa.
2. Subsidiary Aim of Lesson:
Students will get practice passive and active tenses and polite request.
3. Potential Problems:
- Students may have trouble with difficult words and pronunciation.
- Students may have no idea with things related to their tour.
– Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
– Use material, and cooperate student in to group.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, projector manager, speakers
 6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: find some sentences with “ a short text about Prasath Ta Prohm” .

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Lead in Posters, 2 T-SSS -T brainstorms on the whiteboard To create interest in the

hand out -T tells SSS today we going to talk about Angkor Wat temples. topic and activate
pictures -T asks SSS to brainstorm things they brought when they had a journey. background knowledge
Project Taprom related to the Angkor
manager Wat temples.
speaker Bayan Temples

Pre-teach Posters, 5 T-sss - T gets students to elicit the words put the part of speech & To help student
(New hand out stress understand some new
words before lesson.
Words) pictures Vocabulary
Project - temple /ˈtɛmpl/(n): a building for religious worship, especially in religions other
manager than Christianity. (ប្រាសាទ) (Picture)
speaker - empire /em pī(ə)r/(n): a major political unit with a large territory or a number of
territories or peoples under one ruler with total authority.(អាណាចប្រក) (Explanation)
- unique /juːˈniːk/(adj): being the only one of its kind; unlike anything else.(ប្បែក)
(Example)
 - tour /tʊə/(n): a journey for pleasure in which several different places are visited.
(ទទសចរ្ណ៍) (Picture)
- guidebook /ˈɡʌɪdbʊk/(n): a book of information about a place, designed for the use
of visitors or tourists. (ទសៀវទៅមគ្គុទទស) (Translation)
- transportation /trɑːnspɔːˈteɪʃən,trɑːnspəˈteɪʃən/ (n): the action of transporting someone
or something or the process of being transported.(ដឹកជញ្ជូ ន្) (Explaination)
- decorate /ˈdɛkəreɪt/ (v): make (something) look more attractive by adding extra items
or images to it.(តុបប្តង) (Explaination)
Set the SNBs; 1 T-sss I would like you to open your books at page 129. To help students
scene Picture - How many pictures are there? prepare for the lesson
Posters, - What can you see in the picture?
hand out - How many people can you see?
pictures - What are they doing?
Project
manager
speaker

Pre-task SNBs; 5 T-sss -Teacher lets student to work in pair by looking at the picture and answer the - To help students get
Picture question. some ideas about the
Task 1A Posters, SA-Do you know what the picture is? picture before lesson
hand out SB: ……………
pictures SA-Where is it?
Project SB: ……………
manager
speaker

Task 1B Poster 3 T-sss - Put students in pairs. - To help students get

SNBs; - Ask students to write anything they know about Angkor Wat. some ideas about the
Picture -Encourage students to think of the history lesson about Angkor Wat that reading before lesson
they’ve learnt.
 Posters, -Give students some hints if they still look lost. For example, ask students
hand out what is on Cambodia flag or which King started the construction of Angkor
pictures Wat.
Project
manager
speaker

Main- Poster 5 T-sss - Tell the students to read the instruction and quickly browse through the To give ss practice with
Reading SNBs; texts. skimming for main
Task 2A Picture - Ask the students what they are going to read about. ideas about the reading.
Posters, - Allow students to read and find the words to the question.
hand out -Remind students that the words they to find are in order in the reading texts.
pictures - teacher gets the students to correct the answers.
Project Answer: 1, Empire 2, ancient 3, canals 4, irrigation 5, mysterious
manager 6, impressive 7, unique 8, dedicated to 9, modified
speaker If you think ss still have time and cannot answer them, get them to read the
text again give the correct answers.
Task 2B Poster 5 T-sss 1. Ask the students to read the text again. To give students
SNBs; 2. Tell students to answer the questions. practice with scanning
Picture 3. Emphasize that students can write short answer only. for specific information
Posters, Answer by answering the
hand out 1. History and greatness of Khmer Empire and its architecture. questions.
pictures 2. Early 12th century.
Project 3. Sandstone bricks with some other materials.
manager 4. Natural waterways and man-made canals.
speaker 5. The centre of Angkor Thom city.
6. Buddhism.
Task 3 Poster 5 T-sss Grammar: Identifying past simple passive - To let students,
SNBs; 1. Tell students to quickly browse through the reading again. practice in pairs in
Picture 2. Ask students how many sentences with past simple passive they can order to understand
Posters, see in the reading. more about the
hand out 3. Have students write only the past simple passive phrase in their grammar.
pictures notebook.
Project Answer
manager 1. was started, 2. Was mainly built, 3. Were transported, 4. Was initially
speaker built, 5. Was dedicated, 6. Was later modified
If students cannot find the answer, teacher can give the prompts.
Poster 5 T-SSS Suggestion: starting session 2
Session 2 SNBs; To start the class, you can do a quick question and answer session using the - To let the students
Picture reading texts in activity 2A. First, you ca ask your students to close their practice using the target
Posters, book, ask question and see who is the fastest to answer them! These are item in their situations.
hand out some of the possible questions.
pictures 1. Which temple was known to be the centre of Angkor Thom city?
Project 2. Which temple was decorated with many smiling stone faces?
manager 3. In which century was the construction of Angkor wat started?
speaker Answer
1. Angkor Wat.
2. Bayon temple.
3. 12th century.

Poster 5 T-SSS Grammar: Filling in the gaps with past simple passive
Task4A SNBs; A. 1. Ask students to look at the verbs in the box - To give students some
Picture 2. Tell students to fill in the gaps with the verbs in the box in the past ideas for their situation
simple passive. related to open-minded
Answer question.
 Posters, 1. was built; 2. was decorated; 3. was known; 4. was visited; 5. were
hand out transported; 6. was considered; 7. was dedicated
pictures
Project
manager
speaker Students complete the
Task4B Poster 5 1. Explain to students what do-ers refer to. sentences with the
SNBs; 2. Ask students to read the sentences in activity 4A and identify which correct form of the verb
Picture sentences include the do-ers. in the box.
Posters, Focus on the do-er of the actions The do-er of the actions here refers to the
hand out person who did the action. In passive sentences, the do-ers are usually left
pictures out and are not the subject of the sentences. Sometimes students can get
Project confused and think all the subjects are the do-ers in every sentence.
manager Therefore, it is important to emphasise this point.
Task 5 speaker
WB, 5 T-sss Grammar: Rewriting sentences Students look at the
poster 1. Ask students to quickly look at the Look box. answer in activity 4A
2. Tell students to rewrite the sentences in activity 4A that include the do-ers Student rewrite the
into active sentences sentences in activity
4A.

Extension activity: Sharing the answers You can ask students to share the
short text they have written in activity 6A. Then you can ask the class to vote
or select the best and most interesting text that can be put in the guidebook.
If there are enough resources such as posters and colourful markers, you can
also ask students to write the texts on the posters and decorate them as if they
will be included in the real guidebook before presenting to the whole class.
Answers
1. People in Angkor era built Baray Teuk Tla.
2. No because there is no do-er.
 3. Archaeologists and historians considered Angkor to be the capital city of
the Khmer Empire.
4. Over two million foreign tourists visited Angkor Wat in 2013.
5. Elephants transported some heavy sandstone bricks.
6. No because there is no do-er.
7. The villagers dedicated this statue to the soldiers battling in the war.
Post task WB, 5 T-sss Writing: Writing a short text for a guidebook To help sts in order to
6A poster A. 1. Put students in pairs. practice the writing &
2. Ask students to work together to write a short text about Prasat Ta Prohm speaking.
to put in a guidebook.
3. Tell students to use the given information about Prasat Ta Prohm to write.
4. Encourage students to look at the readings in activity 2A as an example.

6B SNB 2 T-SSS B. 5. Pair students with a different partner. To help sts in order to
C. 6. Ask students to share what they and their former partners write in practice the writing &
activity 6A. speaking.
D. 7. Tell students to give each other feedback.
Closing 1 T-sss - What have you learned from the lesson? - To recall what they
Reflection - Ask students to find some sentences with “ a short text about Prasath Ta have just learned and to
Homework Prohm” reinforce their
- Thanks for working hard today!!! understanding of the
reading text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

.................................
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport
Pursat of Department of Education Youth and Sport
Office of Education Youth And Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)
Pursat High School English Technical Group Leader’s name: ………………… Date: …../.…../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
NIE Trainer’s name : __________________ Number of Students: 40
Class: 11B, F, M
English Grade11 Unit: 24 (B): Angkor Wat temples Page numbers 132-134
1. Main Aim of Lesson:
To practice asking polite questions. By the end of 24B, students should be able to: • make indirect questions to ask for information politely. • change
direct questions into indirect questions and vice versa.
2. Subsidiary Aim of Lesson:
To practice more about reported speech.
3. Potential Problems:
- Students may have trouble with difficult words and pronunciation.
- Students may have no idea with things related to their tour.
– Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
– Use material, and cooperate student in to group.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, projector manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Activity (7)
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are absent

Lead in WB, 2 T-SSS T tells SSS today we going to talk more about journey to Angkor Wat. To create interest in
SNBs T asks SSS to brainstorm things if they were a foreigner visiting Siem Reap the topic and
hotel activate background
knowledge related
Siem Reap to the Angkor Wat
temples.

Set the SNBs; 1 T-sss I would like you to open your books at page 132. To help students
scene Picture - How many people are there? prepare for the
Speaker - What can you see ? lesson
Project
manager

Pre-teach SNBs; 5 T-sss -T gets sts to elicit the words put part of speech and stress To help students
(words) Picture Vocabulary learn new words
Speaker Sandstones (n)= Building material (picture)
Project Transported (v)= Elated (mime)
manager Local tour guides (n)= local tour controllers (explain)
the capital city (n)= the city controlled by the King (example)
Khmer Empire (n)= Territory in Khmer (translation)
Pre-task Poster 3 T-sss 1. Speaking: Making and asking questions - To help students
picture 1. Tell students to imagine they are foreign tourists visiting Siem Reap for the first get some ideas to
Task1 SNBs; time and they have a Cambodian tour guide with them. write about the
Picture 2. Ask students to make 4 questions to ask their tour guide. questions
Speaker 3. Encourage students to look at the words in the boxes as clues to help them
Project generate the questions
manager -What is Brasat Bayon Famous for?
-Where can I eat in a good restaurant’s name in Siem Reap?
-Where could I stay in a good hotel in Siem Reap?
-What should I travel by in Siem Reap?

Tip! Giving prompts When you ask your students to make questions or sentences
with a given topic, they sometimes can struggle and are not sure where to start. In
such situations, you can give students some prompts or clues that can help them
brainstorm ideas. For example, you ask students to write questions as if they were
tourists asking a local tour guide. You can give them some prompts to help them
begin such as: where to eat, transportation, or what to see etc.

Main-task Poster 5 T-sss 2. Writing: Making questions -To give ss practice

(Writing) picture 1. Tell students to look at the answers. with writing ideas
Task 2 SNBs; 2. Ask students to make questions for those answers. about the statement.
Picture 3. Emphasise that all the questions must begin with the given question words.
Speaker
Project
manager
 Answers
1. How were some sandstones transported?
2. When was Angkor Thom built?
3. How many people visited Angkor Wat in 2013?
4. What was Angkor known as?
5. Who are the best people to show you around

Task 3 (A) Poster 5 . Listening: Identifying indirect questions A. To give students

(listening) picture 1. Tell students to look at the pictures and ask whom they can see in the picture. practice with answer
SNBs; 2. Ask students to listen to the recording and answer the questions. for specific
Picture 3. Emphasize that only short-answers are needed. information by
Speaker listening the tape
Project script for answers.
manager

Answers
1. Tuktuk
2. Hawaii
3. Angkor Wat
4. No, he doesn’t.
 5. one-day pass / one-day ticket.

Task 3 (B) Poster 5 B. 4. Ask students to read the 4 pairs of questions. To give students
(listening) picture 5. Tell students to listen again and choose the questions they hear in the recording. practice with answer
SNBs; 6. Have students write only the number of the question for specific
Picture information by
Speaker listening the tape
Project script for answers.
manager

Answers
Questions in the recording: 2, 3, 6, 7
Session 2 Session 2
Suggestion: Starting session 2 To start the class, you can do a quick review of
indirect questions that were introduced in activity 3 listening. You can ask some
questions:
1. Do you know where Hawaii is?
2. Can you tell me what foreign tourists need to buy if they want to visit the temples?
3. Do you have any ideas how many temples we have in Siem Reap? If not, can you
guess?
4. Would you mind telling me what the best way to travel as tourists in Cambodia is?
Task4 Poster 5 4 Grammar: Spotting indirect questions To help sts to
picture 1. Tell students to quickly go through the Look box. practice grammar
SNBs; 2. Go through the example of an indirect questions with students.
Picture 3. Ask students to look at the questions in activity 3B again.
Speaker 4. Have students identify which questions are indirect questions.
Project
manager

Answers
Indirect questions: 2, 3, 6, 7

Task 5 (A) Poster 5 5 Grammar: Rewriting questions A. To help sts to

picture 1. Have students look at the answers they have written in activity 2. practose more
SNBs; 2.Go through the answers again quickly to make sure students have got the correct grammar structure
Picture answers written in their notebooks.
Speaker 3.Ask students to rewrite the direct questions in activity 2 to indirect questions.
Project 4. Remind students that they have to use one of the four indirect question phrases in
manager the box.
 Suggested answers
1. Do you know how some sandstones were transported?
2. Do you have any ideas when Angkor Thom was built?
3. Can you tell me how many people visited Angkor Wat in 2013?
4. Would you mind telling me what Angkor was known as?
5. Do you know who are the best people to show you around?
Note: Students may have different answers using different phrases (start of the
questions) and it should be fine as long as they use the four phrases and the indirect
questions are correctly written.

Task 5 B 5
B. 5. Tell students to read the questions.
6. Ask students to find and correct a mistake in each question.

Answers
1. Do you know which century was this temple built in? → Do you know which
century this temple was built in?
2. Do you have any idea who can you suggest to be my tour guide? → Do you have
any idea who you can suggest to be my tour guide?
3. Can you tell me where was the capital city of Khmer Empire located? → Can you
tell me where the capital city of Khmer Empire was located?
4. Would you mind telling me what does irrigation mean? → Would you mind
telling me what irrigation means?
Task 6 (A) 5 6 Speaking: Asking indirect questions
A. 1. Have students look back at the answers they have written in activity 1. 2. Ask
students to rewrite the direct questions they have written to indirect questions using
the phrases they have learnt.

Task 6 (B) 5 . Put students in pairs.

. Ask students to take turns being a tour guide and a tourists.
. Have students ask each other indirect questions they have written in activity 6A and
see who can answer the questions better

Homework 1 T-gets sts to do homework

(Task 7)

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

................................. ស ាំង លៅរ៉ាន់

នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport
Pursat of Department of Education Youth and Sport
Office of Education Youth And Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)
Pursat High School English Technical Group Leader’s name: ………………… Date: …../.…../2023 Duration: 50 minutes
. Homeroom teacher’s name : Saing Saorann Grade : 11
. Trainer’s name : _____________ Number of Students: 40
. Class: 11B, F, M
. English Grade11 Unit 25 (A): Mysteries Page numbers 135-137
1. Main Aim of Lesson:
To talk about common mysteries using modals of possibility and probability. By the end of 25A, students should be able to: • use the modals of
probability and possibility to express how certain they are about things. • draw conclusions and deduce information using picture prompts..
• Subsidiary Aim of Lesson:
To learn more modal verbs.
2. Potential Problems:
- Students may have trouble with difficult words and pronunciation.
- Students may have no idea with things related to their tour.
– Teacher is more talkative than the students do.
3. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
– Use material, and cooperate student in to group.
4. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, projector manager, speakers
5. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
6. Homework for next lesson: Activity (6).
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order to
know the reason why
some are absent

Lead in WB, 2 T-SSS -T brainstorms on the whiteboard To create interest in

SNBs -T tells SSS today we going to talk about the strange things. the topic and activate
poster -T asks SSS to talk about things they can think when they are in the forest. background
Handout monster knowledge related to
Speaker the mystery.
Project Wild animal Forest
manager

Pre-teach WB, 5 T-sss -T gets to elicit the words putting part of speech and stress To help students
New Words SNBs Vocabulary understand some new
poster • Footprint (n) /ˈfʊt.prɪnt/ the mark made by a person's or animal's foot. words before starting
Handout (picture) the lesson.
Speaker • Mysterious (adj) /mɪˈstɪr.i.əs/ strange, not known, or not understood.
Project (synonym)
manager • Legend (n) /ˈledʒ.ənd / a very old story or set of stories from ancient times,
or the stories, not always true, that people tell about a famous event
or person. (explanation)
• Hybrid (n) /ˈhaɪ.brɪd/ a plant or animal that has been produced from two
different types of plant or animal, especially to get better characteristics.
(explanation)
• Evidence (n) /ˈev.ə.dəns/ one or more reasons for believing that something
is or is not true. (explanation)
 • Vampire (n) /ˈvæm.paɪər/ (in stories) a dead person who comes back
to life and sucks blood from other people at night. (picture)
• Lunar (n) /ˈluː.nər/ of or relating to the moon. (picture)
• Monster (n) /ˈmɒn.stər/ any imaginary frightening creature, especially one
that is large and strange. (picture)
• Nasty (adj) /ˈnɑː.sti/ bad or very unpleasant. (synonym)
• Sunlight (n) /ˈsʌn.laɪt/ the light that comes from the sun. (realia)
Set the SNBs; 2 T-sss I would like you to open your books at page 135. To help students
scene Picture - How many animals are there? prepare for the
WB, - What can you see in the picture? reading task
SNBs - What are they doing?
poster
Handout
Speaker
Project
manager
Pre-task Poster, 3 T-sss I would like you to talk about the pictures for 2 minutes. - To help students get
Task1 picture 1. Focus students’ attention on the picture. some ideas before
WB, 2. Ask them what they can see. lesson
SNBs 3. Tell them that the picture tells a story.
poster Encourage them to guess what the story might be about.
Handout Accept all answers at this point.
Speaker
Project
manager
Main-Task Poster,TB 5 T-sss - I would like you to read the text quietly and match the answer To give ss practice
Task 2A WB, Vocabulary: Matching words with their definitions with words in order to
SNBs read the text
poster
Handout
Speaker
Project
manager

A. 1. Ask students to match the words with their definitions. Ask them to write
in their notebooks.
2. If you have a weak class, ask your students to work in pairs or small groups.
3. Check answers as a class.
Answer: 1. b; 2. d; 3. a; 4.c; 5. e
Task 2B WB, TB 3 T-sss 4. Ask students to look at the picture in activity 1 again. To give ss practice
(speaking) Poster,TB 5. Tell them that some of the words in activity 2A can be found in the picture. with words in order to
WB, Ask them to find these words in the picture. improve speaking
SNBs 6. For this activity, it might be a good idea to ask your students to work in
poster pairs or small groups
Handout
Speaker
Project
manager
Task 3A WB, TB 5 T-sss Listening: 3 views about the Yeti A. - To let students,
(listening) Poster,TB 1. Tell your students that they are going to listen to Channy talk about the practice in pairs in
WB, legend of the Yeti at her school. order to understand
SNBs
poster 2. Tell them to write the 3 views about the Yeti that will be discussed. Ask more about the
Handout them to write in their notebooks. listening
Speaker 3. Play the recording. 4. Check answers as a class
Project
manager

[Audio script] Hello, my name is Channy and my report today is about the
Yeti. So, is the Yeti a bear? Is it man? Is it an ape? Maybe a combination of all
3? Who knows? The Yeti is a strange mysterious creature that some people
believe lives in the Himalayas. Some people think the Yeti might be a bear. In
fact, when Charles Howard Bury found some large footprints in 1921, he
concluded that the footprints looked something like ‘man-bear snowman’.
Some recent research, based on DNA analysis, have confirmed that the Yeti
could be a hybrid of an ancient polar bear and a brown bear. However, this
study was disproven by other scientists who said that the hair they took DNA
samples from was damaged and there was no exact match to the polar bear that
existed a long time ago. Still others believe that the Yeti may be half human,
half ape, similar to how humans looked like thousands of years ago. Some
scientists think this because some other species of humans haven’t been
discovered easily and they might go unnoticed for a long time. Whether the
Yeti is a bear man or an ape man, one thing is certain – it can’t be small. In
fact, some people say its average height is about 6 feet (1.8 metres). Others do
not believe in the Yeti at all. They think the Yeti can’t exist and that there isn’t
enough evidence to prove this. The Sherpa, the people that live high up in the
mountains in Nepal, could be telling the stories so that their children stay
close. It’s very cold up there and there certainly are a lot of wild animals
roaming around. So, the parents must be really worried. They need to keep
their children close all the time. So, what do you think the Yeti is? Is it a bear
man? Is it an ape man? Is it nothing? You decide!
Answers 3 views expressed about the Yeti:
1. It’s a half man, half bear (bear man)
 2. It’s a half man, half ape (ape man)
3. It’s nothing – it doesn’t exist

Task 3B Poster, TB 3 T-sss 5. Play the recording again. To help students listen
(listening) WB, TB 6. Ask students to listen and choose the correct answer – a, b or c. again and choose the
Poster,TB correct answer
WB,
SNBs
poster
Handout
Speaker
Project
manager

7. Check answers as a class

Answers 1. c; 2. a; 3. c; 4. b; 5. a

Task 4 (A) Poster, TB 5 T-sss Grammar: Completing sentences with modals of probability and possibility To help students to
(grammar) Poster, A.1. Call on some of students to read the sentences. understand grammar
TB 2. Tell them that these sentences are from the recording they just listened to. complete the
WB, TB 3. Ask them to complete the sentences with the words in the box. sentences
Poster,TB 4. Check answers as a class. You might want to write some of these sentences
WB, on the board
SNBs
poster
Handout
Speaker
Project
manager Answers
1. Some people think the Yeti might be a bear.
2. The Yeti could be a hybrid of a polar bear and a brown bear.
3. Others think the Yeti can’t exist.
4. The parents of the Sherpa children must be worried
Task 4B Poster, TB 5 T-sss B. 5. Tell your students that the words in activity 4A (may / might (not), could, To help students to
Poster, TB must, can’t) are called modals of possibility and probability. We use them to understand the rules
Poster, show how sure we are when talking about things. by arrange the words
TB 6. Focus their attention on the arrows. You might want to ask your students in activity 4A
WB, TB questions to help them understand the diagram (e.g. Which arrow is for
Poster,TB positive forms (right arrow).
WB, 7. Ask your students to arrange the words to show different degrees of
SNBs certainty.
poster 8. Check answers as a class. You might want to write these on the board.
Handout
Speaker
Project
manager

9. Write the first sentence in activity 4A on the board (Some people think the
Yeti might be a bear.) 10. Underline might be. 11. Ask students what verb
form follows might (and the other modals of probability and possibility). Tell
them the modals are always followed by the infinitive form of the verb.

Focus on modals of probability and possibilityFocus on modals of probability

and possibility
1. MUST - as a modal verb for expressing probability and possibility, doesn’t
have a negative form. For example, ‘You must be worried’ means I’m sure
you are worried. The negative form on the other hand ‘You mustn’t be
worried’ – doesn’t mean I’m NOT sure you are worried.
2. CAN and COULD – In this unit, we introduced could as a modal of
probability and possibility. However, CAN can also be used in this regard.
Take note that CAN can be used to express general statements about what is
possible. We do NOT use CAN for specific events. For example: It can get
very cold here. ü Where’s Panha? I’m not sure. He can be at school. ×
3. Note the difference between COULD and MIGHT:
 That dog could be dangerous. (Sometimes that dog is dangerous. I know.)
That dog might be dangerous. (Perhaps that dog is dangerous. I don’t know.)
Task Poster, TB 5 T-sss Grammar: Matching pairs of sentences. To help Students to
Task 5 Poster, 1. Tell your students to match the pairs of sentences. improve the grammar
(grammar) TB 2. Do the example as a class to help students understand their task better. If by matching the
WB, TB you have a weak class, you might also want to do one or two more. sentences
Poster,TB 3. Ask students to compare their answers before checking them as a class.
WB,
SNBs
poster
Handout
Speaker
Project
manager
Post Task Poster, TB 5 T-sss Writing: Using modals of probability and possibility To help Students
Activity( 6 ) Poster, TB 1. Ask students to write sentences about the picture using the modals of practice the speaking
Poster, probability and possibility written underneath each one. and writing skill
TB 2. Ask them to write their answers in their notebooks.
WB, TB 3. For weaker classes, asking your students to work in pairs or small groups is
Poster,TB a good idea.
WB, 4. Go around and help students who might find this activity difficult.
SNBs 5. Check answers as a class.
poster To do this, you might want to ask some of your stronger students to write their
Handout answers on the board.
Speaker
Project
manager
Closing 2 T-sss - What have you learned from the lesson? - To recall what they
Reflection - Ask students to find some sentences with “modal verbs” have just learned and
Homework - Thanks for working hard today!!! to reinforce their
understanding of the
reading text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

.................................
 Kingdom of Cambodia
Nation Religion Kingdom

Ministry of Education Youth and Sport
Pursat of Department of Education Youth and Sport
Office of Education Youth And Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)
Pursat High School English Technical Group Leader’s name: ………………… Date: …../.…../2023 Duration: 50 minutes
. Homeroom teacher’s name : Saing Saorann Grade : 11
. Trainer’s name : Number of Students: 40
. Class: 11B, F, M
. English Grade11 Unit 25B: Mysteries Page numbers 138-140
1. Main Aim of Lesson:
To talk about other mysteries.
By the end of 25B, students should be able to: • talk about mysterious and strange stories that are famous in their towns or country. • use modal verbs of
probability and possibility to respond to situations.
2. Subsidiary Aim of Lesson:
• use modal verbs of probability and possibility to respond to situations.
3. Potential Problems:
- Students may have trouble with difficult words and pronunciation.
- Students may have no idea with things related to their mysteries.
– Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things on the board.
– Use material, and cooperate student in to group.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, projector manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Section 7.
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order to
know the reason why
some are absent.
Lead in WB, 2 T-SSS -T tells SSS today we going to talk about the mysteries again. To create interest in
SNBs -T asks SSS to brainstorm things they brought when they had (25A) words the topic and activate
Poster, Mysteries. background
handouts, + 25 (B) words knowledge related to
picture - Mysteries (Secrecies) : something strange or not known that has not yet been the Mysteries.
speaker explained or understood).
Project -……………….
manager
Pre-teach Poster, 5 T-sss -T gets sts to elicit the words, pronunciation, stress and intonation To help students
New Words handouts, Vocabulary understand some new
picture - Spirits: /ˈspɪrɪt/(n) the non-physical part of a person which is the seat of emotions words before lesson.
speaker and character; the soul. ( ព្រលឹង ).
Project - Scare: /skɛː/(n)cause great fear or nervousness in; frighten.(ភ័យខ្លាច).
manager - Provoked: /prəˈvəʊk/(v)stimulate or incite (someone) to do or feel something,
especially by arousing anger in them.( ធ្វើឱ្យខឹង).
- Rituals: /ˈrɪtʃʊəl/(n)a religious or solemn ceremony consisting of a series of
actions performed according to a prescribed order. ( រិ្ីសាសនា)
- Evidence: /ˈev.ɪ.dəns/ one or more reasons for believing that something is or is
not true. (explaination). ( ភសតុតាង)
Set the scene SNBs; 2 T-sss I would like you to open your books at page 138. To help students
Picture - How many pictures are there? prepare for the lesson
Poster, - What can you see in the picture? task.
handouts,
 picture - How many people can you see?
speaker - What is it?
Project
manager
Pre-task Poster, 5 T-sss - T let ss let student to work in pair and look at the book by discuss the questions. - To help the students
Task1 SNBs; to do the
Picture conversation in pair
Poster, by answering the
handouts, questions before
picture main task.
speaker
Project
manager

Main Poster, 5 T-sss - T gets ss to read the text about ghost again and match the words with their To help ss to get
Task 2 SNBs; definitions. practice to read the
Picture text individually in
Poster, order to match the
handouts, words.
picture
speaker
Project
manager
- T give the correct anwers.
Answer
1. c; 2. a; 3. d; 4. b; 5. f; 6. e; 7. g
Task 3 WB, 5 T-sss - Ask students to read the text again and complete the sentences. To give students
Poster, Example: Ghosts are the spirits of people who have dead. practice with
Slide, 1. They haunt people sometimes because of _____. scanning for specific
SNBs 2. Ghosts don’t usually harm people but they might _____ them. information by
3. People can make ghosts less angry through _____. finding the word in
4. Some countries in Asia celebrate the _____ on the 7th month of the lunar the text.
calendar.
5. Scientists think there isn’t enough _____ to confirm if ghosts are real or
not.

- T give the correct answers.

Task 4 Poster, 5 T-sss - T gets sts to write 5 sentences about modal verbs in the text in 2 (A) To help sts to
(Grammar) SNBs; practice grammar by
Picture writing the sentences
Poster,
handouts,
picture
speaker
Project
manager Possible answer
Task 5 Poster, 5 T-sss - T sts to read about vampires. Use modals of probability / possibility based on To help the students
(Grammar) SNBs; how sure you are about each sentence. to practice grammar
Picture - Write in your notebook rules
Poster,
handouts,
picture
speaker
Project
manager
Task 6 Poster, 5 T-sss - Ask students to respond to the given situations using modals of probability
(Grammar) SNBs; and possibility.
Picture - Ask them to write their answers in their notebooks.
Poster,
handouts,
picture
speaker
Project
manager

Possible answer
Homework Poster, 1 - To recall what they
(activity 7) SNBs; have just learned and
Picture to reinforce their
Poster, understanding of the
handouts, next lesson text.
picture
speaker
Project
manager

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................................
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... ប្បធានបច្ចេកច្េស
ស ាំង លៅរ៉ាន់
.................................
នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport
Pursat of Department of Education Youth and Sport
Office of Education Youth And Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)
1.Pursat High School English Technical Group Leader’s name: ………………… Date: …../.…../2023 Duration: 50 minutes
. Homeroom teacher’s name : Saing Saorann Grade : 11
. Trainer’s name : ______________ Number of Students: 40
. Class: 11B, F, M
. English Grade11 Unit 27A: Household Chores Page numbers 145-147
1. Main Aim of Lesson:
By the end of the lesson students will be able to
• use do and make with the right activities around the house.
• ask, answer and report about household activities using do and make.
2. Subsidiary Aim of Lesson:
To learn more about (do & make)
3. Potential Problems:
- Students may have trouble with difficult words and pronunciation.
- Students may have no idea with things related to their review.
• Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things that learned on the board.
• Use material, and cooperate student in to group.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, projector manager, speakers
 6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Activity 5 (B&C).

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order
to know the reason
why some are
absent

Lead in WB, 2 T-SSS T tells SSS today we going to learn. To create interest in
SNBs T asks SSS to talk about the household (What activities related to household?) the topic and
Project - do homework activate background
manager - do the cleaning knowledge related
speaker - make a plan to the topic.
- washing clothes….
Pre-teach WB, 5 T-sss -T gets students to elicit the words, pronunciation, stress, intonation To help students
New SNBs Vocabulary understand some
Words Project • Sandwich (n) /ˈsæn.wɪdʒ/:two pieces of bread with food such as cheese, salad, new words before
manager or meat between them . (picture) starting the lesson.
speaker • laundry (n) /ˈlɔːndri/:sufficiently clothes and linen that need to be washed or that
have been newly washed. (picture)( ធខ្លអាវកខវក់)
• Chore(n) /tʃɔː/:a routine task, especially a household one.(explanation)(ការងារ)
• Delicious(adj) /dɪˈlɪʃəs/:highly pleasant to the taste.(explanation)(ឆ្ងាញ់)
• Dishes(n)/dɪʃ/:a shallow, flat-bottomed container for cooking or serving food.(picture)(
ចាន)
Set the SNBs; 1 T-sss I would like you to open your books at page 145. To help students
scene Picture - How many picture can you see? prepare for the
WB, - What can you see in the picture? lesson
SNBs - What are they doing?
Project
manager
speaker
Pre-task SNBs; 5 T-sss I would like you to work in pair and tell your partner about what you usually do. - To help students
Task1 Picture 1. Tell students to discuss what they usually do to help at home… get some ideas
WB, Example: I always make my bed after I wake up. about the lesson
SNBs .
Project
manager
speaker

Main-Task SNBs; 5 T-sss -To help sts to share

Task 2A Picture - T let tell students to look at the pictures and guess what they’re doing. ideas related to the
WB, lessons.
SNBs
Project
manager
speaker
 .
Task 2B SNBs; 5 T-sss - T get students to match the phrases in the box to the pictures. -T help sts to match
Picture the pictures to the
WB, words by
SNBs understanding
Project activities
manager
speaker
- T give the answer.
Answers 1. make a cup of tea; 2. do the laundry; 3. make a sandwich; 4. make a
plan; 5. make a fire; 6. make a cake; 7. do the cleaning; 8. do homework

Task 3A SNBs; 5 T-sss - Get students to look at the list and ask students to describe what they can see. - To help sts to
(listening) Picture - Tell students to listen to the recording and write down the missing tasks in their notebook. practice the
WB, listening
SNBs
Project
manager
speaker

[Audioscript]
Leakhana: Good morning, Channy.
Channy: [yawn] Good morning, mum.
Leakhana: Listen. I’m leaving in five minutes, and I won’t be home until this evening. I need you to do
something for me.
Channy: Sure.
Leakhana: First , I need you to make two sandwiches for your dad and Kosal. Channy: Okay, mum.
Leakhana: Next, I want you to do the cleaning around the house.
Channy: I can do that.
Leakhana: Thank you. Lastly, we have so many dirty clothes.
Channy: Okay, I’ll do the laundry as well.
Leakhana: Great! See you later.
Somnang: Channy! Can you make a small cake for me?
Channy: Yes, I can, but why do you need one?
Somnang: I’d just like some.
Channy: Okay, I’ll make it now, and you can have it tomorrow. Do you want me to make some coffee as well?
Somnang: Oh, yes, please! Also, make a cup of tea too. I want to give it to Richard.
Channy: No problem.
Channy: Kosal? What’s wrong?
Kosal: Mum told me to make a fire for her to grill some meat, but the football match is starting on TV!
Channy: Oh, you. Go ahead. I’ll do it.
 Kosal: Really? Thank you, dear sister! By the way, Pisey called an hour ago, she said you need to make a plan
for your trip to Kampot.
Channy: Okay, anything else? Kosal: I need some help with my homework, so…
Channy: All right. I’ll help you when you do your homework.
Kosal: Thanks!
- T show answer.
Answers
Morning: do the cleaning, do the laundry
Afternoon: make a small cake, make a cup of tea
Evening: make a fire, make a plan
Task 3B SNBs; 5 T-sss - Tell students to write the tasks under the person who asks Channy to do them. -help students work
Picture - Get students to look at the example if necessary in pair and check
WB, the grammar using
SNBs (make & do)
Project
manager
speaker

- Ask students some questions to check their comprehension.

Answers
Leakhana: make two sandwiches, do the cleaning, do the laundry
Kosal: make a fire, help when Kosal does his homework
Somnang: make a small cake, make some coffee for dad, make a cup of tea Pisey:
make a plan
Task 4 SNBs; 5 T-sss - Tell students to read the sentences and choose the correct options (Make or do). -help students to
Picture practice grammar
WB, more.
SNBs
Project
manager
speaker

Possible answer

Task 5A SNBs; 5 Sss-T - Tell students to draw the table in their notebook. -Help students to
Picture - Get students to choose the new phrases in the box or the ones they know from this practice grammar
WB, unit with make or do. more by combine
SNBs with (make & do).
Project
manager
speaker

Task 5B 1 sss-T T-gets sts to do homework - To recall what they have

&C just learned

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
ប្បធានបច្ចេកច្េស
នាយកបច្ចេកច្េស .................................
.................................
................................. ស ាំង លៅរ៉ាន់
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport
Pursat of Department of Education Youth and Sport
Office of Education Youth And Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated skill)
.Pursat High School English Technical Group Leader’s name: ………………. Date: …../.…../2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11
Trainer’s name : _____________ Number of Students: 40
Class: 11B, F, M
English Grade11 Unit 27B: Household Chores Page numbers 148-150
1. Main Aim of Lesson:
By the end of the lesson students will be able to
• differentiate between make and do and match to some common household tasks.
• write a paragraph describing chores using do and make.
• make a poster and present their tasks at home.
2. Subsidiary Aim of Lesson:
Students will talk about household chores again.
3. Potential Problems:
- Students may have trouble with difficult words and pronunciation.
- Students may have no idea with things related to their review.
-Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are learning the text.
- In warmer: Brainstorm about things that learned on the board.
-Use material, and cooperate student in to group.
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, projector manager, speakers
6. Personal Objectives:
I want to improve my pronunciation, listening while I am teaching new words and need to prepare my task well to students
 7. Homework for next lesson: Activity 6.

LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order to
know the reason why
some are absent

Lead in WB, 2 T-SSS T brainstorm the words in 27 (A). To create interest in

SNBs T asks SSS to make list. the topic and activate
Speaker - Sandwich background
Poster - __________ knowledge related to
Project - __________ the topic.
manager - ___________
Pre-teach WB, 5 -T gets students to elicit the part of speech, stress, intonation To help students to
(Vocabulary) SNBs Vocabulary learn new words
Speaker Neutral (n) = Impartial before lesson
Poster Promise (n) =Potential
Project make a phone call (v) = call on phone
manager make a decision (v)= decision
do the gardening (v)= work in the garden
Set the scene SNBs; 1 T-sss I would like you to open your books at page To help students
Picture 148. prepare for the lesson
WB, - How many picture can you see?
SNBs - What can you see in the picture?
Speaker - What are they doing?
Poster
Project
manager
Pre-task SNBs; 5 T-sss - Tell students to mime one of the phrases with do or make from 27A and - To help students get
Task1 Picture have their partner say the phrase aloud. Then swap roles. some ideas about the
WB, topic and improve
SNBs speaking in order to
Speaker prepare the task
Poster
Project
manager
Main-Task SNBs; 5 T-sss Listening: Talking about chores To help students to
Task 2A Picture - Get students to read the phrases and copy them into their notebook. improve listening skill
(listening) WB, - Tell students to listen to the recording and write 1-11 in front of the phrases. by order the
SNBs statements
Speaker
Poster
Project
manager

- Check the answer as a class.

Answers
1. do the housework
8. make a cake
 9. do the dishes
5. do the cooking
10. make a decision
2. do the washing
7. do the gardening
3. do the ironing
4. make the bed
6. do the shopping
11. make a phone call
Task 2B SNBs; 5 T-sss - Get students to read the five sentences and the options. To help students work
(listening) Picture - Have students listen again and write the correct options in their notebook. individual listen and
WB, write the correct
SNBs option.
Speaker
Poster
Project
manager

[Audioscript]
Kosal: Sokha, you look tired. What’s wrong?
Sokha: Hey, Kosal. I’m just so sick of my chores on Sunday! I don’t want to
do the housework!
Kosal: Tell me about it. In the morning, I have to do the washing and ironing
for everyone!
Sokha: Same here! After making the bed, I also need to do the laundry, but
guess what? I have to also do the cooking in the afternoon too!
Kosal: I’m luckier. I only need to do the shopping, and my mom does the
cooking for us. Oh, I always do the gardening, but I’m not complaining
because it’s fun.
Sokha: You like doing that? I don’t at all, so my brother does it, but apart
from that he does nothing! He’s very lazy. Last week, he said he would make
a cake for my birthday, but in the end, I was the one that made it!
Kosal: Well, did he do the dishes at least?
 Sokha: Of course not! He’s terrible!
Kosal: You should sit down with him and make a clear decision and plan of
what he needs to do. Maybe he just forgot.
Sokha: Yeah. He’s very forgetful. I’ll do that next time.
Kosal: Well, good luck. I need to make a phone call. Talk to you later.
Sokha: Okay!
- T check the answer
Answers
1. C Kosal and Sokha always do the housework on Sundays.
2. B Sokha does the cooking for the family.
3. A Kosal does the gardening and enjoys it.
4. B Sokha made a cake for a birthday.
5. A Kosal makes a phone call at the end
Task 3 SNBs; 5 T-sss - Get students to read the phrases and match them with do or make. - To help students to
Picture - Tell students to compare answers with their partner. reinforce the grammar
WB, - Check the answers as a class
SNBs Answers 1. make; 2. do; 3. make; 4. make; 5. do; 6. make; 7. make; 8. do; 9.
Speaker make; 10. do
Poster
Project
manager
Task 4 SNBs; 5 T-sss - Tell students to look at the pictures and get students to write a paragraph To help students work
(writing) Picture describing what Tim’s family does at different times to write the paragraph
WB, checking the answer
SNBs together
Speaker
Poster
Project
manager
 - Select a few pairs to present their paragraph to the class.
Suggested answers :
At 8 in the morning, Tim does the dishes alone. Next, Richard makes some
orange juice at 9:25am. Then, Vicki does the shopping at 10:10am. After
lunch, the two siblings, Tim and Lynn, make a cake at 1pm. Lynn does the
ironing at 2:30pm. Finally, the whole family does the cooking / makes dinner
together at 5pm.

Task 5A SNBs; 5 T-sss - Get students to design a poster about their chores using make or do. To help students to
Picture - Tell students to look at the example that they can add some pictures as long understand more
WB, as they can draw quickly. about grammar (make
SNBs & do)
Speaker
Poster
Project
manager
 Task 5B 5 T-sss - Get students to carry their poster and walk around the class. To help students to
- Tell students to present their poster to a few students. understand more
- Select a few students with good poster to present to the class about grammar (make
& do)
Task 6 SNBs, 1 sss-T - To recall what they
Homework notebook have just learned and
to reinforce their
understanding of the
next lesson text.
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

.................................
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport LESSON PLAN COVER SHEET
Office of Education Youth and Sports Pursat Municipality (Reading Skill)


Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name: Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 28A: Healthy living Page numbers 151-153
1. Main Aim of Lesson:
By the end of the lesson students will be able to
. Talk about nutrition: the things that are good for our bodies in our food.
• Say what different foods are good for and bad for.
• Ask questions to check information or understanding.
• Give short replies.
• Learn about and practice skimming and scanning as a reading skill.
2. Subsidiary Aim of Lesson:
Students will talk about how to stay health and fit.
3. Potential Problems:
- Students may have trouble with difficult suffix words and using present and past simple passive.
- Students may have no idea with things related to Inventions.
- Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the Invention.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
 7. Homework for next lesson:
LESSON PLAN COVER SHEET
Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Warmer WB, 2 T-SSS T tells SSS today we going to talk about the Invention. To create
SNBs T asks SSS to brainstorm things they had seen when they were yong. interest in the
Speaker frresh Clean living topic and
Handout activate
Project background
Best fruit Healthy living
manager Good food knowledge
related to the
Invention.
Pre-teach WB, 5 T-sss - T gets students to elicit the words, pronunciation, stress and To help students
New SNBs pronunciation understand
Words Speaker Vocabulary some new
Handout - MSG (n) /ˈlaɪt ˌbʌlb/: Monosodium glutamate (MSG) is a flavor enhancer words before
often added to restaurant foods, canned vegetables, soups, deli meats and
Project lesson.
other foods.
manager - Carbohydrates (n) /ˌkɑːbə(ʊ)ˈhʌɪdreɪt/: are substances, found in certain kinds of
food, that provide you with energy.
- sugar (n) /ˈʃʊɡə/: a sweet crystalline substance obtained from various plants,
especially sugar cane and sugar beet, consisting essentially of sucrose, and
used as a sweetener in food and drink.
- Vitamins (n) /vɪtəmɪnˈvʌɪtəmɪn/: a pill containing a specified amount of a
particular vitamin or vitamins, taken as a dietary supplement.
- Salt (n) /sɒlt,sɔːlt/: a white crystalline substance that gives seawater its
characteristic taste and is used for seasoning or preserving food.
 - Proteins (n) /ˈprəʊtiːn/: are large, complex molecules that play many critical
roles in the body.

Set the SNBs; 2 T-sss I would like you to open your books at page 151 and look at the picture To help students
scene Picture - Why we want to get healthy? prepare before
- What can we do? lesson.

Pre-task Poster, 3 T-sss - T let student students to work in pair and answer the question. To help
Task 1 A TB Students work
in pair and
answer the
question.

Main- Poster, 5 T-sss - T let a class to listen about food at Channy’s university and answer the To help
Reading TB question. Students listen
Task 2A Teacher: Good morning everyone. In today’s class, we are going to learn in order to
about nutrition. Does anyone know what ‘nutrition’ means? improve
Channy: I do. It means the things in food that are good for our bodies, listening skill.
doesn’t it? Teacher: That’s right, Channy. Nutrition is the study of what is in
the food that we eat and why it is good for us. The good things in food,
which are bodies need, are called nutrients. Does anyone know any examples
of nutrients? Male student: I think so. Proteins and vitamins are nutrients,
aren’t they?
Teacher: That’s right, well done! Your body needs proteins to repair damage
and to build muscles. Vitamins are necessary to keep your healthy and to
stop you from getting sick.
Female student: What about fat? You need to eat fat, don’t you? But it’s also
bad for you, how does that work
Teacher: Excellent question! Yes, there are good and bad fats. Good fats
contain a lot of nutrients for your body and can also help to keep your brain
healthy, but bad fats are bad for your blood and your heart. All fats are
fattening if you eat a lot of them.
Male student: There are other nutrients, aren’t there? I read about it, but I
don’t remember what they are.
Teacher: Well, there are carbohydrates. These are in things like rice, bread
and potatoes. They are important because they give you energy and are good
for your brain, but if you eat too many they are very fattening! Finally, there
are trace elements. These are things like metals that you need in very small
amounts and they help your body to work properly.
Channy: But food contains some bad things too, doesn’t it?
Teacher: Yes, that’s right Channy. Food also contains things like bad fats
and oils, sugar, salt and MSG. You need to eat most of these things in small
amounts, but eating a lot of them is bad for you.
Male student: We’ve talked about this before in class, haven’t we? …when
we talked about junk food. Teacher: Yes, we have. Your body needs some
salt, but too much of it is bad for your blood and your heart, so you should be
careful with it. And sugar is very fattening in large amounts. It’s also bad for
your teeth and for your blood, so not too much!! Channy: You’ve mentioned
something called MSG, haven’t you? What is that? Teacher: It’s a white
powder that people put in food to change the taste. Actually, we don’t know
if it’s bad for you or not, but some people say that it gives them headach
- Answer
Task 2B WB, 5 T-sss - T let students to look at the text book and match the part of body with To help students
Poster the pictures. to practice about
words by
WB, matching word
SNBs with picture.
Speaker
Handout
Project
manager

answer.
A 1. blood; 2. teeth; 3. heart; 4. muscles; 5. brain
Task 2C WB, 5 -T let students to match the word with information. To help students
SNBs improve the
Speaker words by
Handout matching the
Project words with
manager information.

answer.
1. c; 2. f; 3. b; 4. a;
5. g; 6. i; 7. d;
8. h; 9. e

Task 3A WB, 5 T-sss - let ss to look at the line from the recording of the class and read the look To help
(grammar) SNBs book. Students to
Speaker understand
Handout grammar.
Project
manager
 Focus on tag questions
Tag questions can be said in two different ways, and this changes the
meaning. In this lesson, we use tag questions with the voce going down at
the end. Listen to the way that the voice goes down in the tag questions in
the recording. Voice-down tag questions are used when we think we are
correct but we just want to check. The other type of tag question will be
studied in lesson 28B.
Task 3B WB, 5 T-sss - let student to write the tag question for the line from conversation in -To help
(speaking) SNBs their notebook and say them to their partner. students to
Speaker improve
Handout speaking skill.
Project
manager

- T check the answer as a class.

1. don’t you? 2. aren’t there? 3. doesn’t it? 4. haven’t you?
Task 4 WB, 5 Sss- T - let ss to the five foods on the right. Prepare some question to check the fact. To help
SNBs Students to
Speaker improve
Handout speaking skill.
Project
manager

Answer
1. Fish can help you not to get sick…
2. White meat is bad for building muscles…
3. People shouldn’t drink fizzy drinks…
4. Red meat could be bad for your heart…
5. You should only eat dark chocolate…
6. All snacks are bad for you…
7. Fruit is good for your teeth…
8. Some people can’t eat nuts…
Homework WB, 1 1-Make 10 setences about tag question - To recall what
SNBs they have just
 Speaker learned and to
Handout reinforce their
Project understanding
manager of the next
lesson text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

.................................
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport 
LESSON PLAN COVER SHEET
Pursat Department of Education Youth and Sport (Reading Skill)
Office of Education Youth and Sports Pursat Municipality


Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name: Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 28B: Healthy living Page numbers 154-156
1. Main Aim of Lesson:
By the end of the lesson students will be able to:
• Identify and name some different common exercises
• Know the difference between cardio exercise to get fit, and resistance training to get strong.
• Ask questions to check when they are not sure.
• Understand how to skim and scan a text without headings by looking for keywords.
• Write a message to a friend about healthy living: diet and exercise.
2. Subsidiary Aim of Lesson:
Students will talk about how to stay health and fit.
3. Potential Problems:
- Students may have trouble with difficult suffix words and using present and past simple passive.
- Students may have no idea with things related to Inventions.
-Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the Invention.
-Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
7. Homework for next lesson Activity 6
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are absent

Warmer WB, 2 T-SSS T tells SSS today we going to talk about the Invention. To create
SNBs T asks SSS to brainstorm words (28 A) they had studied before. interest in the
Speaker Power walking Running topic and
Project activate
manager background
Squats 28 (A) words
handout Press-ups knowledge
related to the
Invention.
Pre-teach WB, 5 T-sss -T gets students to elicit the words, part of speech, pronunciation, stress & To help students
New SNBs intonation understand
Words Speaker Vocabulary some new
Project -Exercise (n) /ˈɛksəsʌɪz/: activity requiring physical effort, carried out to sustain words before
or improve health and fitness.
manager lesson.
-Fitness (n) /ˈfɪtnɪs/: the condition of being physically fit and healthy.
handout
-Strength (n) /strɛŋ(k)θ/: the quality or state of being physically strong.
-Cardio (n) /ˈkɑːdɪəʊ/: is exercise that is designed to benefit the heart and
blood vessels.

Set the WB, 2 T-sss I would like you to open your books at page 154. To help students
scene SNBs - please look at the picture? understand
Speaker - What can you see? about the
- What are they doing? picture and
 Project prepare the
manager lesson.
handout

Pre-task WB, 5 T-sss - T let student students to match the words with the picture. To help
Task 1 SNBs Students to
Speaker improve words
Project by working
manager individual
handout

Answers
1. running; 2. power walking; 3. cycling; 4. rowing; 5. swimming; 6. weight
training;
7. press-ups; 8. squats
Main- WB, 5 T-sss - let ss listen to an exercise trainer at Tim and Kosal’ football club. Then, To help
listening SNBs match the words and phrases with the definition. Students to
Task 2A Speaker practice
(listening) Project listening skill.
manager
handout

[Audioscript]
Trainer: Hello team. I’m here today to talk to you about exercise. I’m going
to tell you about different kinds of exercise and how they can help you stay
healthy and in good shape.
Tim: You mean that we should try to stay fit and strong, don’t you?
Trainer: Yes, exactly. So, first of all, what’s the difference between fitness
and strength? Kosal: They are the same, aren’t they?
Trainer: Well, no, not exactly. Anyone else?
Boy: I know! If you are fit, you can do things like running and jumping for a
long time, and if you are strong, you can lift and push heavy things. That’s
right, isn’t it?
Trainer: Yes, that’s it. Fitness is about being healthy and active. Strength is
about having power in your body. So, do you think that the exercises that we
do to improve fitness and to gain strength are the same or different?
Kosal: They must be different, mustn’t they?
Trainer: Yes, they are. Exercise that we do to keep fit is called ‘cardio’. It’s
short for a long and difficult word, but it doesn’t matter. We usually just say
cardio. Running is an example of cardio. Can you think of any more?
Tim: Yes, how about power walking… when people walk very fast? That
could be cardio, couldn’t it?
 Trainer: Yes, that is also cardio. It is good for fitness and for health. Other
common cardio exercises that people do include cycling, rowing and
swimming. All of them are good for fitness.
Kosal: I want to get stronger and have big muscles! Cardio isn’t good for
that, is it?
Trainer: No, not really. To build muscles and get strong, you need to do
resistance training. Kosal: That means using weights, doesn’t it?
Trainer: Yes, it does. Good examples of resistance training include weight
training, press-ups and squats. They will all build muscle and make you
stronger.
Tim: So, we have to choose which type of exercise to do, don’t we?
Trainer: Yes but, you should do a mix of both. Cardio is good for losing
weight and improving fitness, and resistance training is good for building
muscle and gaining strength, so each week, try to do some of each kind of
exercise…
- T check the answer as a class.
Answers
1. i; 2. a; 3. f; 4. e; 5. g; 6. h; 7. j; 8. d; 9. b; 10. C
Task 2B 5 T-sss - T let the ss to listen again and complete the note.
WB, To help
SNBs Students to
Speaker practice
Project listening skill.
manager
handout

- T check the answer as a class.

Task 3 (A) WB, 5 -Tell students that voice-up tag questions are real questions. We think we To help students
(grammar) SNBs may know something but are not sure and we want to ask if we are correct. to improve the
- Choose two students to read an example each from the speech bubbles.
Speaker grammar
Make sure the voice goes up at the end.
Project
manager
handout

Task 3B WB, 5 T-sss - let ss to write the tag question for the line from the conversation in their To help students
(grammar) SNBs notebook. to improve the
Speaker grammar
Project
manager
handout

- T check the answer as a class.

Answers
1. That’s right, isn’t it?
2. They must be different, mustn’t they?
3. That could be cardio, couldn’t it?
 4. Cardio isn’t good for that, is it?
5. That means using weights, doesn’t it?
6. We have to choose which type of exercise to do, don’t we?
Task 4 WB, 5 T-sss - let ss to work in pairs. Student A: read the first text about Improving - To help
(grammar SNBs Fitness. Student B: read the second text about Gaining Strength. Write four students to
Tag Speaker questions to ask your partner. improve
question) Project grammar by
manager reading the text.
handout

Tip! Scanning for keywords Scanning is an important skill not only for
students but also for teachers. There are times when you need to find an
answer or a piece of information in a text quickly – even when you’re not
doing a scanning exercise with the students. Whenever possible, it’s good to
skim the text first to get a general sense of the text. Then, when you need to
scan, you have an idea of where the information you want is in the text. The
key to scanning is to look for things that are easy to find in a text such as
headings, numbers, dates, words in bold or italics, and words that begin with
capital letters like names and countries. If there aren’t any things like that,
look for long or unusual words and words with rare letters like q, x and z.
Once you find the keyword, just read one or two sentences around it and you
should find the answer you are looking for. Scanning is a little difficult at
first, but with a bit of practice, you will learn to recognize words more
quickly and you’ll get better and faster at it.
Task 5 WB, 5 T-sss - let ss to read the message. Write a reply to their friend in their notebook. To help
(Writing SNBs Students read &
skill) Speaker and write the
Project message.
manager
handout

- let ss to do homework.

Homework WB, - To recall what

SNBs 1 they have just
Speaker learned and to
Project reinforce their
manager understanding
handout of the next
lesson text.
 ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................
................................. ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport
Pursat Department of Education Youth and Sport
LESSON PLAN COVER SHEET
Office of Education Youth and Sports Pursat Municipality
(Integrated skill)


Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 29A Inventions Page numbers 157-159
1 . Main Aim of Lesson:
To practice describing how and when different inventions were made.
By the end of 29A, students should be able to: • describe different inventions using present and past simple passive. • build new words using
suffixes
2 . Subsidiary Aim of Lesson:
Students will get practice building new words using suffixes.
3. Potential Problems:
- Students may have trouble with difficult suffix words and using present and past simple passive.
- Students may have no idea with things related to Inventions.
- Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the Invention.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Writing suffixes & prefixes)
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Warmer WB, 2 T-SSS T tells SSS today we going to talk about the Invention. To create interest in the
SNBs T asks SSS to brainstorm things they had seen when they were yong. topic and activate
Speaker television background knowledge
Handout related to the Invention.
Project Invention
computer
manager airplane

Pre-teach WB, 5 T-sss - T gets students to elicit the words, pronunciation, stress, part of To help students
New Words SNBs speech and intonation understand some new
Speaker Vocabulary words before reading
Handout - light bulb (n) /ˈlaɪt ˌbʌlb/ a rounded glass container with the text.
Project a thin thread of metal inside that produces light when an electric current goes
manager through it. (Explanation and picture)
-Vaccine (n) /vækˈsiːn/ a substance that is put into the body of
a person or animal to protect them from a disease by causing them
to produce antibodies (=proteins that fight diseases). (Explanation and picture)
-Invent (v) /ɪnˈvent/ to design and/or create something that has never been
made before. (synonym)
-Inventor (n) /ɪnˈven.t̬ ɚ/ someone who has invented something or whose job is
to invent things. (synonym)
-Invention (n) /ɪnˈven.ʃən/ something that has never been made before, or
the process of creating something that has never been made before. (synonym)
 -develop (v) /dɪˈvel.əp/ to (cause something to) grow or change into a
more advanced, larger, or stronger form. (Explanation)
-developer (n) /dɪˈvel.ə.pɚ/ a person or company that
makes money from buying land, building new houses, offices, etc., or
by changing existing buildings to sell or rent.
-gadget (n) /ˈbʌdʒ.ɪt/ a plan to show how
much money a person or organization will earn and how much they will need
or be able to spend. (Explanation)
Set the WB, 1 T-sss -T ask ss to open your books at page 157. To help students
scene SNBs - How many pictures are there? prepare before task
Speaker - What can you see in the picture?
Handout - How many people can you see?
Project - What are the pictures about?
manager

Pre-task Poster, TB 5 T-sss Speaking: Sharing opinions - To help students get

Task 1 A WB, A. -T tell students to look at the pictures of 6 inventions. some ideas about the
(Speaking) SNBs -T asks students to pick two inventions – one for the most useful and one for pictures through
Speaker the least useful. speaking skill
Handout -T emphasizes that there are no right or wrong answers and these are their
Project opinions.
manager
Task B B. -T puts students in pairs.
5. -T tells students to share their answers.

Main-Task Poster, TB 5 T-sss Reading: Identifying inventions and passives To help ss practice with
Task 2 (A) WB, A. -T asks students how many reading texts there are. reading skill by reading
Reading SNBs -T tells students they are going to read about three people describing three short texts.
skill Speaker different inventions.
Handout -T gets students read and guess what invention each person is talking about.
Project
manager

Answers
1. a car; 2. a mobile phone; 3. Glasses
Task( B) Poster, TB 5 T-sss B. -T asks students to quickly go through the reading texts again. To help students
(grammar) WB, -T tells students to find sentences that use passive and write them down. practice the grammar
SNBs structure by reading
-T emphasises that students need to only write the passive phrase and not the
Speaker short text
Handout whole sentence if there is not enough time.
Project -T gets students identify if the passive is present simple passive or past simple
manager passive.

Answers
-Reading 1: Some can cost a fortune because they are made out of luxurious
materials and latest modern technology. Present simple passive
-Reading 2: At first, it was created so that people could carry it around and
talk without using the traditional telephones connected to wires. Past simple
passive
-The first ever call using one was made in 1973 by a man named Martin
Cooper in New York. Past simple passive
-Now more options are added and not only can people use it to call, but to
email, to listen to music, to take pictures, and to search for information on the
internet, etc. Present simple passive
-Reading 3: While many people are amazed by modern technological gadgets,
I find this simple invention the most useful. Present simple passive
-Traditionally, they are made of glass and can be heavy. Present simple passive
 -However, with technology developing every day, they can be produced from
plastic and lightweight metals and come with different colours and designs.
Present simple passive
C. . Put students in pairs
. Ask students to share what invention in activity 2A they would keep if they
Poster, TB 5 can only keep one.
Task C WB,
SNBs . Encourage students to add the reasons why they choose to keep that one
Speaker invention.
Handout
Project
manager

Task 3 Poster, TB 5 T-sss Grammar: Matching inventions Help Students to

(grammar) WB, -T asks students to look at the pictures in activity 1A again. improve grammar by
SNBs -T tells students to match the sentences with the correct pictures in activity 1A. matching the picture to
Speaker statement
Handout
Project
manager
 Answers
1. Picture 4 (Camera)
2. Picture 3 (Plane)
3. Picture 6 (Computer)
4. Picture 5 (Vaccine)
5. Picture 2 (Light bulb)

Task 4 A Poster, TB 5 T-sss Grammar: Word building A. -Help students to

(Grammar WB, -T asks students to look at the words in the word cloud. practice the target
rule) SNBs -T tells students to identify each word if it is a noun or a verb. language (new
Speaker -T gets students put the words in correct category grammar)
Handout Answers Verbs: photograph, develop, act, direct Nouns: photographer,
Project inventor, invention, developer, action, direction
manager

Task B Poster, TB 5 T-sss B. -T gets students go through the Look box. Help students to
(Practice WB, - T asks students if they can think of any other words that are built by practise grammar point
grammar) SNBs adding suffixes -er, -or, and -ion.
Speaker
Handout
Project
manager Focus on introducing the three suffixes -er, -or, and -ion only You should
inform your students that there are many other suffixes and not just the three
you introduce but they only need to focus on those three for now. This is to
 avoid confusing students when they come across other words that have
different suffixes. For instead, they can see word such as development and they
might wonder why it isn’t written as develop+ion.

Task 5 Poster, TB 3 T-sss Grammar: Filling in the gaps with correct suffix - To help students,
(Less WB, -T asks students to read the sentences. practice in pairs in order
control) SNBs - T tell students to fill in the gaps with correct missing suffixes -er, -or, or -ion. to understand how to
Speaker fill in the gaps with
Handout correct suffix
Project
manager

Answers
1. photographers; 2. action; 3. direction; 4. creator; 5. invention; 6. selection; 7.
actor
Extension activity: Whole-class guessing game You can ask few students or
volunteers to read what they have written in activity 6A to the class. After that,
let the class guess what invention it is. You have to make sure that their
partners who already know the answers don’t answer! Do this as much as the
time allows.
Post-task Poster, TB 3 T-sss Speaking: Guessing what invention it is A. - To help students to get
Task 6 A, B WB, -T asks students to think of one invention they like or are interested in. some ideas for their
(speaking & SNBs -T tells students to not tell anyone about the invention they choose. target language related
writing) Speaker -T asks students to write five sentences about the invention they choose but to the grammar by
Handout they must include the name of that invention. speaking & writing
Project -T directs students to use the 5 questions to help them write their sentences.
manager -T encourage students to use present and past simple passive in their sentences.
 B. . Put students in pairs.
. Ask students to take turns reading what they have written in activity 6A
and have their partners guess what it is.

Closing 1 T-sss - Find words in 5prefixes & 5vsufixes - To recall what they
Reflection -What have you learned from the lesson? have just learned
Homework - Ask students to guess what invention it is.
- Thanks for working hard today!!!

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................
................................. ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(integrated Skill)

Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 29 B Inventions Page numbers 160-162
1. Main Aim of Lesson:
To practice talking about important inventions and giving reasons why they are important.
By the end of 29B, students should be able to: • identify relative clause in sentences. • make sentences that include relative clause.
2. Subsidiary Aim of Lesson:
To learn more relative clause.
3. Potential Problems:
- Students may have trouble with difficult suffix words and using present and past simple passive.
- Students may have no idea with things related to Inventions.
- Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the Invention.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Activity (7)
 LESSON PLAN COVER SHEET
Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Lead-in 2 -T brainstorms the words in 29 (A) To help students to

-T gets to make list of words prepare before lesson
Word 29 (A)
- Invention
-_______________
_________________

Pre-teach SNBs; 5 T-sss - T elicit the words, pronunciation, stress, part of speech and To help students
New Words Picture intonation understand some new
Speaker Vocabulary words before lesson.
Handout • Where conj,adv /weər/ to, at, or in what place. (Explanation)
Project • Which deter, pron /wɪtʃ/ used in questions and structures in which there is
manager a fixed or limited set of answers or possibilities) what one or ones.
(Explanation)
• That deter /ðæt/ used to refer to a person, object, idea, etc. that is separated
from the speaker by space or time. (Explanation)
• When adv, conj /wen/ at what time; at the time at which. (Explanation)
• Heard V2 /hɪrd/ received or became conscious of a sound using your ears.
• Enjoyed V2 /ɪnˈdʒɔɪ/ got pleasure from something. (gesture)
• Useful adj /ˈjuːs.fəl/ effective; helping you to do or achieve something.
• Amazing adj /əˈmeɪ.zɪŋ/ extremely surprising. (synonym)
 • Allow V /əˈlaʊ/ to give permission for someone to do something, or to
not prevent something from happening. (Explanation)
• Communicate V /kəˈmjuː.nɪ.keɪt/to share information with others
by speaking, writing, moving your body, or using other signals. (synonym)
• Invention n /ɪnˈven.ʃən/ something that has never been made before, or
the process of creating something that has never been made before.
(synonym)
• Internet n /ˈɪn.t̬ ɚ.net/ the large system of connected computers around
the world that allows people to share information and communicate with
each other. (Explanation)
Set the SNBs; 1 T-sss - I would like you to open your books at page 160. To help students
scene Picture -How many pictures are there can you see ? prepare before lesson
Speaker
Handout
Project
manager
Pre-listening SNBs; 3 T-sss Vocabulary: Matching words A. - To help students get
task Picture -T tell students to match the words on left with the correct word on the right. some ideas related
Task 1 A Speaker -T reminds students that they have used the words on the left to make grammar in order to get
Handout questions in previous units if they look like they have forgotten those words. new target language
Project
manager

Task B B. -T gets students find two words for each number in activity 1A.
-T encourages students to find more than two words if they can.
 -T asks students to share the answers as a whole class

Main- Poster, TB 3 T-sss Listening: Filling in the gaps A.

Listening SNBs; -T tells students to look at the picture. To help students to
Task 2 A Picture practise listening skill
-T asks students what they think the picture means.
(listening) Speaker by filling the gaps
Handout -T gets students listen to the recording about Tim reading his homework to his
Project classmates.
manager -T asks students what Tim is talking about.

Answers
Tim is talking about the Internet.

Task B Poster, TB 5 T-sss B. -T asks students to listen again.

(listening) SNBs; -T tells students to fill in the gaps with the words they hear in the recording. To help students to
Picture practise listening skill
-T emphasises that students should also pay attention to the -s sound of the
Speaker more by filling the gaps
Handout words.
Project
manager
 Answers
1. inventions; 2. Internet; 3. people; 4. uncle; 5. places; 6. information

C. -T asks students to read the two sentences.

Task C 3
-T tells students to answer the questions related to the two sentences.
Answers
1. The underlined words/phrase describe “invention”.
2. The underlined words/phrase describe “beautiful places”

Task 3 Poster, TB 5 T-sss Grammar: Identifying relative clause To help Students to get
(grammar) SNBs; -T asks students to look at the grammar Look box. new grammar
Picture
Speaker
Handout
Project
manager

-T putds emphasis on identifying relative clause and the word/words it

describes.
-T tells students to look at sentence a – c.
-T gets students answer question 1 and 2 for sentence b – c
 Answers
1. underlining relative clause: b. which Tim’s teacher gave.; c. where the first
phone call was made.
2. defining the words it describes: b. it describes “homework”.; c. it describes
“city”

Session2
Suggestion: Starting session 2 -To start the class, T can do a quick review of
the listening to link to relative clause. T can ask questions:
1. Do you remember the invention which Tim talks about in his homework?
2. Do you know the person or people who invented the Internet in the 1960s?
Was it one person or a group of people?
3. Can you list down some of things which people can do using the Internet?

Task 4 A Poster, TB 5 T-sss Grammar: Identifying sentences/questions with relative clause A. -To help Students to
(Controlled SNBs; -T tells students to look at 1 – 6. practise grammar
practice) Picture -T asks students how many are questions and how many are sentences.
Speaker - T gets students write the number of the sentence or question that has relative
Handout clause in it and not the whole sentence.
 Project -T reminds students that not all the sentences or questions have relative clause.
manager

Answers: Sentences/questions that have relative clause: 2, 4, 5

Task B Poster, TB 5 T-sss B. -T asks students to read the answers in activity 4A again. -to help Students to
(less SNBs; -T tells students to complete the table by identifying the relative clause in each practise more grammar
controlled) Picture number and the word/words it describes.
Speaker
Handout
Project
manager
Task 5 (A) Poster, TB 5 T-sss Grammar: Matching and making sentences A. -To help students to
(practice) SNBs; -T asks students to match the words in the box A with the information in box practise more grammar.
Picture B. -T tells students to look for information that is related to the words in A.
Speaker Answers
Handout Inventor – 5
Project Plane – 6
manager Mobile phone – 4
School – 2
Winter – 1

Task B Poster, 5 T-sss B. -T gets students look at the example and ask if they can see a relative clause -To help students to get
(practise) TB added to “Invention – 3”. writing by completing
SNBs; -T asks students to make complete sentences using the words and sentences in the sentences
Picture activity 5A with the new words in the box.
 Speaker
Handout
Project
manager

Answers
Inventor is a person who invents an object. Plane is a form of transportation
which flies high in the sky. Mobile phone is something which allows you to
call other people. School is a place where students go and learn different
subjects. Winter is a season when the weather is really cold.

Post-task Poster, TB 5 T-sss Speaking: Describing words using relative clause A. - To let students,
Task 6 (A) SNBs; -T gets students to think of five simple words. practice in pairs in order
Picture -T emphasizes that those words should be words that they can describe without to improve speaking &
Speaker saying what the words are. writing skill
Handout -T tells students to write those five words down.
Project
manager

Example: Marker is a thing that is used to write on the white board.

Task (B) Poster, TB 5 T-sss B. -T puts students in pairs. - To let the students
-T asks students to take turns describing the five words they have written in practice using the target
activity 6A. item in their situations.
-T tells students that they must describe the words using relative clause
without saying what the words are and instead should say bleep to replace the
words.
Homework Textbook 1 T-sss -T gets students to do homework - To recall what they
Task (7) have just learned and to
reinforce their
understanding of the
reading text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
ប្បធានបច្ចេកច្េស .................................
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
................................. ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King
Ministry of Education Youth and Sport
Pursat Department of Education Youth and Sport

Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)

Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 30 (A) Discoveries Page numbers 163-165
1. Main Aim of Lesson: To talk about two simultaneous actions in the past
By the end of 30A, students should be able to: • talk about some things that were invented by chance. • use the past continuous to talk about two
simultaneous actions in the past. • identify and differentiate between the two uses of past continuous – one for interrupted actions in the past and the
other for two actions happening at the same time in the past.
2. Subsidiary Aim of Lesson:
Students will get practice using the past continuous to talk about two simultaneous actions in the past.
3. Potential Problems:
- Students may have trouble with past continuous and using past actions in the same time.
- Students may have no idea with things related to Inventions.
- Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the Invention.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Activity (6)
 LESSON PLAN COVER SHEET

Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Lead in WB, 3 T-SSS -T tells SSS today we going to talk about the things were all invented by To create interest in the
SNBs chance. topic and activate
Speaker -T asks SSS to brainstorm things they have known. background knowledge
Handout potato chips related to the Invention.
Project
manager Play-doh
Discoveries French fries

Pre-teach WB, 5 T-sss - To gets student to elicit the words, pronunciation, part of speech, To help students
New Words SNBs stress, and intonation understand some new
Speaker Vocabulary words before lesson.
Handout • Product n /ˈprɑː.dʌkt/ something that is made to be sold, usually something
Project that is produced by an industrial process or, less commonly, something that
manager is grown or obtained through farming. (explanation)
• Discovery n /dɪˈskʌv.ɚ.i/ the process of finding information, a place, or
an object, especially for the first time, or the thing that is found. (synonym)
• Accidently adv /ˌæk.səˈden.tl.i/ by chance or by mistake. (synonym)
• Digital adj /ˈdɪdʒ.ə.t̬ əl/ using or relating todigital signals and computer
technology . (explanation)
• Equations n /ɪˈkweɪ.ʒən/ a mathematical statement in which you show that
two amounts are equal using mathematical symbols. (realia)
• Chance n /tʃɑːns/ an occasion that allows something to be done.
(explanation)
Set the SNBs; 2 T-sss - T gets SSs open the books at page 165. To help students
scene Picture -T asks… prepare befoe task
- What can you see in the textbook?

Pre- task WB, 5 T-sss Things that were discovered by chance - To help students get
Task 1(A) SNBs A.-T focuses students’ attention on the three pictures. some ideas about the
Speaker -T asks students some questions about them (e.g. Do you have this at home? pictures in order to
Handout What do we use this for?). improve speaking skill
Project -T can do this activity as a whole class or in pairs or small groups.
manager

B. -T asks students to match the words with the pictures.

Task (B) - To help students get
-T tells students to compare their answers before checking them together as a
class. some ideas about the
pictures in order to
improve speaking skill
Main- WB, 5 T-sss Listening: Ordering the inventions -To help ss practice
Listening SNBs A. -T tells students that they are going to listen to a recording about how the with listening skill.
Task 2 A Speaker three products (play-doh, corn flakes and potato chips) were invented.
(listening) Handout -T tells them to listen and order the inventions. If you have a weak group, you
Project can help them by telling them that they need to listen for the dates.
manager -T asks students to compare their answers before checking them as a class.

T-sss B. -T tells students to listen again and write PC (potato chips), CF (corn
Task B WB, 5 flakes), or PD (play-doh). -To help ss practice
(listening) SNBs -T goes through the example as a class. with listening skill.
 Speaker -T gives your students time to read the sentences. Encourage them to make
Handout guesses based on what they can remember from the first listening.
Project -T plays the recording.
manager -T checks answers as a class. To do this, you might want to ask some of your
students to write their answers on the board. answers on the board.

Task 3 WB, 5 T-sss Listening: Completing sentences with past continuous -To help ss practice
(Grammar) SNBs A.-T writes the two sentences on the board. grammar.
Speaker -T asks your students if they remember what the missing words are. Tell them
Handout the sentences are taken from the listening exercise they have just done.
Project -T plays the recording and ask students to complete the sentences or check
manager their guesses.
 B. -T asks students to underline the past continuous forms they can see from
the two sentences.
-T asks students if they think the actions were happening at the same time in
the past.
-T tells them that we can use the past continuous to talk about two actions
happening simultaneously in the past. Tell them we usually use ‘while’ at the
beginning of the sentence for this.
-T goes through the example sentence in the look box. Ask concept checking
questions (e.g. Which are the two actions? Were they happening at the same time?)
Task 4 WB, 5 T-sss Grammar: Past continuous for two simultaneous actions and interrupted -To help ss practice
(grammar) SNBs actions in the past grammar.
Speaker -T starts this activity, you might want to quickly review using past continuous
Handout for interrupted actions in the past. You can do this by going back to Unit 22.
Project -T asks students to read the sentences and put them in the write column. Ask
manager them to write in their notebooks.
-T monitors. As T goes around, help students who might find this activity
difficult.
-T checks answers as a class
Post-task WB, 5 T-sss Writing: Lynn and her science teacher Help Students to
Task 5 SNBs -T focuses students’ attention on the pictures. Ask them what they can see. Ask improve writing &
(writing & Speaker them which subject the teacher teaches. speaking
speaking) Handout -T tells them to write sentences about Lynn and her science teacher. Go
Project through the example as a class.
manager 3. If T has a weak class, it is a good idea to do this activity in pairs or small
groups of three.
-T monitors and checks some of the mistakes that your students are making as
T is walking around.
-T checks answers as a class.
Homework Textbook 1 T-sss - To recall what they
Task 6 have just learned and to
reinforce their
understanding of the
reading text

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

.................................
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality
 LESSON PLAN COVER SHEET
(Integrated skill)

Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 30 B Discoveries Page numbers 166-168
1. Main Aim of Lesson: To talk about things that happened at specific times in the past
By the end of 30B, students should be able to: • talk about some scientists and the work they have done. • use the past continuous to talk or write about
things that happened at specific times in the past
2. Subsidiary Aim of Lesson:
Students will get practice using the past continuous to talk about two simultaneous actions in the past.
3. Potential Problems:
- Students may have trouble with past continuous and using past actions in the same time.
- Students may have no idea with things related to Inventions.
- Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the Invention.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Activity 6

LESSON PLAN COVER SHEET

 Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check the
- Check the attendance: Who is absent today? students’ attendance in
- Check the date: What date is it today? order to know the
reason why some are
absent

Warmer WB, 2 T-SSS -T tells SSS today we going to talk about the famous scientists. To create interest in the
SNBs -T asks SSS to brainstorm the scientists they have known. topic and activate
Speaker Steve Job background knowledge
Handout related to the scientists.
Project Ada Lovelace
Famous Albert Einstein
manager scientist

Pre-teach WB, 5 T-sss -T gets students to elicit the word, part of speech, pronunciation and stress To help students
New Words SNBs Vocabulary understand some new
Speaker • Admire v /ədˈmaɪər/ to find someone or something attractive and pleasant words before lesson.
Handout to look at. (Explanation)
Project • Programmer n /ˈproʊ.ɡræm.ɚ/ a person whose job is to produce computer
manager programs. (synonym)
• Intelligent adj /ɪnˈtel.ɪ.dʒənt/ showing intelligence, or able to learn
and understand things easily. (synonym)
• Unfortunately adv /ʌnˈfɔː.tʃən.ət.li/ used to say that something is sad,
disappointing, or has a bad effect. (Explanation)
• Insist v /ɪnˈsɪst/ to say firmly or demand forcefully,
especially when others disagree with or oppose what you say. (synonym)
• Tutor n /ˈtʃuː.tər/ a teacher who teaches a child outside of school,
especially in order to give the child extra help with a subject he or
she finds difficult. (Explanation)
• Calculation n /ˌkæl.kjəˈleɪ.ʃən/ the process of using information you already
have and adding, taking away, multiplying,
 or dividing numbers to judge the number or amount of something.
(Explanation)
• Publish v /ˈpʌb.lɪʃ/ to make information available to people, especially in
a book, magazine, or newspaper, or to produce and sell a book, magazine,
or newspaper. (synonym)
• Algorithm n /ˈæl.ɡə.rɪ.ðəm/ a set of mathematical instructions
or rules that, especially if given to a computer, will help to calculate
an answer to a problem. (Explanation)
• beyond prep, adv /biˈjɑːnd/ further away in the distance (than something).
(synonym)
• Convert v /kənˈvɝːt/ to cause something or someone to) change in
form or character. (Explanation)
• Functioning adj /ˈfʌŋk.ʃən.ɪŋ able to work or operate normally.
(Explanation)
• Contribute v /kənˈtrɪb.juːt/ to give something, especially money,
in order to provide or achieve something together with other people.
(synonym)
Set the WB, 1 T-sss - T gets sss to open the books on page 166. -To help students
scene SNBs -T asks… prepare before lesson
Speaker - What scientists can you see in the textbook?
Handout
Project
manager
Pre- task Poster, TB 3 T-sss Session 1 - To help students get
Task 1 A WB, : Asking and answering questions some ideas about the
SNBs -T focuses students’ attention on the pictures. Ask them if they recognise any pictures and questions
Speaker of them. In order to improve
Handout -T puts students in pairs or small groups. speaking skill
Project -T asks them to discuss the questions.
manager -T monitors and listen to what your students are saying / talking about.
-T calls on some students to share their answers to the class.
Main-task Poster, TB 5 T-sss Which famous people did Ada meet or work with? -To give ss practice
Task 2 A WB, A. -T focuses students’ attention on the picture and title of the text. with skimming for main
(reading SNBs -T asks students what this woman is known for. ideas about statements
skill) Speaker -T ask them to read the text quickly and write down the names of the famous for the answers.
Handout people Ada met or work with.
Project -T asks students to compare their answers before checking them as a class.
manager You might also want to ask what they know
Task B Poster, SB 5 T-sss B. -T asks students to read the text again and answer the questions. Help Students scan the
(Reading WB, -T monitors and help students with some difficult vocabulary. text to find the
skill) SNBs -T asks students to compare their answers before checking them as a class. questions
Speaker
Handout
Project
manager

Task 3 Poster, SB 5 T-sss Reading: Ada’s diary Help Students to

(grammar) WB, A. -T asks students to read Ada’s diary. Ask students if they have a similar or a improve grammar
SNBs very different routine. structure
Speaker -T tells them that when Ada was only 12 years old, she started thinking about a
Handout flying machine.
Project -T asks students to read the sentences and complete her diary.
manager -If T has a weak class, do this activity in pairs or small groups.
-T checks answers as a class
-T focuses students’ attention on the look box. Ask some of your students to
read it out loud.
 -T tells them that we also use the past continuous to talk about events that
happened at specific times in the past.
8. At this stage, T might want to quickly elicit the three uses of past continuous
discussed in this book (i.e. interrupted actions, two simultaneous actions and
actions that happened at specific times in the past).
Task B Poster, SB 5 T-sss B. -T asks students to rewrite the sentences in activity 3A as questions. Help Students to
(grammar) WB, -T does the example together as a class. If the students need additional support, improve grammar
SNBs do another one as an example. structure
Speaker -T checks answers as a class.
Handout
Project
manager

Task 4 A Poster, SB 5 T-sss Grammar: Correcting mistakes Help Students improve

(practice) WB, -T asks students to correct the mistakes in the sentences. grammar by correcting
SNBs -T monitors and help students who might find this activity difficult. mistakes.
Speaker -T checks answers as a class.
Handout
Project
manager
 Answers
1. When the storm came, Jona was reading about Charles Babbage.
2. What was our chemistry teacher doing last night at 7 o’clock?
3. My friends and I were watching a film about Stephen Hawking when the
lights went out.
4. We were having dinner when my friend won a science award.
5. We were singings songs at the party when the guests arrived – they were all
our favourite scientists
Post-task Poster, 5 T-sss Grammar: Reordering words to make questions Help Students improve
Task 5 (A) SB A. -T asks students to reorder the words to make questions. the writing & speaking
(Writing & WB, -T does the example together as a class.
speaking) SNBs - For feedback, T might ask some of your students to write the questions on the
Speaker board
Handout
Project
manager

Answers
1. What were you doing when the storm came?
2. What were you doing two days ago at 6 PM?
3. What were you doing a week ago at school?
 4. What were you doing four days ago at lunch time?

Task Poster, SB 5 T-sss B. -T puts students in pairs or small groups. Help Students improve
B(Writing WB, -T asks them to ask and answer the questions in activity 5A. the writing & speaking
& speaking) SNBs -T tells them NOT to write anything down. They have to remember what their
Speaker classmates say.
Handout - T monitors to listen to what your students are saying
Project
manager

Task Poster, SB 5 T-sss C. -Now as your students to remember the pieces of information about their Help Students improve
C(Writing WB, classmates from activity 5B. the writing & speaking
& speaking) SNBs -T asks them to write about their classmates using the past continuous tense.
Speaker -T monitors and check that your students are using the correct tense for this
Handout activity
Project
manager
Homework Textbook 1 T-sss - To recall what they
Task 6 have just learned and to
reinforce their
understanding of the
reading text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... ប្បធានបច្ចេកច្េស .................................

នាយកបច្ចេកច្េស ................................. ស ាំង លៅរ៉ាន់

.................................
 Kingdom of Cambodia
Nation Religion King

Ministry of Education Youth and Sport
Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality

LESSON PLAN COVER SHEET
(Integrated Skill)

Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 31 A General knowledge Page numbers 169-171
1. Main Aim of Lesson:
To practise talking about general knowledge, facts, and famous inventions.
By the end of 31A, students should be able to: • identify objects in sentences. • make object questions.
2. Subsidiary Aim of Lesson:
To learn more about abject questions.
3. Potential Problems:
- Students may have trouble with identifying objects in sentences.
- Students may have no idea with things related to General knowledge.
- Teacher is more talkative than the students do.
4. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the General knowledg.
- Use material, and cooperate student in to groups
5. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
6. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
7. Homework for next lesson: Activity (6) B
 LESSON PLAN COVER SHEET
Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and check

- Check the attendance: Who is absent today? the students’
- Check the date: What date is it today? attendance in order to
know the reason why
some are absent

Warmer WB, 2 T-SSS T tells SSS today we going to talk about general knowledge in Cambodia. To create interest in
SNBs T asks SSS to brainstorm the scientists they have known. the topic and activate
SNBs; Oral Mountain is the highest background
Picture Tonle Sap is the knowledge related to
Speaker biggest one the general
General Has ancient culture
Handout knowledg knowledg.
Project
manager
Pre-teach SNBs; 5 T-sss -T elicit the new words, part of speech, pronunciation, and stress, intonation To help students
New Words Picture Vocabulary understand some new
Speaker • anti-biotic, n /ˌæn.t̬ i.baɪˈɑː.t̬ ɪk/ a medicine or chemical that can destroy words before lesson.
Handout harmful bacteria in the body or limit their growth. (Explanation)
Project • mould, n /moʊld/ a soft, green or grey growth that develops on old food or
manager on objects that have been left for too long in warm, wet air. (realia)
• laboratory, n /ˈlæb.rə.tɔːr.i/ a room or building with scientific equipment
for doing scientific tests or for teaching science, or a place where chemicals
or medicines are produced. (picture)
• unnoticed, adj, adv /ʌnˈnoʊ.t̬ ɪst/ without being seen or noticed. (synonym)
• scientific, adj /ˌsaɪənˈtɪf.ɪk/ relating to science, or using the organized
methods of science. (synonym)
• bacteria, n /bækˈtɪr.i.ə/ very small organisms that are found everywhere and
are the cause of many diseases. (Picture)
 • investigate, v /ɪnˈves.tə.ɡeɪt/ to look at or consider a person or
thing carefully and in detail in order to discover something about them.
(synonym)
• penicillin, n /ˌpen.əˈsɪl.ɪn/ a type of antibiotic (= a medicine that kills bacteria).
(Picture)
• Fungi, n //ˈfʌŋ.ɡaɪ/ any of various types of organisms that
get their food from decaying material or other living things. (Picture)
Set the SNBs; 1 T-sss - T asks Sts to open the books on page 169. To help students
scene Picture -T asks prepare for the task
Speaker - What can you see in the textbook?
Handout
Project
manager
Pre-task Poster, TB 5 T-sss Speaking: Guessing activity A. - To help students get
Task 1 A SNBs; -T tells students to read the sentences. some ideas about the
(Speaking Picture -T asks students to guess if each sentence is true or false. pictures and
skill) Speaker -T emphasizes that students are not allowed to ask each other questions in order to
Handout improve speaking
Project skill before reading
manager
Task B Poster, TB 5 T-sss B. -T gets students compare their answers. - To help students get
Poster, TB -T tells students to compare their answers with the correct answers. some ideas about the
SNBs; -T asks students how many correct answers they got. pictures and
Picture Answers 1. T; 2. F; 3. F; 4. F; 5. T; 6. T questions in order to
Speaker Correct answer for false sentences: improve speaking
Handout 2. A camel can live without water less than 2 or 3 weeks in very hot summer days. skill before reading
Project 3. Hawaii is located in the Pacific Ocean.
manager 4. The longest river in the world is the Nile River.
Main- Poster, TB 5 T-sss Reading: Answering questions A. -To help ss practice
Reading Poster, TB -T tells students to read the instruction and quickly read through the text. with skimming for
Task 2 A SNBs; -T asks students what they are going to read about. main ideas about
Picture -T allows students to read and find the words to the questions. statements for the
Speaker -T reminds students that the words they need to find are in order in the reading answers.
Handout text.
Project
manager
 Answers
1. laboratory; 2. mould; 3. investigation 4. impressed; 5. infection;
6. accidental
Task 2B Poster, TB 5 T-sss B. -T asks students to read the text again. Help Students answer
SNBs; -T tells students to answer the questions. the questions about
Picture -T emphasizes that students need to write answers in complete sentences. scanning in order to
Speaker -T gets some students come and write answers on the board. improve reading skill
Handout
Project
manager
 Answers
1. Dr. Fleming discovered penicillin by accident in 1928.
2. His laboratory was in a big mess filled with old food, dirty tubes, and dishes. 3.
He discovered the mould killed the bacteria.
4. Dr. Chain was working at Oxford University.
5. Dr. Chain shared the exciting news with Dr. Florey.
6. Penicillin was produced in factories and tested for safety.
7. Since 1945 penicillin has saved millions of lives.
Task 3 Poster, TB 5 T-sss Grammar: Identifying objects Help sts to
(grammar) SNBs; -T gets students spend some time looking at the Look box. understand grammar
Picture -T goes through with students what object means in a sentence. in order to improve
Speaker -T tell students to identify the objects in answers in activity 2B writing & speaking
Handout skill
Project
manager

Answers
1. Dr. Fleming discovered penicillin by accident in 1928.
2. His laboratory was in a big mess filled with old food, dirty tubes, and dishes. 3.
He discovered the mould killed the bacteria.
4. Dr. Chain was working at Oxford University.
5. Dr. Chain shared the exciting news with Dr. Florey.
6. Penicillin was produced in factories and tested for safety.
7. Since 1945 penicillin has saved millions of lives.
Task 4 (A) Poster, TB 5 T-sss Grammar: Making questions A. Help sts to practice
& (B) -T asks students to go back to activity 1. grammar in order to
 SNBs; -T tells students to look at the sentences that are true only. improve writing &
Picture -T gets students write object questions for those true answers in activity 1. speaking skill
Speaker
Handout
Project
manager
Answers
True answers: sentence 5 and 6.
5. The Sahara Desert is in Africa. → Which continent is the Sahara Desert in? or
Where is the Sahara Desert?
6. The baby bear is called a cub. → What is a baby bear called?
Post-task Poster, 5 T-sss Grammar: Identifying object questions Help sts to practise
Task 5 TB -T gets students read the 7 questions and their answers. grammar improve
(writing & SNBs; -T tells students to look at the underlined words in the answers and ask what they speaking & writing
speaking) Picture are.
Speaker -T asks students to identify which questions are object questions based on their
Handout answers
Project
manager

Answers
Object questions: question 2, 3, and 5.
Post-task Poster, TB 5 T-sss Writing: Responding to prompts A. Help sts to practise
6A SNBs; -T asks students to look at the three prompts. grammar improve
speaking & writing
Picture -T tells students to write one sentence for each prompt.
Speaker -T asks students to underline the object in all the three sentences they have
Handout written.
 Project
manager

Homework Poster, 1 T-sss - To recall what they

Task 6 B TB have just learned and
SNBs; to reinforce their
Picture understanding of the
Speaker reading text.
Handout
Project
manager

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២.... សាស្រ្សាាចារ្យទទួលបន្ទុក
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
.................................
ប្បធានបច្ចេកច្េស
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
................................. ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស
.................................
 Kingdom of Cambodia
Nation Religion King


Ministry of Education Youth and Sport

Pursat Department of Education Youth and Sport
Office of Education Youth and Sports Pursat Municipality
 LESSON PLAN COVER SHEET
(Listening and Speaking Skill)

Pursat high school English Technical group leader’s name: ………………… Date: …/…/2023 Duration: 50 minutes
Homeroom teacher’s name : Saing Saorann Grade : 11 …
Class : 11 B, F, M Number of Students: 40 …
English grade 11 Unit: 31 B General knowledge Page numbers 172 – 174
1. Main Aim of Lesson:
. To practise asking questions with the given information about invention and discoveries.
By the end of 31B, students should be able to: • identify subjects in sentences. • make subject questions. • differentiate between object and subject
questions
2. Subsidiary Aim of Lesson:
To learn more object & subject
3. Solution to potential problems:
- Teach new words and help while they are leaning the text.
- In warmer: Brainstorm about things on the general knowledge.
- Use material, and cooperate student in to groups
4. Teaching aid, materials, equipment:
WB, SNBs, Poster, Hand out, project manager, speaker
5. Personal Objectives:
I want to improve my pronunciation while listening I am teaching new words and need to prepare my task well to students
6. Homework for next lesson: Activity (6)
 LESSON PLAN COVER SHEET
Stage Materials Time Interaction Procedures Purposes

Opening 1 T-SSS - Greeting Sss! Good morning…! To greet and

- Check the attendance: Who is absent today? check the
- Check the date: What date is it today? students’
attendance in
order to know
the reason why
some are
absent

Lead-in poster 2 - T revise the old words in 31 B To help

SNBs; •anti-biotic students to
Picture •mould attract the and
Speaker •laboratory revise old word
Handout -……………… before lesson
Project
manager
Pre-teach poster 5 T-sss -T gets sts to elicit the word, pronunciation, part of speech, stress, and intonation To help
New SNBs; Vocabulary students
Words Picture • Develop, v /dɪˈvel.əp/ to (cause something to) grow or change into a understand
Speaker more advanced, larger, or stronger form. (Synonym) some new
Handout • Theory, n /ˈθɪə.ri/ a formal statement of the rules on which words before
Project a subject of study is based or of ideas that are suggested to explain a fact or event or, lesson.
manager more generally, an opinion or explanation. (Explanation)
• Relativity, n /ˌrel.əˈtɪv.ə.ti/ either of two theories of physics giving
the relationship between space, time, and energy, especially for two objects moving in
different ways. (Explanation)
• Continent, n /ˈkɑːn.tən.ənt/ one of the seven large land masses on the
earth's surface, surrounded, or mainly surrounded, by sea and usually consisting
of various countries. (Picture)
 • Speech, n /spiːtʃ/ the ability to talk, the activity of talking, or
a piece of spoken language. (gesture)
• Contribution, n /ˌkɑːn.trɪˈbjuː.ʃən/ something that you contribute or do
to help produce or achieve something together with other people, or to help make
something successful. (Explanation)
Set the poster 2 T-sss - T gets Sss to open the books at page 172. To help
scene SNBs; -T asks… students
Picture - What can you see in the picture? understand the
Speaker - Can you guess what they are doing? picture to
Handout prepare for the
Project lesson
manager

Pre-task SNBs; 4 T-sss Vocabulary: Guessing from picture - To help

Task 1 A Picture 1. Tell students to look at the picture. students get
2. Put students in pairs.
Speaker some ideas
3. Have students discuss and guess what people are doing in the picture.
Handout about the
Project pictures to
manager improve
speaking skill

Answers
People in the picture are in a competition. It could be a show on television.
Main- Poster, 4 T-sss Listening: Identifying subjects in competition A. -To help ss
Task 2 A TB -T tell students they are going to listen about Lynn’s school competition. practice with
(listening) SNBs; -T asks students to listen and tell the subjects of the three rounds in the competition. skimming of
Picture -T gets students compare their answers first before checking them. listening for
Speaker main ideas
Handout about
Project statements .
manager

Answers
Round 1: Science
Round 2: Geography
Round 3: Important discovery

Task B Poster, 5 T-sss -T asks students to look at the questions. -To help ss
(listening) TB -T gets students answer the questions without listening to the recording again. practice with
 SNBs; -T encourages students to try and answer as many questions as possible. scanning of
Picture listening for
Speaker main ideas
Handout about
Project statements.
manager

Task C Speaker 4 T-sss 7. Have students listen to the recording again. -To help ss
(listening) Poster, 8. Ask students to check their answers in activity 2B while listening. practice with
TB checking of
SNBs; listening for
Picture main ideas
Speaker Answers 1. Albert Einstein; 2. Light waves; 3. Russia; 4. Oceania; 5. Six countries; 6. about
Handout Dr. Fleming; 7. 1928; 8. 1945 statements with
Project the answers.
manager

Task 3 A Poster, 3 T-sss Grammar: Writing complete sentences A. Help sts to

(grammar) TB -T asks students to look at the answers in activity 2C. understand
SNBs; -T gets students rewrite the answers in complete sentences and not just words. grammar in
Picture -T tell students to underline the subjects in those complete sentences order improve
Speaker writing &
Handout speaking skill
Project
manager

Answers
1. Albert Einstein developed the theory of relativity.
2. Light waves can travel faster than sound waves.
3. Russia has the biggest land area.
4. Oceania is the smallest continent.
 5. Mekong river flows through six countries.
6. Dr. Fleming discovered penicillin.
7. He discovered it in 1928. 8. Penicillin has become widely available since 1945.

Task B SNBs; 5 T-sss B. -T gets students look at the Look box. Help sts to
(grammar) Picture -T goes through what subject question is with students. understand
Speaker -T tells students to look at questions in activity 2B and their complete answers in activity grammar in
Handout 3A. order improve
Project - T asks students to identify which questions in activity 2B are subject questions. writing &
manager speaking skill

Answers 1. Subject questions: Question 1, 2, 3, 4, and 6.

Task 4 A Poster, 5 T-sss Writing: Making subject and object questions Help sts to
(grammar) SB -T tells students to look at the example and questions. understand
SNBs; -T asks students to do the same to sentence 1 – 3. grammar in
Picture -T tells students to underline the subjects and objects in the three sentences. order improve
Speaker -T gets students write both subject and object questions for all the three sentences writing &
Handout based on the subjects and objects they have underlined. speaking skill
Project
manager
Post-task Poster, 5 T-sss Speaking: Exchanging information A. Help sts to
Task 5 SB -T divides students in A and B. understand
(Writing & SNBs; -T tells students to go their page. grammar in
speaking) Picture -T asks students to make subject or object questions to ask their partner for the missing order improve
Speaker information on their page. writing &
Handout -T emphasises that they must not show each other their page. speaking skill
Project
manager
 Answers Student A: 1. Who is a well-known name in physics?
2. When was Einstein born?
3. What did Einstein love doing?
4. How many scientific papers did he publish within his lifetime?
5. What did he receive for his contributions and discoveries in physics?
Student B

Student B:
1. What is his most famous discovery?
2. Where was Einstein born?
3. When did he start talking?
4. What didn’t he like?
5. When did he receive Nobel Prize?
Task 5 B SNBs; 5 T-sss B. -T Puts students A and students B in pairs. Help sts to
(speaking Picture -T tells students to take turns asking their partners their questions from activity 5A. understand
& writing) Speaker grammar in
Handout order improve
Project writing &
manager speaking skill
Closing 1 - Thanks for working hard today!!! - To recall what
Reflection they have just
Homework learned and to
reinforce their
understanding of
the lesson text.

ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...

.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២

ាំ ០២....
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦...
សាស្រ្សាាចារ្យទទួលបន្ទុក
ថ្ងៃ ................ ខែ........ ឆ្ន.ាំ ................. ព.ស ២៥៦... .................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២....
.................................
.................... ថ្ងៃទី ....... ខែ ......... ឆ្ន២
ាំ ០២.... ប្បធានបច្ចេកច្េស
ស ាំង លៅរ៉ាន់
នាយកបច្ចេកច្េស .................................

.................................