Lesson plan แผนการจัดการเรียนรู้

Lesson plan แผนการจัดการเรียนรู้
Topic Dawn and up Unit1 Interpretation and Giving Opinions

Subject Fundamental English 1 (E21101) Class Lower Secondary 1 Time 3 hours

Standard T 1.1 Understand and tell the story listened and read the different media then

give opinion and reason

Index M. 1/1 Do according to order, request, suggestion and easy explanation

listened and Read

Important concept

Students should be able to order, request, astigmatic and negative that mean for themselves, their classmates and closed people correctly by having gone through the language skill method to communicate, especially that emphasize being developed listening, speaking reading and writing together which enables the students to apply in their daily lives confidentially and suitable to good manner and condition of people.

Concept of having knowledge


1. Order, request, suggestion both affirmative and negative that mean for themselves and their classmates and closed people such as Look at the…. / here/ over there. / Say it again/ Read and draw. / Put a/ an… in/ on / under…. / Go to the window and open it. / Take out the book. Open on page 17 and read it. etc.

2. The use of can could/ Please in the request sentences such as Please look up the meaning in a dictionary./ Look up the meaning in a dictionary, please./ Can /Could you help me , please ? Excuse me. Could you… ?etc.

Vocabulary : clap hop shake turn borrow

Form of affirmative and negative order : V1 or V1+Obj./ Don’t + V1 or Don’t Obj.

Form of affirmative request : Please+V1+Obj. or V1+Obj.+please.

Question : Can/ Could+you+V1+Obj.+please?

Skill/ Method

Method of practing English to communicate by focusing on trying to use in reality and gaining by listening. Speaking . Reading and Writing skill all together


1. Use English to communicate confidentially

2. Use English suitably to manner, time and people.


Thai learning group using order and request sentences. Hygiene learning and P.E group by designing gestures. Art learning group by drawing pictures along with order.


1. The ability to communicate, sing songs and show out as gestures and drawing.

2. The ability to think as :-

2.1 Analyses the group of words.

2.2 Use reason to discuss

2.3 Apply to use other one syllable verb for each verb and show gestures

2.4 Can draw when hear the sentence and tell what having learnt

Result of learning

Work done/ kind of work

2.Group work, write/ sing with gestures

3. Single work, speak/ write/ draw/ make gesture the order. Request, suggest sentences

4. Single work to write order, request both affirmative and negative by noting down in the exercise book


Percent pass

Index T 1.1 M 1.1 do the easy order , request, suggestion and explanation listened and read
Observe doing
Check drawing of order and request
Check list

Method of learning

Warm up
1.1 students listen to Down and Up song reatedly and try to sing while the teached make gesture .

Down and Up Song

Down and up and clap, clap, clap,

Down and up and clap, clap, clap,

We clap to the left and we clap to the right

Turn around and clap, clap, clap, (walk, nod, hop, shake.. etc.)

1.2 Teacher tells the important words in the song, students read loud and gesture or tell the meaning of the words.

1.3 Students follow the teacher singing and gesturing.

1.4 Each student group thinks and searches other words to put in the song and gestures or tell the meaning of the words.

2.1 Teacher speaks both affirmative and negative order and shows gesture, such as, stand up. Turn right, Turn left, Turn back, Turn around, Point to the window, Sit down.

Don’t sleep in the classroom. Don’t eat food in the classroom. Don’t draw cartoon in the book.

2.2 Teacher shows various order cards, students read,tell the meanings and note down in the exercise book.

2.3 Teacher speaks various requests, shows the cards, students speak after the teacher and make gestures.

Such as :

T : Can/ could you tell me your nickname, please?

S : My nickname is “nee”.

T : Can/could you close the window, please?

S : Yes, I ’ll do now.

T : Can/Could I borrow your pen, please?

S : Yes. Here you are.

2.4 Teacher concludes the use of Can/Could please to show the polite request, students note down.

3.1 Students speak order and request in pair with gesture

3.2 Choose student as a valenteer to speak different orders and requests, the rest do the orders and requests.

3.3 Let student draw pictures for order and requests.

4.1 Students show new idea about songs and gestures

4.2 Student show the chart of other words or drawing for other words in the song.

4.3 Student pair up the picture and order sentences on the table and stick on the board check and read.

Wrap up
5.1 Play “Simon Says” game

5.2 Let students do exercise from the picture given.

Media of learning

Tapes of affirmative and negative orders.
Picture cards and tapes of pair sentences.
Work given sheets
VCD or DVD players
Different side boards, BTS station, understand rail station, cinema hosses and medical sheet, etc

Expressions used in the classroom


Good morning (class/everyone).
Good afternoon (class/everyone).
That's all for today.
See you tomorrow/next week/Friday.

Stand up.
Sit down./Be seated.
Open your (text)books/notebooks (to page ~/chapter ~/section ~).
Turn to page ~.
Look at page/part/number ~.
Close your books/notebooks.
Take out your pen/pencil/notebook/textbook/homework/~.
Put your pen/papers/books/everything/~ away/in your desks/in your bags.
Pass your notebooks/tests/papers/homework to the front/to me.
Here is/are your tests/your homework/your notebooks/~.
Take one (handout/test/copy/~).
Come to the blackboard/front.
Translate this into English/L1.
Write the answer on the chalkboard/in your notebooks.
Listen carefully.
Read page ~ (aloud).
Repeat after me./Repeat ~./Again.
Practice (~).
Check your/your partner's answers.
(Please can be used with the above expressions.)


First (of all)...?
For example...
Now let's ~.
After that...

Who knows (the answer)?
Who knows (~)?
Who understands?
Who can tell me (~) ?
Who will volunteer (to ~)?/Who will do it?
Who has a question (about ~)?
What's ~ in English?/What does it/~ mean in English?
What's ~ in L1?/What does it/~ mean in L1.
What's the answer?
Do you understand?
Do you know (~)?
Do you have any questions?
Can you tell me (~)?
Will you volunteer (to ~)?/Will you do it?
Who's absent today?
Disciplinary Expressions:

Be quiet./Stop talking./No talking.
Calm down.
Stop that./Stop it.
Don't do that.
Put that/~ away.
Listen (to me)..
Look (at me).
(Please can be used with the above expressions--but if the teacher is very angry or frustrated she or he probably wouldn't use it.)

What are you doing?
Are you listening?
Are you paying attention?
Appendix ll: Classroom English For Students

Lists of expressions like these seem to be circulating everywhere for good reason. Students need to learn these kinds of expressions if they are to communicate in English in class. Naturally teachers should help them with pronunciation, meaning, and usage. Especially at the elementary level it may be useful to provide the meanings in L1 or ask the students to write them in. Teachers may want to suggest that the students paste the list inside the front cover of their notebooks so they can refer to it easily during class. As with Appendix I, there are many other good expressions which aren't listed here.

Excuse me?
(Are you speaking to) me?
I didn't hear you.
Again, please.
More slowly, please.
Just a minute, please.
Ms. ~/Mr. ~.
I'm thinking.
I don't understand. (Huh?)
I don't know.
How do you say this word?
What does ~ mean?
What's ~ in English?
What's ~ in L1?
I think ~.
One more please.
That's easy/difficult/strange.
Please help me.

Learning Log 16

Adjective Clause
- The womam is a worker who has been cleaning the street for 26 years.
- ''Bird'' is a singer who was singing happily.
- The language centre which is situated at NSTRU is very big.
Adverb Clause
- She protested helplessly.
- The repidly widening wealth gap between the rich and poor.
- Drinking water
- Rolling stone is no moss.
- I am very happy.
- I could not suppress my anger ehen I read about this event.
Out Class
Adverbial clause
Adverbial clause ทำหน้าที่เหมือน adverb ทั่วๆไปอาจจะเกิดต้นประโยค กลางประโยคหรือท้ายประโยคก็ได้
Types of adverbial clause
ประเภทของ Adverbial clause มีดังนี้
1. Clause of time คือ adverb clause ที่บอกเวลามี subordinators เช่น after,before,since,until, when เป็นต้น
2. Clause of place คือ adverb clause ที่บอกสถานที่จะขึ้นต้น clause ด้วย where or wherever
3. Clause of contrast or Concessive คือ adverb clause ที่บอกความหมายตรงข้ามหรือความหมายที่ขัดแย้ง
จะขึ้นต้น clauseด้วย subordinators : although,even though,even if เป็นต้น
4. Clause of condition คือ adverb clause ที่บอกที่บอกเงื่อนไข subordinator ที่ใช้ขึ้นต้น clause คือ
if,as long as,if onlysupposing that,in even that เป็นต้น
5. Clause of clause คือ adverb ที่บอกสาเหตุ มี subordinator ดังนี้ because,since,as,now that เป็นต้น
6. Clause of result คือ adverb ที่บอกผล subordinator ได้แก่ so that
7. Clause of purpose คือ adverb clause ที่บอกจุดประสงค์ subordinator ได้แก่ so that,in order that
in the hope that for the purpose that เป็นต้น ใช้กับกริยาช่วย can,will,could,would,might ตัวใดตัวหนึ่ง
8. Clause of comparison คือ adverb clause ที่บอกเกี่ยวกับการเปรียบเทียบ
9. Clause of grammar คือ adverb clause ที่บอกลักษณะ subordinator ได้แก่ as though,as if เป็นต้น

Learning Log 15

Independent learning: some ideas from the literature
Independent study is a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation

Independent learning
Self-directed learning
Autonomous learning
A goal and a process
Independent learning can be both a goal and a process: a method of learning and a characteristic of learners (present in varying degrees)
Educators can adapt strategies to different levels of independence or self-directedness
Includes freedom of choice in determining objectives within the limits of a given project
Gains for the learner
Ability to respond to change
Transferrable skills
Allows for different learning styles - learner can use own judgment about how best to learn
Self-direction is motivating and leads to higher order thinking
The excitement and pleasure of independent learning will carry over to the subject itself
Mirrors ‘natural’ learning in the rest of life
Losses for the learner
The educational system might not be designed for independent learning
Carl Rogers said that only 1/3 or 1/4 of students are self-directing; the rest do just what they are supposed to do
Too little (as well as too much) direction can cause frustrations for the learner
Students can lack the necessary knowledge in the subject matter to make a beginning
Students might have very specific expectations about the degree of direction that should be provided by the teacher
Challenge for the educator
It is a challenge to provide the correct amount of guidance without providing too much direction. Direction is needed to help learners identify areas of difficulty but too much direction detracts from their sense of ownership of the learning project.
Success at university is associated with:

Personal confidence and feelings of competence as a learner
Hopeful, realistic view of future occupational and social roles
Emotional stability
Tendency to introversion
Relative independence from teachers
Tacit acceptance of extra-curricular work demands
Failure can be associated with:
Learning anxiety
Overdependence on teachers and significant others


Thai coconut cooked.
1. Glutinous rice flour.
2. Glutinous rice flour.
3. Coconut milk, fresh
4. Salt.
5. Sugar
6. Rails for dessert.
7. Containers for snacks.
8. Spoons for dessert plate.

Steps to do

1. Prepare the rails set on the stove to track hot dessert good.
2. The powder mix successfully. Put drops into the hole at a rail dessert Thai coconut cooked.
3. And then it drops down to the top coconut flour Thai coconut cooked.
4 Thai coconut cooked the cap rail Leave a few minutes.
5. When you see it on the coconut milk, dried Thai coconut cooked show that mature.
6 Thai coconut cooked scoop it out each hole.
7. Thai coconut cooked to the opposite bulkhead. Then put into containers.
8. Thai coconut cooked reviewed in conjunction with sugar is delicious ever.

ชื่อเพลง : คนหลงทาง Big Ass

ขอบคุณอีกครั้ง ขอบคุณอีกที
Thank you , thank you again.
ขอบคุณในความหวังดี ที่มีให้คนที่มืดมัว
Thank you for your hopefull you give to blue way person.
แต่มันคงไม่คุ้ม เข้าใจใช่ไหม
It isn't better effect . Are you understand.?
ออกจากชีวิตฉันไป ไม่อยากให้เธอถลำตัว

Leave out of my life , I don't want you take your life risk.
* คนอย่างฉันไม่ดีอย่างใครใคร
i am not better person same other.
Lost the way far from return.
this way can not return.

** อย่าฝากชีวิตดีดีไว้ที่ฉัน
Don't take your good life with me.
Don't bring your dream risk.
Keep your life out of me as long as you can go.
I don't want hurt the best like you.

มีแต่ความรัก มีแต่ความฝัน
I have the love, I have the dream.
นั่นมันคงไม่สำคัญ เมื่อมันไม่ใช่ชีวิตจริง
It's not essential because it's not the real life.

ไม่ใช่ไม่รัก ไม่อยากทำร้ายคนดีอย่างเธอ
It's not I am not love ,but I don't want hurt you my dear

เพลง พูดในใจ bodyslam

ยังทรมาน อย่างนี้เจอะเธอทุกทีต้องคอยข่มใจ
It's still pain to break myself whenever I see you
I have to pretend to greet you as normal, but that's completely different from what I think.
I really want to tell that I still love you and I've never change at all..
เจ็บปวดที่ฉันเองพูดได้แค่ในใจ ก็รู้ถ้าพูดออกไปเธอคงไม่ย้อนกลับมา
But it's so painful that I can only speak inside.Because I know I couldn't have you back even I say it out.

It could be better if I could forget our previous days.
Even everytime I try, I finally know that I still trumble.I still the same.

I really want to tell that I still love you and I've never change at all..
But it's so painful that I can only speak inside.Because I know I couldn't have you back even I say it out.

เมื่อฉันไม่ใช่คนที่เธอฝัน ชีวิตของฉันเป็นได้แค่นี้จะรักเท่าไหร่แต่ก็พอเข้าใจดี วันนี้ไม่มีเธอแล้ว
Since I am not the one you dream,I'm understand that from now my life is impossible to have you...

I really want to tell that I still love you and I've never change at all..
But it's so painful that I can only speak inside.Because I know I couldn't have you back even I say it out.

I really want to let you know that I still love only you in everytime I breathe.It's so painful that I could only speak inside.Cause I know even I say it out,our love would not return.