Specimen Lesson Plans

Lesson Plan Thai Teacher Training Program Class: Unit 1 May I introduce myself? Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Introductions

Teaching Program Warmer, focused listening and communicative

activities followed by writing and role playing.

Main Point To learn greetings in a professional environment.

General Purpose To gain experience in hearing and responding to greetings in a professional environment.

Behavioral Purpose Students exchange real information about themselves with their classmates for group building.

Establishing Learning Activities

1. Introduction Stage Warmer – Name game

2. Learning Activities Stage

a. Warmer b. Listening Activity – listen and check, p.4 c. Sentence pattern practice, p.4 d. Listening Activity, p. 5 e. Sentence pattern practice – speaking p. 6 f. Communicative activity – Interviews g. Discussion – Different situations require different greetings h. Reading activity – Greetings from around the world, Interchange p. 5 i. Communicative activity – p. 7 j. Role-play – situational greetings. k. Optional name game.

3. Summary Stage Role – play

Assessment

Assignment Participation in large and small group work.

Teaching Material At Your Service, Interchange Book 1

Record after Teaching Attendance

Lesson Plan Thai Teacher Training Program Class: Unit 2 What do you do? Time: 4 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Finding out about occupations.

Teaching Program Warmers, focused listening and communicative

activities, dictation and writing

Main Point To initiate and respond to questions about occupations.

General Purpose To practice generating dialogue concerning jobs.

Behavioral Purpose Students practice listening and speaking in a comfortable environment. Repetition and fun enhances learning.


1. Introduction Stage Warmer – Topic Game


a. Warmer b. Listening activity – Listen and check, p. 8 c. Sentence pattern practice, p. 8 & 9 d. Vocabulary expansion, Interchange, p. 8 e. Matching activity, Interchange, p. 9 f. Sentence pattern practice, Interchange p. 9 g Listening activity – Listen and complete, p. 9 h Role play – listening dialogue p. 9 i. Listening activity & practice, Interchange p. 9 j. Charades – job descriptions k. Making questions, p.10 l. Game – Who are you? m. Dictation – Describing a family member. n. Interview o. Writing and revision – team work p. Presentation

3. Summary Stage Presentations and Review

Assessment

Assignment Participation and Written work

Teaching Material At Your Service, Interchange 1

Lesson Plan Thai Teacher Training Program Class: Unit 3 What time does the next train leave? Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Time and timetables


activities, core dialogue practice, song, role play

Main Point To initiate and respond to questions about time.

General Purpose To generate discourse about time.

Behavioral Purpose Students practice speaking and listening in a comfortable environment. Repetition and communicative activities enhance learning.


1. Introduction Stage Warmer – Where do you want to go?


a. Warmer b. Listening Activity – Listen and write, p. 12 c. Listening Activity – Clock faces d. Discussion – How many ways can you

say…? e. Q & A – practice in pairs, p. 13 f. Listening Activity – Listen and match, p. 13 g. Speaking – p. 14 h. Timetable practice – generating dialogue

about timetables, p. 14 i. Communicative activity – fill in the

timetable j. Song activity – Rock around the clock

1. Listening 2. Writing

k. Walkabout – Interviews l. Summary of lesson

3. Summary Stage Review of main points

Assessment

Assignment Participation in large and small group activities

Teaching Material At Your Service, Handouts, CD with song

Lesson Plan Thai Teacher Training Program Class: Unit 4 What kind of room do you want? Time: 4 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Describing locations


activities, vocabulary expansion, role play

Main Point To initiate and respond to questions about hotel rooms. To use descriptive terms.

General Purpose To practice generating dialogue concerning hotel bookings. To practice using descriptive terms.

Behavioral Purpose Students practice using a variety of methods designed to enhance learning.


1. Introduction Stage Warmer – I’m going on vacation, I’m going to take…


a. b. c. d. e. f. g. h. i. j. k. l. m.n. o. p. q.

Warmer Brainstorming – What is most important feature of a hotel room? Focused listening – listen and check, p. l6 Core dialogue – cut up and match Pronunciation – intonation of questions. Focused listening – listen and write, p. 17 Practice dialogue – stand and deliver Communicative Activity – Handout, find a room/occupant Fill out reservation card with partner, p. 18 Role-play with found partner. Word Study – p. 18 Game – Adjective matching, i.e. Amazing Ayuthaya, Beautiful Bangkok Vocabulary expansion – collocations Sentence pattern practice – use collocations in given sentences Reading – Preview ads for Hotels Cloze practice Create an advertisement in groups.

Lesson Plan Thai Teacher Training Program Class: Unit 5 Don’t leave your bags on the bus. Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Giving Instructions – Imperatives

Teaching Program Warmer, core dialogue, focused listening and

communicative activities, running dictation, writing

Main Point To initiate and respond to commands, to understand situations in which commands occur.

General Purpose To generate dialogue that is appropriate for specific purposes.

Behavioral Purpose Students practice giving and receiving commands using a variety of methods.


1. Introduction Stage Warmer – Simon Says


a. Warmer b. Focused listening, p. 20 c. Sentence patterns, p. 20 d. Focused listening, p. 21 e. Speaking practice, p. 21 f. Pronunciation practice p. 21 g. Language in Context, Matching handout h. Language Practice, p. 21 j. Lecture, Ordering words (then, next, etc.) k. Core dialogue, T/T – T/S – S/T – S/S - //’sl. Matching Activity, handout m. Running dictation, instructions n. Language in context, making rules

activity, group work o. Presentation of rules p. Game – Where am I?

3. Summary Stage Game – Where am I? Students use yes/no questions to find out what they can/cannot do and guess the location.

Lesson Plan Thai Teacher Training Program Class: Unit 6 Is there a bank near here? Time: 4 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Directions

Teaching Program Warmer, Focused listening and communicative

activities, vocabulary expansion, sentence pattern practice, review

Main Point To initiate and respond to questions about directions.

General Purpose To practice giving directions and review place names.

Behavioral Purpose Students will practice speaking and listening in a comfortable and non-threatening environment. Repetition and fun enhance the learning process.


1. Introduction Stage Warmer – The neighborhood, map drawing


a. Warmer b. Focused Listening, p. 24 c. Group work – map drawing d. Core dialogue – T/T – T/S – S/T – S/S - //’s e. Vocabulary expansion, expression of

direction, p. 24 f. Sentence pattern practice – Q & A g. Focused Listening, p. 25 h. Map reading, p. 26 – 27 i. Dictation j. Communicative Activity – Asking

directions, Interchange, p. IC 16 & IC 18 k. Game – Near/Far l. Cloze – Fill in the directions m. Speaking Practice – The way home n Writing exercise – The way home o. Peer evaluation p. Presentation

3. Summary Stage Presentations

Lesson Plan Thai Teacher Training Program Class: Unit 7 Who’s calling, please? Time: 4 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Telephone conversations and taking messages



Main Point To initiate and respond to messages.

General Purpose To practice proper speaking techniques for the telephone.



1. Introduction Stage Warmer – Chinese Whispers


a. Warmer b. Core Dialogue T/T – T/S – S/T – S/S - //s c. Focused Listening, Interchange, p. 94 d. Paired speaking, Interchange, p. 94 e. Stand and Deliver – Paired speaking f. Grammar Review, Interchange, p. 95 g. Vocabulary expansion, substitution h. Listening activity, p. 28 i. Sentence patterns practice – cut up, p. 29 j. Word study, p. 30 k. Rearrange sentences, p. 29 l. Listen and check m. Language in context – Answering the

phone n. Communicative activity – Taking

messages, handout o. Role – play

3. Summary Stage Role – play

Lesson Plan Thai Teacher Training Program Class: Unit 8 Would you like a Window seat? Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Making requests.



Main Point To initiate and respond to requests for information.

General Purpose To practice making and responding to requests



1. Introduction Stage Brainstorming – What do you bring to the airport? Which people do you talk to at the airport?


a. Brainstorming b. Rearrange sentences, p. 32 c. Listen and check answers. d. Core Dialogue, Paired practice, p. 32 e. Focused listening, p. 33 f. Speaking practice, p. 33 g. Discussion – Language in Context,

Commands vs. Requests h. Group Matching Activity, handout i. Role-playing, p. 34 j. Guided communicative activity, p. 35 k. Communicative activity

3. Summary Stage Review of main concepts

Assessment

Assignment Participation in all activities.

Teaching Material At Your Service, cassette, handouts

Record after Teaching Learning Journal

Lesson Plan Thai Teacher Training Program Class: Unit 9 How was your day? Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Discussing and describing activities and events.

Teaching Program Warmer, Core Dialogue, controlled practice,

vocabulary expansion, roleplay and further study, review

Main Point To initiate and respond to discussion about daily activities/events.

General Purpose To practice talking about daily activities/events.



1. Introduction Stage Brainstorming – What do you like to do in your free time? Why?


a. Brainstorming b. Core Dialogue c. Controlled Practice d. Vocabulary expansion e. Focused listening, p. 33 f. Speaking practice, p. 33 g. Pair activity - interview h. Activity – roleplay pg. 39 i. Listening pg. 36 j. Listening pg. 37 k. Groupwork – describing an imaginary

activity.


Assessment


Teaching Material At Your Service, cassette, handouts, picture cards


Lesson Plan Thai Teacher Training Program Class: Unit 10 Are you ready to order? Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Using conversation in the context of ordering

food in a restaurant.

Teaching Program Warmer, Listening, Pairwork, Language study, groupwork, roleplay, review

Main Point To be able to order food and use vocabulary in the context of restaurants.

General Purpose To practice ordering food in a restaurant.



1. Introduction Stage Brainstorming – What kinds of food do you like? Have you ever tried…? (Italian, American, Thai, Mexican, European etc) Give examples of each. What different types of places can you eat?


a. Brainstorming and Topic Game b. Listening Activity pg. 40 c. Pairwork and activity from Lets Talk d. Language Study pg. 40 e. Listening Activity pg. 41 f. Speaking practice pg. 42 g. Word Study pg. 42 h. Groupwork – designing an eating

experience. i. Role play and presentation


Assessment


Teaching Material At Your Service, Lets Talk, cassette, handouts, menus.


Lesson Plan Thai Teacher Training Program Class: Unit 11 How will you be paying ? Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Making payments

Teaching Program Warmer, Listening, Pairwork, Language study,

groupwork, roleplay, review

Main Point To initiate and respond to any situation where payments are processed..

General Purpose To practice making payments.



1. Introduction Stage Brainstorming – Language related to making payments with use of vocabulary in the summary on pg. 47. Focusing on “changing money”.


a. Brainstorming b. Language study pg. 44 c. Listening Pairwork pg. 44 d. Matching Activity pg. 47 e. Further study pg. 46-47 f. Listening Activity pg. 45 g. Roleplay and presentation h. Communicative Activity


Assessment


Teaching Material At Your Service, cassette, handouts, grids for CA..


Lesson Plan Thai Teacher Training Program Class: Unit 12 We’ll meet back here at three o’clock Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Itineries

Teaching Program Warmer, ListeningLanguage study, groupwork,

review

Main Point To use the language associated with tour guides and itineries.

General Purpose To practice understanding itineries.



1. Introduction Stage Brainstorming – What is an itinery? What is a tour guide? Where might you find a tour guide? What language may they use?


a. Brainstorming b. Listening pg.48 c. Groupwork – design a route around local

town and prepare tour and itinery for class. Including drawing a map and presentational notes.


Assessment


Teaching Material At Your Service, cassette.


Lesson Plan Thai Teacher Training Program Class: Unit 13 Why don’t you take the city bus tour? Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Tourist Attractions

Teaching Program Warmer, Core Dialogue, Vocab Expansion,

Listening, group work, role-play/presentation, review

Main Point To initiate and respond to questions centered on being new in a town/city.

General Purpose To practice understanding language focused in being new in a town/city.



1. Introduction Stage Brainstorming – Bangkok mind map. Bangkok Mix and Match


a. Brainstorming and Mix and Match b. Core Dialogue c. d.

Vocabulary Expansion Listening Activity

e. Communicative group work f. Role-play/Presentation g. Reading/Writing Activity pg. 54 h. Listening pg. 53 i. Communicative Activity


Assessment


Teaching Material Cassette for listening activity.


Lesson Plan Thai Teacher Training Program Class: Unit 14 Shall I send you a brochure? Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Brochures



Main Point To understand and utilize language presented in a brochure.

General Purpose To practice reading and discussing language in a brochure.



1. Introduction Stage Brainstorming – What is a brochure? Where would you find a brochure? What language may be used?


a. Brainstorming b. Listening Activity pg. 56 c. d.

Listening Practice pg. 57 Roleplay/Presentation work

e. Reading pg. 58 f. Groupwork – designing own brochure


Assessment


Teaching Material At Your Service, cassette for Listening.


Lesson Plan Thai Teacher Training Program Class: Unit 14 Shall I send you a brochure? Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Brochures



Main Point To understand and utilize language presented in a brochure.

General Purpose To practice reading and discussing language in a brochure.



1. Introduction Stage Brainstorming – What is a brochure? Where would you find a brochure? What language may be used?


a. Brainstorming b. Listening Activity pg. 56 c. d.

Listening Practice pg. 57 Roleplay/Presentation work

e. Reading pg. 58 f. Groupwork – designing own brochure


Assessment


Teaching Material At Your Service, cassette for Listening.


Lesson Plan Thai Teacher Training Program Class: Date: April 4, 2004 – May 8, 2004 Issue



Main Point To initiate and respond to questions about directions.

General Purpose

Behavioral Purpose


1. Introduction Stage


a. b. c. d. e. f. g. h. i. j. k. l.

3. Summary Stage

Assessment

Assignment Teaching Material Record after Teaching

Lesson Plan Thai Teacher Training Program Class: Date: April 4, 2004 – May 8, 2004 Issue Teaching Program Main Point General Purpose Behavioral Purpose


1. Introduction Stage 2. Learning Activities

Stage 3. Summary Stage

Assessment

Assignment Teaching Material Record after Teaching

Lesson Plan Thai Teacher Training Program Class: Approaches to Learning – Learning to Knowing Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Approaches to Learning - Learning to Knowing

Teaching Program A participatory demonstration and review

process

Main Point To experience and make some hypothesis about the learning process through reflection on real language learning experiences.

General Purpose To introduce trainees to direct approach teaching using a basic communicative lesson in context, and a more discrete lesson using colored pencils for learning colors, numbers and basic word order.

Behavioral Purpose Experience being a learner and reflect on the learning experience.


1. Introduction Stage Basic lesson on "greeting" in a foreign language using pictures, and gestures to set context.


a. basic foreign language lesson b. reflection upon what was learned c. reflection upon the learning/teaching process d. using colored pencils for learning colors and numbers in a foreign language e. reflection on "what" was learned and "how"

3. Summary Stage Summary discussion of second language acquisition theory and practice.

Assessment

Assignment Learning Journal

Teaching Material Foreign language teaching materials - tape, and cards, colored pens or rods.


Lesson Plan Thai Teacher Training Program Class: Appropriate Language (prerequisite Textbook adaptation)

Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Appropriate Language for teaching

Teaching Program Comparison of two methods of teaching followed

by discussion and review of personalization, localization and contextualization. Trainees then practice writing their own dialogue from a textbook.

Main Point Students learn more when language presented has meaning for them.

General Purpose To assist the trainees in making lessons more accessible, understandable and doable for their students.

Behavioral Purpose Trainees will reflect upon their own teaching process and examine ways they might adapt their materials.


1. Introduction Stage Demo of two styles of teaching


a. Demo of two styles of teaching. b. Discussion on benefits/drawbacks of each. c. Comparison of dialogues d. Review of localization and personalization. e. Putting ideas into practice following ideas of scaffolding. Teacher supplies input with groups following, groups supply input with teacher helping, groups supply input alone.

3. Summary Stage Review of concepts introduced during the class.

Assessment

Assignment Rewrite a dialogue to make it more accessible for Thai students.

Teaching Material Interchange textbook, Teacher’s Toolkit

Record after Teaching Trainee evaluation form

Lesson Plan Thai Teacher Training Program Class: Big Class…Big Problem? Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue How to use communicative activities with big

classes.

Teaching Program Discussion of communicative activities, followed by group work and presentation.

Main Point How to overcome some of the problems presented by big classes.

General Purpose Letting teachers share their own experiences and ideas about classroom management.

Behavioral Purpose Trainees think through problems that are specific to their teaching situation and attempt to come up with some solutions to implement.


1. Introduction Stage Review communicative activities


a. Review communicative activities. b. Trainees in groups write down specific problems they think they will encounter when using them in their own classroom. c. Discussion in large group about the problems. d. Trainees in groups try to think about solutions to the problems. e. Discussion in large group about problems f. Teacher – led discussion on importance of group work.

3. Summary Stage Review of topics discussed.

Assessment

Assignment Problem/solution poster

Teaching Material Poster paper, markers

Record after Teaching

Lesson Plan Thai Teacher Training Program Class: Communicative Activities Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Communicative practice of language

Teaching Program Demonstrations of communicative activities

followed by practice.

Main Point To demonstrate communicative activities

General Purpose Show and review steps following the presentation of new language material.

Behavioral Purpose Trainees will experience the process both as students and teachers.


1. Introduction Stage Trainees participate in ‘Find Someone Who’ activity.


a. demonstration of communicative activity b. define the criteria for communicative activities. c. demonstrate variations of communicative activities using Interchange 1. d. In groups, trainees prepare and present one communicative activity for the class.

3. Summary Stage Review criteria and steps for communicative activity.

Assessment

Assignment Discussion and peer teaching

Teaching Material Teacher’s Toolkit and Interchange 1

Record after Teaching Trainee Evaluation Form

Lesson Plan Thai Teacher Training Program Class: Content-based Lesson Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Demonstrating a content-based lesson.

Teaching Program Introduction to content-based education followed

by demonstration and discussion.

Main Point Content-based lessons are focused on using English to do something as opposed to learning English.

General Purpose To introduce trainees to a new model of teaching.

Behavioral Purpose Trainees will be able to participate in and reflect upon their experiences during a content-based lesson.


1. Introduction Stage Introduction to content-based education – lecture.


a. Introduction b. Demo lesson following steps:

1. Warmer 2. Core dialogue 3. Group Work 4. Pre-reading, reading and Post-reading

activities. 5. Pre-listening, listening and post-listening

activities. c. Discussion of usefulness of techniques specific to Thai teachers situations.

3. Summary Stage Discussion of applicability in Thai classroom.

Assessment

Assignment Participation in small and large group activities.

Teaching Material Teacher’s Toolkit


Lesson Plan Thai Teacher Training Program Class: Controlled Practice Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Controlled practice of language

Teaching Program Demonstrations of controlled practice followed

by peer teaching

Main Point To demonstrate controlled practice techniques.

General Purpose Show and review steps following the presentation of new language material.

Behavioral Purpose Trainees will experience the process and review the steps both as students and teachers.


1. Introduction Stage Trainer does a demo lesson.


a. demonstration of controlled practice b. review of steps c. peer teaching d. discussion of variations for large class

3. Summary Stage Review of warmers, modeling and controlled practice procedures.

Assessment

Assignment Peer teaching

Teaching Material Teacher’s toolkit

Record after Teaching Trainee Evaluation Form

Lesson Plan Thai Teacher Training Program Class: Feedback Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Feedback

Teaching Program Discussion of feedback followed by

communicative activity.

Main Point Teachers should be aware of how they give feedback to students.

General Purpose Introduce different ideas about feedback.

Behavioral Purpose Trainees share experiences and ideas about feedback.


1. Introduction Stage Introduction to feedback • Student to teacher • Teacher to student • Verbal/non-verbal/written • Continuous


a. Introduction b. Brainstorming – Feedback should be… c. Communicative activity – tic tac toe d. Feedback form review e. Complete Feedback form

3. Summary Stage Complete Feedback form

Assessment

Assignment Participation in large group activities.

Teaching Material Feedback form

Record after Teaching Feedback form

Lesson Plan Thai Teacher Training Program Class: Interactive Materials Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Setting context through the use of interactive

materials.

Teaching Program Setting context with pictures demonstrations and participation followed by look at structure charts and blackboard techniques.

Main Point To show effective ways to set context through the use of pictures.

General Purpose To encourage Thai teachers to use more context setting in their own classrooms.

Behavioral Purpose Trainees will get the chance to work cooperatively with their peers to create a structural chart and picture story.


1. Introduction Stage Review of the importance of context setting.


a. Review of context setting. b. Demo and practice with easily understandable symbols (cross = clinic) c. Practice with drawing techniques. d. Producing and presenting cartoon stories. e. Examining and producing structural charts. f. Review of concept of context setting.

3. Summary Stage Review of concepts.

Assessment

Assignment Structural charts and cartoon storyboard.

Teaching Material Teacher’s Toolkit, poster paper and markers

Record after Teaching Learning Journals

Lesson Plan Thai Teacher Training Program Class: Lesson Plans Time: 4 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Writing lesson plans

Teaching Program Trainees work individually on creating lesson

plans they can use in their own classes.

Main Point To develop and adapt the techniques presented to fit their own teaching situation.

General Purpose To give the trainees a chance to put into practice some of the concepts they have been studying.

Behavioral Purpose Trainees work independently thinking about their own classes.


1. Introduction Stage Presentation of homework in class.


a. Trainees given instructions in class. b. Questions answered about assignment. c. Trainees work on assignment at home. d. Trainees turn in completed assignment.

3. Summary Stage Assignment is checked by Trainers.

Assessment

Assignment Full lesson plan

Teaching Material Blank lesson plans


Lesson Plan Thai Teacher Training Program Class: Guided Lesson Planning Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Planning lessons for successful classes and mind-

mapping

Teaching Program Introduce trainees to terminology on lesson plans, introduce mind-mapping as a tool for planning.

Main Point A good lesson plan takes into account the learner, the environment, the materials, time, space and goals.

General Purpose To encourage trainers to think about lesson planning in a new way.

Behavioral Purpose Trainees will collaborate with other teachers to plan a successful class.


1. Introduction Stage Brainstorming in groups – What do teachers need to plan?


a. Brainstorming b. Discuss new terminology for lesson planning. c. Introduce mind-mapping as a tool for planning. d. Trainees in groups mind-map the elements of a successful class. e. Trainees present their ideas to the class.

3. Summary Stage Presentations and review of concepts.

Assessment

Assignment Mind-maps for a successful class.

Teaching Material Teacher’s Toolkit, Poster paper, markers


Lesson Plan Thai Teacher Training Program Class: Listening Activities & Workshop Time: 4 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Teaching listening activities

Teaching Program Demonstration of listening activities followed by

discussion and peer teaching

Main Point To demonstrate the importance of pre-, during, and post- listening activity.

General Purpose Show and review the steps following presentation of new language material.

Behavioral Purpose Trainees will experience the process both as students and teachers. Trainees will understand how to make listening activities more accessible for their students.


1. Introduction Stage Trainer does a ‘good’ and ‘bad’ demo lesson.


a. demonstration of bad demo lesson b. discussion on improvements possible c. demonstration of pre-listening activities d. demonstration of listening activities e. demonstration of post-listening activities f. Trainees in groups prepare listening activities. g. Trainees in groups present listening activities.

3. Summary Stage Peer teaching and review of steps.

Assessment


Teaching Material Tapes, cards, worksheets for listening class; Teacher’s Toolkit


Lesson Plan Thai Teacher Training Program Class: Observed Teaching – Basic, Expanded & Text-based Time: 4 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Observing lessons

Teaching Program Lesson demonstration followed by discussion of

steps.

Main Point To give students a full picture of how techniques can be used in a class.

General Purpose To further trainees understanding of how to use techniques introduced throughout the course.

Behavioral Purpose Trainees are able to participate as students to experience the techniques.


1. Introduction Stage Warmer


a. Demonstration of full lesson. b. Discussion of steps followed.

3. Summary Stage Determining applicability of techniques and addressing specific concerns of Thai teachers.

Assessment

Assignment Observed teaching form

Teaching Material Cards, tapes, listening activity worksheets

Record after Teaching Observed teaching form

Lesson Plan Thai Teacher Training Program Class: Reading to Writing Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Model focused reading activities

Teaching Program 2 lesson demonstrations followed by discussion

of steps. Group lesson planning.

Main Point To introduce and stress the importance of pre- and post- reading activities, to explore the inter-skill relationship between reading, listening, speaking and writing.

General Purpose To introduce Thai teachers to techniques they can use to teach reading and writing.

Behavioral Purpose Trainees can participate and reflect upon their own classroom activities.


1. Introduction Stage Demo lesson by trainer


a. Demonstration of reading lesson. b. Discussion of steps and reasoning for them. c. Explore ideas about how to extend ideas into writing and practice. d. Demonstration of second reading technique followed by writing exercise. e. Discussion of reading and writing exercise. f. Trainees in groups create lesson ideas for use in their class. g. Review lessons and ideas as presented by trainees in large class group.

3. Summary Stage Review concepts introduced during the class.

Assessment

Assignment Participate in small and large group discussions.



Lesson Plan Thai Teacher Training Program Class: Review of Techniques Time; 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Review techniques.

Teaching Program Review of all techniques covered in class

through discursive process.

Main Point Review all techniques with special emphasis on appropriate language and steps of basic lesson.

General Purpose Refresh the trainees memory before testing and finishing program.

Behavioral Purpose Trainees work cooperatively to review and revise techniques.


1. Introduction Stage Summary of points common to all techniques presented i.e. making material accessible, usable, understandable and fun.


a. Summary of points. b. Summary of steps for basic lesson. c. Practice at appropriate language exercise.

3. Summary Stage Answering questions about specific problems trainees are experiencing.

Assessment

Assignment None


Record after Teaching None

Lesson Plan Thai Teacher Training Program Class: Setting Context I Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Setting context through pictures, charades,

posters, sounds.

Teaching Program Demonstration of context setting followed by discussion and practice.

Main Point To emphasize the importance of setting context in any English lesson.

General Purpose To introduce and have students practice different ways to set context.

Behavioral Purpose Trainees gain experience in setting contexts through the perspectives of student and teacher.


1. Introduction Stage Lesson demo with map.


a. Lesson demo with map. b. Discussion of what context is and why using the map might make the class smoother. c. Students select several dialogues and come up with different ways to set context for them. d. Trainees present context setting with pictures and mimes to the class.

3. Summary Stage Review the importance of setting context and address specific concerns of Thai teachers.

Assessment

Assignment Presentation



Lesson Plan Thai Teacher Training Program Class: Songs & Chants Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Songs & Chants, Rhythm & Stress in English

Teaching Program Demonstration of how songs & chants can be

used in a class to teach rhythm and stress followed by peer teaching in groups.

Main Point To demonstrate how and why songs and chants can be used for teaching. To show the link between rhythm and stress in spoken and sung language.

General Purpose Show and review how songs and chants can be used for teaching.

Behavioral Purpose Students will experience the use of songs and chants both as students and teachers.


1. Introduction Stage Trainees participate in chant ‘I like it’.


a. Trainees participate in chant. b. Brainstorming on uses of songs & chants c. Lecture on rhythm and stress in English d. Sing and rewrite ‘What to do with the Drunken Sailor’. e. Demonstrate lesson using song as key element. f. Trainees in groups prepare lesson using song as a key element. g. Trainees present lesson to the class.

3. Summary Stage Peer teaching and review

Assessment

Assignment Participation and peer teaching

Teaching Material Cassettes with music, Teacher’s Toolkit


Lesson Plan Thai Teacher Training Program Class: Teaching Grammar Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Methodologies for and against teaching grammar

Teaching Program Define grammar, examine the debate between

teaching and not teaching grammar, look at deductive and inductive approaches to grammar teaching and practice creating one of each.

Main Point Grammar should be taught in context.

General Purpose Introduce trainees to different ways of approaching grammar teaching.

Behavioral Purpose Trainees work cooperatively in large and small groups to examine grammar teaching and create their own lessons incorporating new ideas.


1. Introduction Stage Define grammar


a. Define grammar b. In groups, have students come up with reasons for and against the explicit teaching of grammar. c. In a large group, go over these reasons. d. Introduce deductive and inductive grammar teaching with examples. e. Trainees create own lesson and present to class.

3. Summary Stage Presentation of lesson ideas.

Assessment

Assignment Presentation



Lesson Plan Thai Teacher Training Program Class: Teaching Pronunciation Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Teaching techniques for pronunciation

Teaching Program Determining which sounds are most difficult for

Thai students followed by exercise examples and a short teaching demo.

Main Point To increase Thai teachers awareness of pronunciation problems.

General Purpose To introduce trainees to techniques that they can use in their own classrooms.

Behavioral Purpose Trainees experience and reflect upon pronunciation lessons both as a student and as a teacher.


1. Introduction Stage Brainstorming – Which sounds are most difficult for Thai students?


a. Brainstorming b. Group exercise – Dealing with difficult sounds c. Practice with various techniques/games – final sounds, rhythm & stress, minimal pairs. d. Peer teaching in groups

3. Summary Stage Review of difficult sounds and techniques to address these problems.

Assessment




Lesson Plan Thai Teacher Training Program Class: Teaching Vocabulary Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Techniques for teaching vocabulary

Teaching Program Demonstration of teaching techniques followed

by a variety of exercises and discussion.

Main Point To introduce trainees to techniques for teaching vocabulary.

General Purpose To learn about problems with learning vocabulary and methods to overcome these problems.

Behavioral Purpose Trainees will participate in vocabulary exercises and reflect on how they might use these for their own classes.


1. Introduction Stage Exercise – Which words convey the most meaning?


a. Exercise b. Discussion – How would you teach the meaningful words? c. Review of previous concepts and how they apply to teaching vocabulary. d. Introduction to strategies for teaching vocabulary with tasks.

3. Summary Stage Review of concepts introduced in the class.

Assessment

Assignment Participation in exercises and discussion.



Lesson Plan Thai Teacher Training Program Class: Text Evaluation and Adaptation Time: 1 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Evaluating texts and adapting them for classroom

use.

Teaching Program Establishing criteria for text evaluation followed by demonstration and practice in making adaptations.

Main Point The textbook is not the course. Introduction of the terms personalization and localization.

General Purpose To demonstrate how texts can be adapted to use in specific classes.

Behavioral Purpose Trainees will share experiences and ideas about using textbooks, and further learn other means for using them.


1. Introduction Stage Brainstorming activity – What do you want in a textbook?


a. Brainstorming activity b. Student profiling c. Text evaluation practice with five textbooks. d. Determine criteria in groups e. Discussion of criteria f. Introduction to the idea of personalizing and localizing lessons for students.

3. Summary Stage Review of main ideas presented in lesson.

Assessment

Assignment Text evaluation

Teaching Material Teacher’s Toolkit, variety of textbooks.


Lesson Plan Thai Teacher Training Program Class: Vocabulary Expansion & Workshop Time: 4 ½ hours Date: April 4, 2004 – May 8, 2004 Issue Increased vocabulary in specific grammatical

structure.

Teaching Program Demonstration followed by discussion of steps, group work and peer teaching

Main Point To demonstrate one technique that can be employed to build both grammar knowledge and vocabulary usage.

General Purpose Show, review and practice the steps used in a vocabulary building exercise.

Behavioral Purpose Trainees will experience the process and reflect upon it as both teacher and student.


1. Introduction Stage Demonstration of lesson incorporating technique.


a. Lesson demo by trainer. b. Review of steps c. Discussion of purpose for exercise. d. Trainees in groups prepare cards and dialogue for exercise. e. Peer teaching in groups.

3. Summary Stage Review of steps and addressing specific concerns of Thai teachers in using the exercise.

Assessment


Teaching Material Cards for demo lesson, markers, blank paper, Teacher’s Toolkit


Lesson Plan Thai Teacher Training Program Class: Warmers & Modeling Language (Core Dialogue) Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Warmers & Modeling Language

Teaching Program Demonstrations of warmers and modeling

followed by review and short peer teaching.

Main Point To define the role of warmers and allow participants to practice using one. To demonstrate modeling in the context of a lesson.

General Purpose Show and review the initial steps in a teaching lesson.

Behavioral Purpose To have trainees experience the concept of warmers and modeling both as teachers and students.


1. Introduction Stage Trainer does a warmer and then reviews the process. Trainer does modeling and reviews the process.


a. demonstration of warmer b. review c. peer teaching d. demonstration of modeling e. review

3. Summary Stage Peer teaching and review

Assessment

Assignment Peer teaching practice

Teaching Material Cards for modeling


Lesson Plan Thai Teacher Training Program Class: Writing Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Teaching Writing Techniques

Teaching Program Trainer demonstrates one kind of writing

technique followed by review of steps.

Main Point To demonstrate the concept of scaffolding for writing practice.

General Purpose Show and review techniques for teaching writing.

Behavioral Purpose Trainees experience writing activity from the perspective of a student.


1. Introduction Stage Demonstration of a ‘bad’ writing lesson. Discussion on ‘what went wrong’


a. Demonstration of a ‘bad’ writing lesson. b. Discussion of ‘what went wrong’. c. Demonstration of writing lesson employing the use of scaffolding.

1. Teacher-centered 2. Group-centered 3. Individual-centered

d. Review of steps followed by addressing specific concerns of trainees for use in their classes.

3. Summary Stage Review of steps

Assessment

Assignment Prepare a written work in groups, short presentation

Teaching Material Teacher’s Toolkit, Poster paper, markers

Record after Teaching Oral evaluation

Lesson Plan Thai Teacher Training Program Class: Theatre Techniques Time: 3 hours Date: April 4, 2004 – May 8, 2004 Issue Group building and role plays.

Teaching Program Group activities

Main Point Build the group dynamic and introduce drama

techniques for language practice

General Purpose Help the students get to know each other better through small group interactional activities and show how these activities can be used for teaching.

Behavioral Purpose To lower the participant’s affective filter and increase confidence in risk-taking activities.


1. Introduction Stage Mimed Introductions


a. Mimed Introductions b. Mini-dramas ‘Death in the Afternoon’ c. Grab-bag role plays d. 60 second commercial using song & dance e. Proverbial Mini-drama

3. Summary Stage Discussion of how the use of theatre techniques may enhance learning

Assessment

Assignment Teaching practice and collaboration during training inputs

Teaching Material Teacher’s Toolkit, Grab bag

Record after Teaching Trainee Evaluation

Unit 1: May I Introduce Myself? Lesson 1

Warmer: Name Game. Put students in a circle. The first student introduces self, “hi, my name is Suzy.” The second student says, “Her name is Suzy and my name is Doug.” The third student in the circle says, “Her name is Suzy and his name is Doug and my name is Mary” Continue in the fashion all the way around the circle. Listening Activity: page 4 Language Study: page 4 Listen and Practice, page 5 More Practice, page 6 Interview: Put students in pairs. Have students interview each other to find out 3 to 5 interesting things about their partner. Have students introduce partner to class and tell the things they found out about their partner. Model by writing on the board: She is from....She likes.....etc Role Play: appropriate greetings and goodbyes in different settings. You may want to have students brainstorm phrases for saying hello and goodbye and put them on the blackboard before doing the role play. Put students in groups of 3. Have them write 4 short dialogues for introducing themselves and others in various situations such as a business situation, at a party, introducing a guest to family members and so on. The dialogue should include a greeting and a goodbye. Have each group perform one setting for the class. Activity: page 7 Optional Reading activity: see attached sheet Optional Name Game Activity: see attached sheets

Unit 2:What do you do? Lesson 1

Warmer: Play a topic game. The object of the game is to say as many things that fall under the topic as possible without repeating anything. Start with an easy topic like animals. Have students stand-up. Go around the room and each student has 5 seconds to say the name of an animal (dog, giraffe, monkey). If the student repeats one that has been said or cannot think of one in 5 seconds they are out and must sit down. The game continues until one person is left. Play again this time using the topic Jobs. “Word Power” Activity: see attached work sheet.

You can also do this activity again, changing the center of the web. Change from “jobs” to a more specific job like “Travel and Tourism jobs”

“Work and Work Places” Activity: This is a matching activity. You can do a variation of this activity by cutting it up in pieces and having the students sort it. Listening: page 8 At Your Service Language Study: page 8 At Your Service Listen and Practice: page 9 At Your Service. When they are finished practicing the dialogue, they should practice it as a role-play and perform it for the class. Reading Activity: see attached worksheet, “What do you do, exactly?” Optional Conversation “Describing work” see attached worksheet

If you find this conversation useful in some way for this lesson, please use it, or if you need extra materials.

Unit 2: What do you do? Lesson 2

Warmer: Get students in groups of about 4. Hand out each group a piece of paper with a job written on it. i.e. doctor, receptionist, lawyer, teacher ect. Have each group do a charade of the job and have other groups guess the job. “More Practice” page 10 Activity page 10: Who are you? Game Listening Activity: The teacher tells a short personalized story about what the members of your family do. The students should listen and answer questions on a questionnaire based on your story. You may have to re-read the story several times. For example: My name is Sarah. I have a brother. He lives in Chicago. He is married and has one child. He is a salesman. He sells sports equipment. He likes it because he loves sports. I have a sister too. She lives in New York. She has two dogs. She is a doctor. She likes it because she loves to help people, but she works long hours and gets very tired. The students should then interview two other students in the classroom using the questionnaire. The students may walk around the classroom and ask any two students they want. The teacher should model how to interview by changing the question to say “you” rather than “she/he” example. .. Do you have a brother? The teacher should model interview two students and fill in the questionnaire. Writing: When the students have completed their questionnaires they should write a paragraph about each person they interviewed. The students should then check their work with two other students. Do this by having the students get into groups of three. The student who did the writing should read their paragraph out loud to their group and the group corrects the paragraph for errors. The student picks one paragraph to read in front of the class.

Unit 3 What Time Does the Train Leave? Lesson 1 Warmer – Game Where Am I ? Teacher is at the Train Station. Students have to ask Yes/No Q’s to findout where the Teacher is. Listening Activity Page 12 Activity Students work in groups of 4. Hand out a blank clock face to groups. Hand out different expressions of time on slips of paper (see page 12) and get students to put expressions in correct place around the clock. Elicit answers to BB. Activity Page 13 In groups hand out the 8 different clock faces and a selection of the different expressions of time. Use example in book. Students to match the expressions with each face. Activity – Roleplay Students work in pairs. Students to pick a situation where two people would be discussing the time. Come up with a short conversation for roleplay. Write dialogue down on paper. The get them to roleplay to group. As many pairs as you think necessary for your lesson. Reading Activity HANDOUT as follows Listening Activity Page 13 Activity Page 14 top of page

Unit 3 What Time Does the Train Leave? Lesson 2 Time with song “Rock around the clock” 1. Hand out lyrics 2. Play song 3. Ask each student to read one line of the song. If there is vocab which is not understood, this should be identifies at this point. Write unfamiliar vocab on BB and try to elicit meanings from other students. Get them to discuss meanings in pairs. T explain any vocab where meaning could not be elicited. To check understanding T asks S’s to write new sentences using the unfamiliar vocab on the BB. Listening Activity Draw blank clock face on the board and T start filling out an X o’clock and then ask S what will happen at that point in the song. Then it’s the S’s turn to ask another S and so on. Sample Dialogue T: What time is it? (pointing at the clock and time drawn on the board) S: Its one o’clock T: That’s right and what will the people have when the clock strikes one? S: They will have some fun. Student Extension S A: What time is it? S B: It is three o’clock S A: Right and what will the people do at three o’clock S B: (If the band slows down they will yell for more. This activity can also be extended to incorporate appropriate activities being performed when using the sentence structures. Activity T hands out a series of clock faces each with a different time showing to each individual student S walk about and complete table as follows with information using dialogue as below: A: What time is it? B: Its 11.30pm A: What do you do at that time? B: I go to sleep. Listening Quiz S listen to song and complete Question sheet as follows. When completed collect sheets in ensuring names are at the top and then hand them out randomly. Elicit answers from S and get them to mark the sheets.

Unit 4 Lesson 1

Warmer: Memory Game: Model the sentence and activity, then divide class into 3 groups of 10. “I’m going on vacation and I’m going to take. . . “ each student must fill in the blank with what they would take in alphabetical order. You play this game in a circle and you must repeat what everyone says before you. For instance student one: “I’m going on holiday and I’m going to take an apple” Student two: “I’m going on holiday and I’m going to take an apple, and a ball, etc.” Listening: page 16 Language Study: page 16 variation: cut up the dialogue lines and have students match the questions with the correct answers. Pronunciation: Before students practice asking and answering the questions with a partner discuss intonation and stress. Model these questions using hand signals to show that questions go up at the end and the answers go down at the end. Write some of the questions and answers on the board and draw the curvy intonation lines. Have students practice asking and answering the above questions with a partner focusing on intonation. Listen and Practice: page 17 More Practice: page 18, Have 4-5 groups present as a role-play Activity 1: Make copies of the attached cards so that half the students will have a card with a hotel and half the students will have a card with a characters name. The student with the character card must find the best match for the criteria listed on the card. Use the walkabout method to have students mingle with each other. The students must ask questions to find the best match.

Sea Breeze Resort Rooms with ocean view Fan or Air conditioning Double rooms Hot and cold water 800 – 1200 baht Accepts Visa Vacancy June 2-18

Mr. Dum Siriporn

Room with a view Air conditioning single room Cold water 700 baht Pay cash Arriving June 5th

Unit 4 Lesson 2

Warmer: Adjective Game, topic places. The students must come up with an adjective that starts with the same letter as the place. i.e. Beautiful Bangkok, or Amazing Ayuthaya. Word Study: page 18 Vocabulary Expansion: “Matching: Which words go together” worksheet. Put students in small groups and have them work together to match the appropriate adjectives and nouns. Tell students that if they don’t understand a word they can ask you or ask their classmates for help. Go over the combinations with students eliciting all possible answers. Sentence Pattern Practice: Have students practice saying the word combinations in a sentence. Our rooms have lovely views. The price includes a free breakfast. We offer deluxe accommodation in a relaxing atmosphere. Relax in our spacious rooms. Our hotel is in a convenient location. Writing Activity: Have students in groups design a written advertisement for a hotel that might appear in a travel magazine. Do a model on the black board by eliciting the information and ideas. Elicit what important information should be included such as room type, air conditioning or fan, price, location. Students can use the vocabulary from the previous matching activity to describe their hotel. Writing Extension: Have students write a radio advertisement for a hotel and perform it for the class. Have them use a jingle or catchy phrase that goes with their hotel.

Matching: Which words go together? Try to make as many combinations as you can.

Adjectives beautiful comfortable spectacular clean spacious free friendly tasteful relaxing memorable warm private air-conditioned deluxe double furnished

Nouns breakfast service bathroom view room staff accommodation atmosphere bungalows holiday feeling balcony bed decoration terrace suite

Combinations

Unit 5: Don’t leave your bags on the bus. Lesson 1

Warmer: Simon Says Game. To extend this activity, play once with Teacher giving instructions and then divide into groups and give Students a chance to be Simon. Listening Page 20 Language Study Page 20 Listening Page 21 Activity Match the pairs. Students in groups of 4. Pair sheet as follows. These need cutting up and one set handed to each group. Activity Divide class into groups of 5 and give each group one of the following contexts: At the swimming pool, in the classroom, at the library, using a payphone, in a museum, in a hotel room. Hand out brown paper per group. Get them to come up with rules/instructions for their context. Show to class.

Unit 5: Don’t leave your bags on the bus Lesson 2 Warmer: Model some instructions to the BB. Divide class into two and give them each a bag. Ask each student to write one instruction and put in the bags. Shuffle up instructions. Students take turns in their groups to pick out an instruction and do it in front of their group. Core Dialogue A: Could you tell me how to use the telephone? B: First pick up the receiver and then insert coins. A: Ok and next? B: Next press the number you want. A: Right B: Finally when you finish your conversation, replace the receiver. T/T > T/S > S/T > S/S > CP Activity Input idea to BB of situations where instructions are needed or situations where you are explaining to somebody how to do something. Eg: using a phone or making a cup of tea. Put students into groups and get them to pick a situation where they need to use instructions. You may need to help them with this. Ask students to write the instructions on brown paper. Check vocab and grammar. When groups have finished, pair groups up and get them to talk through their instructions with the other group. This will ensure that instructions make sense. Pick groups to demonstrate to the class their instructions and get class to act out each instruction at a time to ensure their comprehension of the instruction. You will need to model this first to show what is required. Ensure they use the vocab: First, Then, Next, Finally at some point in their instructions. Communicative Activity Cut up the two sets of instructions on the next page. Hand out the pieces of paper randomly. They have to talk to each other to find out who is part of instructions and then get themselves in the correct order. First set complete is the winner.

Unit 6: Is there a bank near here? Lesson 1 Activity Model drawing a map of a town. Ensure to include the following: bank, hotel, restaurant, shopping center, parking lot, bar, swimming pool, telephones and an exchange bureau. Ask class to draw a map in groups of 4. Core Dialogue: A: Excuse me, can you tell me where the nearest bank is? B: Yes, take the first right and it’s on the left. A: Thank you. And how about a seafood restaurant? B: I think you will find one across from the bank. Model T/T > T/S > S/T > S/S Vocab Expansion – will need to draw cards 1. Hotel – turn left and its behind the restaurant – swimming pool – mext to the hotel 2. shopping center – between the bar and the telephones – parking lot – infront of the shopping center. 3. telephones – behind the swimming pool – exchange bureau – on the right 4. Bar – next to the hotel – toilets – go straight and they are on the right 5. school – take the second left and its between the bar and the restaurant 6. cinema – infront of the toilets – post office – on the left Listening Activity – you will need to record the following dialogue. A: Excuse me but could you tell me where the bank is? B: Certainly. Go straight and it’s on the right. A: Thank you. And how about the restaurant? B: Well that’s further down the road so go straight and its on the left. A: I heard that there is a good bar near there. B: Yes that’s right. If you go past the restaurant and turn left it is down there. A: I have just arrived in town so do you know of a nice hotel? B: Yes. Turn right at the bank and its on the left. Its really good and very cheap. A: Wonderful. I don’t suppose it has a swimming pool? B: No but if you take the first right, first left, first right, it’s on the right. A: I am so sorry to keep you for so long but one last thing. I need to park my car, is there a parking lot nearby? B: Yes it’s behind the swimming pool. And by the way, if you need anything else, there is a shopping center opposite the hotel. Fill in the blanks. Worksheet over page. Elicit answers to BB. Activity Using the blank map over page and their completed listening. Ask the students in groups to follow the directions and label the blank buildings on the map. Elicit answers.

Unit 6: I there a bank near here? Lesson 2 Warmer: Far/Very Far, Close/Very Close game. One student stands outside the classroom whilst an object is hidden in the class. Student comes back in classroom and has to walk around the classroom trying to find the object. The class shouts out close/very close– when near and far/very far when far away. Listening Activity Page 25 More Practice Page 26 Modeling by Teacher: Directions to somewhere, Elicit directions to other locations near the school. Activity – Writing Example: To get to my house you need to walk down the street and turn right at the school and walk past the swimming pool and the Grand Hotel. You will pass a large shopping center on your left. Then you need to take the second turning on your right. My house is in-between the bank and the post office. Model by writing your directions on the board. Ask students to write directions to their own house. This can be real or made-up. Get the students in groups of 4 and each student needs to read out their paragraph to their group. Others in the group correct errors of each paragraph. Get as many individuals as you would like to read out their paragraphs. Activity Page 27.

Caller: Belle Message for: Mr. Johns Message: meeting at 11:00 Phone No: 02 345 5478

Caller: Miss Harper Message for: Claire Message: Don’t forget the party tonight at 9:00 Phone No: 02090094

Caller: Mrs. Smith Message for: Mr. Smith Message: Pick me up at home around 7:30 Phone No: Home

Caller: JanMessage fMessage: Mfront of thclass Phone No

Caller: Mrs. Bond Message for: Mr. Bond Message: Call home as soon as possible. Phone No: home

Caller: Jessica Message for: Nong Message: Meet us for dinner at 7 if you have a chance. Phone No: 07895543

Caller: Dr. Bob’s office Message for: Julia Message: Reminder of doctor’s appointment at 3:30 on Friday Phone No: 038 453 0980

Caller: DrMessage fMessage: Dappointmecanceled. when possPhone No

Caller: Chang Travel Agency Message for: Mr. Sams Message: Ticket for flight to Bali on Friday at 1:15 has been confirmed Phone No: 098761289

Caller: Thai Airways Message for: Miss Patty Message: Flight you requested is full, please call to schedule another. Phone No: 02 476 4320

Caller: Ekamai Travel Message for: Miss Siriporn Message: Your ticket is ready. You need to collect it before Friday afternoon. Phone No: 038 763 5970

Caller: ChAgency Message fMessage: Tyour call, Ia copy of othe post. Phone No

Caller: Miss Pauly Message for: Somsok Message: I’m running late. Please wait for me. Phone No: 097653484

Caller: Michael Message for: Miss Goldman Message: Meet me at the mall at 1:45. Phone No: 067539014

Caller: Miss Mills Message for: Sarah Message: Call me as soon as you can. Phone No: 078954326

Caller: PauMessage fMessage: Cyou get a cPhone No

Unit 7: Who’s Calling please? Lesson 2 Warmer: Fruitbowl. Label each student one of five selected fruits. Get students to sit in a circle and then you call out the name of a fruit. Eg: Orange – All the oranges then get up and have to find another seat. You then take one seat away and then do the same with another fruit. This time someone will not be able to sit down. This process is repeated throughout the game until 1 person is left, who is the winner. You can also call “Fruitbowl” which means everyone needs to get up and sit in a new seat. Listening Activity Page 28. Extension: Once they have completed the listening, put them in pairs and get them to roleplay the dialogue using the Stand and Deliver method. Get pairs to show to class once learnt off by heart. Language Study Page 29 Reading Activity See overleaf. Run and read. Listening Activity Page 29. Option 1: Do as in book Option 2: Prepare sets of scrambled sentences Roleplay In pairs, ask students to prepare a telephone conversation of any situation they want. Ensure they use about 8-10 line dialogue. Perform to class.

Mr. Johns

Claire

Mr. Smith

John

Noi

Mr. Bond

Nong

Julia

Bruce

Dr.

Leonard

Mr. Sams

Miss Patty

Miss

Siriporn

Ning

Phot

Somsok

Miss

Goldman

Sarah

Sheryl

Chad

Mr. Jones

Mr.

Triporn

Miss Toms

Jonathon

Mr. Don

Ann

Mr. Books

Gil

Jill

Mr.

Thomas

Unit 7: Who’s Calling Please?

(two classes)

Warmer: Telephone Game (Chinese Whispers) Sts get into three lines. Whisper the same sentence to first student in line. Have sts pass the sentence down line by whispering. Compare the results. Try it a couple of times once with a serious sentence and then something silly. Core Dialogue: A: Good morning. B: Hello. May I speak to Miss Porn, please? A: She’s not here. Can I take a message? B: Yes. Please tell her our meeting is on Friday. A: And what time will you meet? B: We’ll meet at 2:30. Stand and Deliver Practice Dialogue from Interchange pp. 94. Have students demonstrate in front of class after a bit of practice. Review Grammar on pp. 95, Interchange Language Study & Listen And Practice on pp. 29 of ATS More Practice on pp. 30 of ATS Role Play Pair up students. Each student gets a message card and an empty message card. Have them each deliver the message while the other writes down information, then swap. Pass out names. Have all students find their message recipient and deliver message. Word Study on pp. 30 of ATS – Work in pairs to do crossword

Unit 12: We’ll meet back here at three o’clock Activity Students work in groups of four to fill in itinerary. Model the language they will need to use before giving out paper. A: Where are we going at 3:00 on Friday? B: We’re going to the park. How about on Saturday at 10:00? C: We’re going to eat lunch at the hotel.

Hong Kong Itinerary The tour company where you bought your package tour through China made a big mistake and only that was traveling through China. Work with your group to figure out when and where to meet and t

8:00 10:00 12:00 2:00

Sunday

Plane leaves BKK International Airport at 10:30

In flight

Plane arrives in

Hong Kong International

Airport at 2:30.

Check into the

Park Hotel. Sho

Ko

Monday

Breakfast at hotel

Bird & Flower

Market

Lunch at Canton

Court

Star Ferry to Hong

Kong Island

Tram toP

Tuesday

Dim Sum

breakfast at Eastern Palace

Bus to Macao

Lunch at Macao

Palace

Tour of Macao Gam

Sh

Wednesday

Breakfast at hotel

Tour of New Territories

Picnic Lunch

Big Buddha Snac

Hong Kong Itinerary STUDENT 1 The tour company where you bought your package tour through China made a big mistake and only that was traveling through China. Work with your group to figure out when and where to meet and t

8:00 10:00 12:00 2:00

Sunday

Check into the

Park Hotel.

Monday

Lunch at Canton

Court

Tuesday

Bus to Macao

Wednesday

Breakfast at hotel

Snac


8:00 10:00 12:00 2:00

Sunday


Sho

Ko

Monday

Star Ferry to Hong

Kong Island

Tuesday

Lunch at Macao

Palace

Wednesday

Tour of New Territories


8:00 10:00 12:00 2:00

Sunday

In flight

Monday

Breakfast at hotel

Tuesday

Gam

Sh

Wednesday

Big Buddha


8:00 10:00 12:00 2:00

Sunday

Plane arrives in


Airport at 2:30.

Monday

Tram to

P

Tuesday

Dim Sum

breakfast at Eastern Palace

Wednesday

Picnic Lunch


8:00 10:00 12:00 2:00

Sunday

Monday

Bird & Flower

Market

Tuesday

Tour of Macao

Wednesday

Unit 12: We’ll meet back here at three o’clock The tour company where you bought your package tour through China made a big mistake and only that was traveling through China. Work with your group to figure out when and where to meet and t

8:00 10:00 12:00 2:00

Sunday


Plane arrives in


Airport at 2:30.

Check into the Star

Hotel.

Monday

Tour of Hong

Kong starting at 10

Tuesday

Wednesday

Thursday

Friday

Saturday

Unit 12

Follow the book and add the following two activities: Itinerary Information Gap – Separate paper Running Dictation

1. Copy statements below 5 -6 times, cut them up and tape them in different places around the classroom.

2. Have students pair off. One of them is a runner and the other one is a recorder. 3. The runner will go and read one statement and report back to the writer. 4. After writing down all five sentences, they should arrange them in the proper order.

First, we’re going to have breakfast at the hotel. After breakfast, we’re going to visit the Royal Palace and some Temples. Next, we’ll have lunch at Khao San Road because it’s near the Royal Palace. Then, we are going to go to MBK to do some shopping. Finally, we’re going to eat some Japanese food at Siam Centers.

Trips

You will be going to Bali to stay in a five star resort on the beach for four days. The hotel has everything that you will need, including several restaurants, two swimming pools with poolside bars, a discotheque, movie theatre, water park and bowling alley. Prices at the hotel are very expensive. You will be taking a road trip around Thailand. You will be starting in Bangkok and traveling through Chiang Mai, Chiang Rai and on to the Myanmar Border. You will be doing some light hiking in the mountains and other outdoor activities. You will be staying in guesthouses and budget hotels and the total time for your trip is two weeks. You are going to go backpacking around Western Europe for one month. You are going to visit Paris, Amsterdam and London. You will be staying in guesthouses and going to see a lot of museums, art galleries and historical sites on walking tours. You are going to rough it at Khao Laem Ya National Park for three nights. You will be camping out and cooking your own food. You will take several mountain hikes to see waterfalls and animals. Your campsite is far from civilization, and has no running water, restaurants, or medical facilities. You are going to fly to Kuala Lumpur for four days on a package tour that includes bus tours to various places of interest, accommodation, all meals and shopping excursions. You are going to Australia on a one-year working holiday. You haven’t arranged a job in advance, you are going to find work when you get there. You are hoping to work in the hospitality industry, maybe as a waiter or waitress, for the first six months. The other six months you will spend traveling around Australia. You especially want to visit the city of Sydney, go snorkeling on the Great Barrier Reef, and go four-wheel driving through the desert. You are going to Japan on a one-month study trip. You will stay with a Japanese family in Tokyo. You will attend Japanese classes in the mornings, and in the afternoons you will go on cultural excursions with the other students in your class. At the end of your study trip, you will travel independently around Japan for a week or so, and stop over in South Korea for a few days, before returning home.

Chapter 8 Would you like a window seat? • Warmer

A: Where are you going on your holiday? B: I’m going to America. • Brainstorm to establish context:

What do you need to bring with you to the airport? -passport -ticket -bags/luggage -medicine -money Who do you talk to at the airport? -ticket agent -customs officer/immigration officer -check-in clerk/receptionist -flight attendant • Core Dialogue

8 lines A: May I see your passport, please? B: Sure. Here you are. A: Can you put your bags on the scale, please B: OK A: Would you fill out this name tag and attach it to your bag, please? B: Sure. Do you have a pen? A: Can you go straight through to departure Lounge now, please? B: Yes. Thank you very much.

Chapter 8.htm

Chapter 9 Context: Brainstorm ideas-- What do you like to do in your free time? Why? Core dialogue: A: What did you do for Songkran? B: I went to the beach. A: How was it? B: It was a lot of fun. Controlled Practice- parallel lines, horseshoe, circles Vocab Extension: this weekend ------ I read a book----relaxing last week -----I worked a lot--- stressful on vacation --- I went to the Zoo-----fun last weekend ----I went to a museum----interesting this Week----I did nothing ------awful last weekend----- I saw a good football match ----exciting Interview each other What did you do, how was it, describe why you liked it, or didn’t like it. Vocab matching, brainstorm other words that fit. page 39 make a grid- acknowledge what adjectives fit by placing an appropriate word. Food---Trip---Place---Activity---Movie--Book Delicious Awful Fantastic

Lesson 13 – Part 1. What should I do in Bangkok? (Why don’t you take the city bus tour?) Warmer (whole class) Bangkok mind map. Write the word Bangkok in the middle of the board and circle it. What do you think of when you think of Bangkok? Solicit from students. Context – at the TAT tourist information office. Core Dialogue (whole class) A. Excuse me. What should I do in Bangkok? B. Why don’t you go to the Grand Palace. A. Why is that? B. You can see the Emerald Buddha there. A. Anything else? B. I suggest you go shopping in Siam. Vocabulary Expansion (whole class) 1. go to Chinatown – buy antiques there – visit the Indian Market. 2. visit the Royal Theatre – see classical dancing there – go to the Teak Mansion. 3. take a river taxi – see the scenery – visit the National Museum. 4. go to Lumphini stadium – watch a Thai boxing match there – see the snake farm. 5. take a Skytrain – avoid the traffic! – go on a dinner cruise. 6. go to the weekend market – buy cheap clothes there – visit the zoo. 7. hang out on Khao Sarn Rd – watch the tourists – eat Pad Thai. 8. visit Wat Po – see the reclining Buddha – have a Thai massage. Listening Activity (small groups) An American tourist is in a TAT tourist information office. He is asking about what to do in Bangkok. Listen to the dialogue and fill in the missing words. A. Excuse me. What should I do in Bangkok? B. Why don’t you go to the Grand Palace. You can see the Emerald Buddha there. A. That sounds great. What else should I do? B. I suggest you take a river taxi. A. Why’s that? B. You can see the scenery. A. OK. I’d like to do some shopping too... B. You could go to the weekend market. There are a lot of cheap clothes for sale there. A. Cool! Anything else?

Lesson 14 – Part 1. Shall I send you a brochure? Warmer A. When does the ship leave for Japan? B. It leaves tomorrow at eight. Or: A. How much does the plane ticket to Chiang Mai cost? B. It costs 1,500 baht. Listening p.56. And/or Teacher gives students cut up dialogue and students put it together. Then they practice the dialogue among themselves. I would suggest pairing students off so they can be travel agent and customer. TA: Hello sir/madam. May I help you? C: Yes. I would like two airplane tickets to Paris. TA: And when will you be going? C: I will be leaving on the 24th of May. TA: Would you like first class or coach? C: Two coach tickets please. TA: I can get you on a flight leaving Bangkok at 8pm. C: Thank you, that will be fine. How much will it cost? TA: I can get you a deal, 10,000 baht for the two tickets. C: Great! I’ll buy them now. Do you take Visa? TA: Of course, sir. Here are your tickets, and have a nice flight. C: Thank you. Goodbye. Listen and practice p. 57. And/or Have students create own dialogue using travel agency as model. Encourage students to be as creative as possible. Groups of two will work. Performance in front of class optional. And/or Teacher models TA in various emotional modes, including singing the dialogue. But angry, sad, impatient, laughing, etc. May work to loosen up group if it doesn’t carry okay.

Lesson 15 – Part 1. I look forward to hearing from you. Warmer A. What city were you born in? B. I was born in New York City. What city were you born in? A. I was born in ____________________________ . Or: A. Where would you like to go? B. I would like to go to Paris. Where would you like to go? A. I’d like to go to ____________________________ . Listening, p.60. And Have students write the name of the city in which they were born. Teacher will collect slips and read the name of the city. Students try to guess who was born where. Teacher can put students into groups consistent with where they were born. Students can find out how many people are from the same city. Language study, p. 60. And/or Teacher gets students into groups of four or five. Students will write short dialogue about where they were born. They can make up something if they want. Role playing in front of the class is a possibility. Students may write about what they did while they were there. And Teacher gives students pictures of settings from various countries. Have students work in pairs and try to guess where the other students have been and what they did there. One student has picture of landscape or setting and the other students try to guess where he/she has been.

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Supplementary Activity – What are you taking?

1. Go over the difference between ‘have to’, ‘should’ and ‘want to’ by giving examples.

2. Tell the class that they are all going on holiday and they will be going to different locations. Elicit to the board ideas about the following terms: (good/bad things, what to expect there, etc.)

a. 5 – star resorts b. backpacking c. road trip d. hotel/motel e. guesthouses f. roughing it g. study trip h. working holiday

3. Divide class up into groups of 5 -6. Give each group a description of their trip

and a list of things that they can take with them. Instruct them to fill out the chart on the page of things they can take, 4 things they ‘have to’ take, four things they ‘should’ take and 4 things they ‘want to’ take.

4. After the groups have finished filling out their chart have them explain to the rest of the class why they made these choices.

Supplementary Activity (60 – 90 minutes)

Planning a Trip around the World Materials: World Map, Red Markers Procedures:

1. Model the language that will be needed.

A: Where would you like to go? B: I’d like to go to China. A: Why’s that? B: Because I want to visit the Great Wall.

2. Talk about other places that might be interesting to the students.

Write down some of the places on the board and what they want to see there.

3. Tell the students that they have been given the opportunity to travel for two weeks. They should visit at least five places and they cannot go backwards i.e. they must keep going forward. Money is unlimited, so they can go anywhere.

4. Put students in groups of 4 – 5. Instruct them to make an itinerary using a red marker and the picture of the world. For each place they select they need to come up with a reason why.

5. Have groups come and present their itinerary to the rest of the class.

Trips

You will be going to Bali to stay in a five star resort on the beach for four days. The hotel has everything that you will need, including several restaurants, two swimming pools with poolside bars, a discotheque, movie theatre, water park and bowling alley. Prices at the hotel are very expensive. You will be taking a road trip around Thailand. You will be starting in Bangkok and traveling through Chiang Mai, Chiang Rai and on to the Myanmar Border. You will be doing some light hiking in the mountains and other outdoor activities. You will be staying in guesthouses and budget hotels and the total time for your trip is two weeks. You are going to go backpacking around Western Europe for one month. You are going to visit Paris, Amsterdam and London. You will be staying in guesthouses and going to see a lot of museums, art galleries and historical sites on walking tours. You are going to rough it at Khao Laem Ya National Park for three nights. You will be camping out and cooking your own food. You will take several mountain hikes to see waterfalls and animals. Your campsite is far from civilization, and has no running water, restaurants, or medical facilities. You are going to fly to Kuala Lumpur for four days on a package tour that includes bus tours to various places of interest, accommodation, all meals and shopping excursions. You are going to Australia on a one-year working holiday. You haven’t arranged a job in advance, you are going to find work when you get there. You are hoping to work in the hospitality industry, maybe as a waiter or waitress, for the first six months. The other six months you will spend traveling around Australia. You especially want to visit the city of Sydney, go snorkeling on the Great Barrier Reef, and go four-wheel driving through the desert. You are going to Japan on a one-month study trip. You will stay with a Japanese family in Tokyo. You will attend Japanese classes in the mornings, and in the afternoons you will go on cultural excursions with the other students in your class. At the end of your study trip, you will travel independently around Japan for a week or so, and stop over in South Korea for a few days, before returning home.

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