Académique Documents
Professionnel Documents
Culture Documents
Issue Introductions
Assessment
Assignment Participation in large and small group work.
Assessment
Assignment Participation and Written work
Assessment
Assignment Participation in large and small group activities
Issue Directions
Assessment
Assignment Participation in all activities.
Assessment
Assignment Participation in all activities.
Assessment
Assignment Participation in all activities.
Assessment
Assignment Participation in all activities.
Issue Itineries
Assessment
Assignment Participation in all activities.
Class: Unit 13 Why don’t you take the city bus tour?
Time: 3 hours
Date: April 4, 2004 – May 8, 2004
Assessment
Assignment Participation in all activities.
Issue Brochures
Assessment
Assignment Participation in all activities.
Issue Brochures
Assessment
Assignment Participation in all activities.
Class:
Date: April 4, 2004 – May 8, 2004
Issue
Teaching Program Warmer, Focused listening and communicative
activities, vocabulary expansion, sentence pattern
practice, review
General Purpose
Behavioral Purpose
Establishing Learning Activities
1. Introduction Stage
2. Learning Activities a.
Stage 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
Establishing Learning Activities
1. Introduction Stage
2. Learning Activities
Stage
3. Summary Stage
Assessment
Assignment
Teaching Material
Record after Teaching
Lesson Plan Thai Teacher Training Program
Assessment
Assignment Learning Journal
Assessment
Assignment Rewrite a dialogue to make it more accessible for
Thai students.
Assessment
Assignment Problem/solution poster
Assessment
Assignment Discussion and peer teaching
Assessment
Assignment Participation in small and large group activities.
Assessment
Assignment Peer teaching
Class: Feedback
Time: 1 ½ hours
Date: April 4, 2004 – May 8, 2004
Issue Feedback
Assessment
Assignment Participation in large group activities.
Assessment
Assignment Structural charts and cartoon storyboard.
Assessment
Assignment Full lesson plan
Assessment
Assignment Mind-maps for a successful class.
Assessment
Assignment Peer teaching
Assessment
Assignment Observed teaching form
Assessment
Assignment Participate in small and large group discussions.
Assessment
Assignment None
Assessment
Assignment Presentation
General Purpose Show and review how songs and chants can be
used for teaching.
Assessment
Assignment Participation and peer teaching
Assessment
Assignment Presentation
Assessment
Assignment Peer teaching
Assessment
Assignment Participation in exercises and discussion.
Assessment
Assignment Text evaluation
Assessment
Assignment Peer teaching
Assessment
Assignment Peer teaching practice
Class: Writing
Time: 3 hours
Date: April 4, 2004 – May 8, 2004
Assessment
Assignment Prepare a written work in groups, short
presentation
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.
Assessment
Assignment Teaching practice and collaboration during training
inputs
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
“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.
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.
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 find
out 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”
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.
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:
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.
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.
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.
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.
beautiful breakfast
comfortable service
spectacular bathroom
clean view
spacious room
free staff
friendly accommodation
tasteful atmosphere
relaxing bungalows
memorable holiday
warm feeling
private balcony
air-conditioned bed
deluxe decoration
double terrace
furnished suite
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.
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.
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
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 Caller: Miss Harper Caller: Mrs. Smith Caller: Jan
Message for: Mr. Johns Message for: Claire Message for: Mr. Smith Message f
Message: meeting at Message: Don’t forget Message: Pick me up at Message: M
11:00 the party tonight at 9:00 home around 7:30 front of th
Phone No: 02 345 5478 Phone No: 02090094 Phone No: Home class
Phone No
Caller: Mrs. Bond Caller: Jessica Caller: Dr. Bob’s office Caller: Dr
Message for: Mr. Bond Message for: Nong Message for: Julia Message f
Message: Call home as Message: Meet us for Message: Reminder of Message: D
soon as possible. dinner at 7 if you have a doctor’s appointment at appointme
Phone No: home chance. 3:30 on Friday canceled.
Phone No: 07895543 Phone No: 038 453 0980 when poss
Phone No
Caller: Chang Travel Caller: Thai Airways Caller: Ekamai Travel Caller: Ch
Agency Message for: Miss Patty Message for: Miss Agency
Message for: Mr. Sams Message: Flight you Siriporn Message f
Message: Ticket for requested is full, please Message: Your ticket is Message: T
flight to Bali on Friday call to schedule another. ready. You need to your call, I
at 1:15 has been Phone No: 02 476 4320 collect it before Friday a copy of o
confirmed afternoon. the post.
Phone No: 098761289 Phone No: 038 763 5970 Phone No
Caller: Miss Pauly Caller: Michael Caller: Miss Mills Caller: Pau
Message for: Somsok Message for: Miss Message for: Sarah Message f
Message: I’m running Goldman Message: Call me as Message: C
late. Please wait for me. Message: Meet me at the soon as you can. you get a c
Phone No: 097653484 mall at 1:45. Phone No: 078954326 Phone No
Phone No: 067539014
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
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.
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.
Students work in groups of four to fill in itinerary. Model the language they will need
to use before giving out paper.
Sunday Plane leaves BKK In flight Plane arrives in Check into the Sho
International Hong Kong Park Hotel. Ko
Airport at 10:30 International
Airport at 2:30.
Monday Breakfast at hotel Bird & Flower Lunch at Canton Star Ferry to Hong Tram to
Market Court Kong Island P
Tuesday Dim Sum Bus to Macao Lunch at Macao Tour of Macao Gam
breakfast at Palace Sh
Eastern Palace
Wednesday Breakfast at hotel Tour of New Picnic Lunch Big Buddha Snac
Territories
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
Sunday In flight
Tuesday Gam
Sh
Monday Tram to
P
Sunday
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
Sunday Plane leaves BKK Plane arrives in Check into the Star
International Hong Kong Hotel.
Airport at 10:30 International
Airport at 2:30.
Tuesday
Wednesday
Thursday
Friday
Saturday
Unit 12
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.
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.
• 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:
Vocab Extension:
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.
Core Dialogue
(whole class)
Vocabulary Expansion
(whole class)
Listening Activity
(small groups)
Warmer
Or:
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.
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
Or:
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.
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.
Caller: Caller: Caller:
Message for: Message for: Message for:
Message: Message: Message:
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)
Procedures:
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.
Mhttp://thepiratebay.org/user/davethenave
http://thepiratebay.org/user/davethenave
file:///G|/VIDEO/More%20teaching%20materials.html3/28/2007 5:28:42 PM