PREFACE

This narration is divided into two categories: junior secondary and senior

secondary.

The first part (junior secondary), covers ESL materials and lesson plans on

communication.

The section exclusively focuses on the classes’ mathayom one (1), two (2) and

three (3).

The second segment (senior secondary), which covers the classes mathayom four

(4), five (5), and six (6), dwells on reading and speaking.

This piece, equally, presents ESL topics, with design materials and lesson plans

tailored towards reading and speaking.

This theoretical work plan will run for two weeks.

During these periods, materials will be fully taught and exhausted by the said ESL

teacher.

Each topic will be preceded by an evaluation exercise that aims at gauging the

level of understanding of the students.

(Lesson plan will be submitted every after two weeks)

1

FORWARD

Section One: Junior Secondary

Communication

M. 1, 2, and 3

A) Mathayom 1/ Week One, Monday-Friday

Countries, Nationalities, and Continents.

Lead in

Ask students how many country names they know in English. Ask them if they’ve

visited these countries and which one they like best and why?

Lesson/ Activity one

Students should identify the names of the countries representing the flags display

herein. Students can help each other by working in pairs to see how many they can

2

Author: Edwin Ndangoh

Level: Elementary

Aim: Vocabulary, speaking

Method: Lecture

Evaluation: Exercise

answer, before checking the answers as a class. Drill pronunciation of the country

names while checking. (Copies of downloadable flags of countries required)

Example: Below are flags of some East Asian Countries

Activity two

Lead in by asking the students to name the 7 continents, drill

pronunciation of each continent and let students find them on the world

map.

ANSWERS

Africa Asia Europe North

America

South

America

Australia

and New

Zealand

3

Activity Three

Elicit the difference between country and nationality. E.g. ask “What country are

you in now?” “What is your nationality?”

Write answers on the board.

ANSWERS/EXAMPLES

Country NationalityEngland British

America American

Canada Canadian

Japan Japanese

Thailand Thai

South Korea South Korean

Germany German

Let the students know that nationality is most often than not form by either adding:

“ian, ish, ese, an, etc.” For example: Cambodian, British, Vietnamese,

American.

Exercise

Order students to stand up and reside the 7 continents.

Endeavour to ask each of the students to name one country in the world and

Nationality.

4

Student Materials

Write on the board the names of the 7 continents in the world.

Also write a list of some of the countries in the world and nationalities.

Construct sentences using the continents, countries and nationality.

E.g. there are seven continents in the world, namely: Africa, Asia, and

Europe…

I am from England. Therefore, I am a British.

I am from Thailand. Therefore, I am a Thai.

Students should then copy in their exercise books. It will help during

individual studies – END.

5

Week Two, Monday – Friday

MY ANIMAL/MY PET

Presentation

As warm up activity, the teacher should play the video (images) or song on

different types of animals.

Lesson

After the presentation, the teacher should ask the students to name their favourite

animals. The student should equally state why they like or hate one animal to the

other. The teacher should guide the students by writing a sentence on the board.

“My best animal is Cat. I like cat because it’s a domestic animal”.

6

Author: Edwin Ndangoh

Objectives: Identifying types of Animals

Method: Video presentation and Lecture

Evaluation: Exercise; each student is expected to stand up and recall at least three types of animals.

“I do not like Dogs. They scare me…”

Exercise

Students should role play by asking each other of his/her best or worse animal.

DIALOGUE 1

Tom: Hello, Kim !

What’s your best animal?

Kim: Hello, Tom!

My best animal is cat.

DIALOGUE 2

Tom: I hate dogs. They scare me.

Kim: I hate sheep. It’s dirty.

Make sure students copy both the dialogue and giving examples on the board in

their exercise books. This will facilitate study at home.

It’s a prerogative to either download (from the Internet) either video, or images on

different types of animals, before kick-starting the class.

7

B) Mathayom 2, Week One, Monday – Friday:

Lesson:

Zoo Animals:

General:

Time: 0 – 50 minutes

Objectives: Saying zoo animals and animal noises

Structure: “Let’s go to …”

“What will we see at…?”

Target Vocab: Zoo, lion, elephant, monkey, tiger,

snake, birds

Lesson Procedure:

Warm up:

Before the class, make a collection of zoo animal’s flashcards (print), and place

them in a bag. Bring out the bag and peer in – make surprised noises to get the full

attention of your students. Slowly, inch by inch, pull out the animals flash cards –

elicit/teach/chorus the animal name “e.g. What’s this? It’s a (lion). (Lion), (Lion),

(Lion)”. Then teach/chorus the animal noise (E.g. “what noise does a lion make?”

“Roar!”). Pass one of the animal or animal flash cards to the nearest student. As

you pass, say “(lion) (roar)”. Have the students pass all the animals around the

circle, all the while saying the animal’s name and noise.

8

Sing the “Let’s Go to the Zoo” song

Before the song run through the actions in the correct order of the song. It will help

to have the flashcards in order on the board or use the song sheet. Play the song

and have everyone doing the actions as they sing along.

Lyrics for the “Let’s Go to the Zoo” songChorus:

Zoo, zoo,

Let’s go to the zoo,

What will we see at the zoo?

Zoo, zoo,

Let’s go to the zoo,

What will we see at the zoo?

Verse 1:

Lion, we will see a lion,

Elephant, we will see an elephant,

Monkey, we will see a monkey,

Let’s go to the zoo!

Chorus

Verse 2:

Tiger, we will see a tiger,

Snake, we will see a snake,

Birds, we will see some birds,

Let’s go to the zoo!

Gesture for the “Let’s Go to the Zoo” songThe gestures are fun and mimic the animals being sung

about:

1. For the “Zoo, zoo, let’s go to the zoo”, have

everyone walking on the spot as they walk to

the zoo.

2. For the next line “What we will see at the zoo?”

have everyone put their hand above their eyes

as they search for animals.

3. For the animal parts do the following:

Lion: look fierce and roar

Elephant: make a trunk with your arm

and make the trumpet noise

Monkey: do the monkey scratching

head and armpit gesture whilst saying

“ooh-ooh”

Tiger: look fierce and roar

Snake: make a snake shape with your

hands and hiss like a snake

Birds: flap your arms like wings and

say “tweet-tweet”

9

Play “Animals Walk” game

Have everybody stand at one end of the classroom. First model: hold up a flashcard

of a lion. Shout “Run like a lion!” – Then get down and crawl across the room like

a lion all the time roaring. Then have everyone do it. Do for all the other animals

(e.g. “stomp like an elephant!”, etc.).

Wrap-up

Rehearse the different types of animals found in the zoo with the students. Do this

by raising up the flashcards for the students to identify the various animals.

Sing and do the actions of “Let’s Go to the Zoo” song.

END

Week Two

10

Recognizing Common Traffic Signs

Lesson Overview: Students will learn to recognize, name, and tell the meaning of

various traffic signs.

The lesson includes:

Traffic Sign Handout

Pictures of Traffic Signs

Approximate Time: 50 – 1 hour

Prerequisite Skills: Students must be able to read and write simple sentences and

follow simple oral instructions.

Vocabulary:

Crossroads Ahead

Do Not Pass

Exit

Interstate

Keep Right

No Right Turn

No U-Turn

Pass With Care

Railroad Crossing

Yield

Rest Area

School Crossing

Sharp Curve Ahead

Side Road Ahead

Speed Limit

Stoplight

Traffic Light Ahead

Turning Lane

Wrong Way

11

12

Activities:

Provide students with the Traffic Signs Handout that contains all the signs for this

unit. Discuss the importance of being able to read and understand traffic signs.

Write on the board, “Why is it important to understand traffic signs”?

Write down student responses.

Show Pictures of Traffic Signs and discuss what each means. Invite students to

pronounce each one. Repeat as necessary.

Wrap Up:

Recap of the day’s lesson.

13

C) Mathayom 3, Week One, Monday – Friday

Lesson

Clothes

General:

Time: 50 minutes – 1hour

Objectives: Talking about different clothes

Structures: “Let’s get dressed”

“Put on your”

“Quick, get ready”

“He/She is wearing”

Target Vocab: Shirt, pants/trousers, socks, jacket,

shoes, hat (plus other clothing vocab for

other clothes you can bring to class,

such as skirt, dress, coat, jeans, shorts,

blouse, sweater, neck tie, t-shirt, vest).

You will need to download:

Flashcards Shirt, pants/trousers, socks, jacket, shoes, hat (plus other clothing flashcards for other clothes you can bring to class, such as skirt, dress, coat, jeans, shorts, blouse, sweater, neck tie, t-shirt, vest).

Printables: Dress up craft (for lower levels) or clothes craft (for higher levels).

Colourful clothes or jungle clothes worksheets (depending on

14

the level of your students) Warm up and Wrap up lesson

sheetReaders: Let’s Get DressedSongs: Let’s Get DressedThese can be downloaded at http://www.eslkidstuff.com/esl-kids-lesson-plans-html

Notes: This is an active lesson with a really fun dressing up game.

You will need to prepare some old clothes to use in the lesson.

Lesson Procedure:

1. Prepare as many old (adult-sized) clothes as possible

Before class you need to collect as many old (adult-size) clothes as you can. Have at least the following: Shirt, pants/trousers, socks, jacket, shoes, hat – however, other clothes will be useful as well, such as skirt, dress, coat, jeans, shorts, blouse, sweater, neck tie, t-shirt, vest. If you can’t get enough, ask students to bring in some old clothes for the lesson. The clothes need to be adult-size as the students are going to put them over their own clothes – having such big clothes actually makes the activity more fun!

2. Introduce the Clothes Vocabulary

No doubt the large pile of clothes in the classroom will have attracted a great amount of attention, so you’ll have little difficulty in introducing the topic!

Settle the class down and get everyone to sit down. Ask for a volunteer and have him/her stand at the front of the class with you. Tell the class the volunteer is going to get dressed-up with as many different types of clothes as possible! Pull out the first item clothing (e.g. a t-shirt). Elicit/ teach and chorus the word for the item. Then help your volunteer to put it on. Only put on each item of clothing when you are satisfied that everyone has chorused the word correctly.

3. Practice the clothing vocabulary with flashcards

15

Help the volunteer undress and then get everyone to look at the board. Make sure you have the same clothing flashcards as the old clothes you are using. Stick the first flashcard on the board and elicit the vocabulary and write the word clearly below it. Do this for the rest of the other flashcards.

4. Rally “Team Racing”

Divide the class into 2 teams. Line up the teams at one end of the classroom with the old clothes on the floor at the other end. You will shout out an instruction (e.g. “Put on some socks!”) and one member from each team will race against the other to the pile of clothes, put on the clothing item and run back to their team. The person who gets back first wins a point for his/her team. At the end, the team with the most points is the winner.

5. Sing “Let’s Get Dressed”

Prepare everyone for the song first. Make sure the following clothes are on the floor: shirts, pants/trousers, socks, jacket, shoes, and hat. If you have enough to get everyone dressed at the same time you can do the song with everyone participating with the actions. If not, have a few students do the song actions while everyone else sings along (the words are simple) – you can give everyone a go by playing the song a few times.

The song is also an active listening exercise - good for learning.

“Lyrics for Let’s Get Dressed”It’s time to go to school

Gesture for “Let’s Get Dressed”

16

Let’s get dressed!Put on your shirt, put on your shirt,Quick, get ready, put on your shirt.Put on your pants, put on your pants,Quick, get ready, put on your pants.Put on your socks, put on your socks,Quick, get ready, put on your socks.Put on your jacket, put on your jacket,Quick, get ready, put on your jacket.Put on your shoes, put on your shoes,Quick, get ready, put on your shoes.Put on your hat, put on your hat,Quick, get ready, put on your hat.It’s time to go to school,It’s time to go to school,Quick, get ready, let’s get dressed!

Depending on how many clothes you can find, you can either have everyone dress up at the same time or you can have a few students come up to the front of the class to do the activity.

Pile the clothes in a big heap and start the song. As the first clothing item is mentioned (shirt) the students have to scramble in the pile of clothes to find a shirt and put it on before the next item of clothing is mentioned. As the song is played the students put on all the clothes until they are fully dressed. Then finish the game by getting the students to race in taking off their adult-sized clothes-the first to remove them all is the winner.

Wrap Up:

Conclude the class by having the students practices the clothing vocabulary.

Remember to download your flashcards for this lesson.

Week Two

17

Lesson

Hailing a Cab

Objective: Teaching students how to politely hail a taxiMethod: LectureEvaluation: Exercise through DialogueInstructor: Edwin Ndangoh

DIALOGUE: Hailing a Cab

Mikhail: Taxi! Taxi!

Taxi Driver: You need a cab?

Mikhail: Yes.

Taxi Driver: Do you have luggage?

Mikhail: Yes, I have two bags.

Taxi Driver: There is an additional charge for the extra luggage. I’ll load this.

[Taxi Driver loads the trunk. Mikhail gets in the back seat.]

Taxi Driver: Where to?

Mikhail: Los Angeles International Airport, please.

Taxi Driver: Right away, Sir. But remember, I am using the meter.

Mikhail: No problem.

[After arrival]

Taxi Driver: Here we are, Sir.

Mikhail: Great! How much is the fair?

Taxi Driver: According to the meter readings, its 50 dollars.

18

Mikhail: Here you are (stretching out his hands to hand over the money to the cab)

Taxi Driver: Thanks, Sir.

Wrap up:

Endeavour students practice the dialogue by role-playing in front of the classroom.

Remember to download the “hailing a cab” ESL flashcards.

Section two (Senior Secondary)19

Mathayom 4,5, and 6

Week One, Monday – Friday

Mathayom 4

Lesson

Places in my Town (Locations)

Time 50 - 1 HourObjectives: Talking about places in your town using

the structures “Where are you going”? and “I am going”

Structures: “Where are you going?”“Where are you going right now?”“I’m going to”“Over here”

Target vocabulary: School, the park, the shops, the beach, my friend’s house, the station, the zoo, home

Review vocabulary: On foot, by bus, by bicycle, by car, by train, by boat, by airplane, by rocket

You will need to download:

Flashcards School, the park, the shops, the beach, my friend’s house, the station, the zoo, home

Printables: “Where are you Going” (blown up to A3 size, if possible)

Where are you going? Write worksheet

Where are you going? Song poster

Warm up and wrap up lesson sheet

Songs Where are you going?

20

These can be downloaded at http://www.eslkidstuff.com/esl-kids-lesson plans.html

Lesson Procedure

1. Play the “Snake Follow” game

This lesson starts in a really fun way. Get everyone to line up behind the teacher. Get everyone to shout “where are you going?” and on that prompt the teacher shouts back "over here!” - then start walking to a different part of the classroom, with everyone following in a line behind you (like a snake).

Keep doing this as you snake your way around the classroom at different speeds. Other students can also have a go at being the head of the snake.

2. Introduce the vocabulary

Before class prepare the flashcards for the different places in the song: school, the park, the shops, the beach, my friend’s house, the station, the zoo, home

Hold up each flashcards and elicit/teach the word. Have students pass each flashcard around the class with each student saying the words as he/she passes the card.

3. Sing the “where are you going?” song

Put the places flashcards on the board in the order of the song (or put up the song poster). Get everyone to stand up and show them the gestures (see below). Then run through the song a few times.

Lyrics for the “Where are you Gestures for the “Where are you

21

Going?” songChorus:Where are you going?Where are you going?Where are you going?Verse 1:I am going to school,I am going to the park,I am going to the shops,I am going to the beach.Chorus:Where are you going?Where are you going?Where are you going right now?Verse 2:I am going to my friend’s house,I am going to the station,I am going to the zoo,I am going home.

Going?” song

The gestures are very simple and fun: During the chorus everyone does

the “question gesture” [both palms up, looking quizzical) whilst swaying in time with the music.

During the verses everyone either walks around the classroom or walk on the spot – time with the music.

Wrap up:

Review the dialogue one more time - where are you going to?

Week Two, Monday-Friday

22

Lesson

Who Am I? / Names and AddressesObjectives: The learner will give personal information in oral and written form and in the order of first name, last name unless completing a form that requests last name first.

Suggested Criteria for Success: The learner will give correct oral responses to the following questions requesting personal information (i.e. what is your name? What is your address? What country are you from?)

The learner will completely complete three written forms that ask for personal information.

Suggested Vocabulary: First name/Given name, Address, Telephone number

Middle name/Initials, Street, Country of origin, state, zip code/postal code, Maiden Name/Nickname…

Demonstration: Introduce the concept of first, middle, last (family) name by giving your middle name. Ask students for their middle names. Also discuss the use of nicknames.

Show the world map and name some of the countries. Ask each students to give his/her name (first, middle, last) and tell his/her native country. “My name is first, middle, last, and I am from Country.” The student should trace his/her country on the map placed on the board.

Activity: Reinforce writing personal information by asking students to interview one another with the following questions:

What is your name? Where are you from? What language (s) do you speak?

After the interview, have them feel the following bookplate.

THIS BOOK BELONGSTO

THIS BOOK BELONGSTO

23

NAME

ADDRESS

PHONE

NAME

ADDRESS

-------------------------------------------------

PHONE

------------------------------------------------

Feeling Addresses:

Name

Address

City

State

Zip

Phone

Week Three

Lesson

24

Occupations

Warm Up:

Paste the occupation flash cards on the board/ or display it on the monitor through the power point software. Play the “types of occupation ESL song for kids”. As the students listen to the song, endeavor they understand by following the chronological order of the displayed flash cards.

After the song, ask the students to give the names/vocabularies of the images of the different types of flash cards displayed on the board or the monitor. As they attempt the answers, also elicit from them what they will like to be in future.

Sentence formation:

“I would like to be a lawyer”

“I would like to be a doctor”

Vocabulary

DoctorNurseEngineerSoldiersPolice

FarmerCarpenterReporterLibrarianGeologist etc.

Week Four

Lesson

25

Objectives: Teaching learners types of occupations and instilling in them the sense of career orientation

Method: Lecture

Evaluation: Practical Exercise

Duration: 50-1hr

Morning Routines

General

Time:Objectives:Structures:Target Vocab:

40 mins – 1hourSaying morning routine verbs“It’s time to…”“I have to…”Good morning, wake up, get up, wash my face, brush my hair, get dressed, eat breakfast, brush my teeth, put on my shoes, go to school.

Materials

Flashcards: Wake up, wash my face, brush my hair, get dressed, eat breakfast, brush my teeth, put on my shoes, go to school.

Printables: - My morning worksheet- Morning routine song

Song: Morning Routine song

Note: This lesson introduces lots of nice daily routine verbs used in the present simple tense.

Lesson overview:

1. Teach the morning routine verbs. Before the class print out the flashcards for morning routines. Start with an easy one brush my teeth – look at the card but don’t show it to anyone. Do the action for brushing your teeth and ask “what am I doing?” Let the students say what you’re doing.

2. Sing “The morning routine song”

By singing the song, you are teaching the students the morning routine verbs. Get everyone to stand up and teach the actions and gestures for the

26

song “The morning routine song”. Then play the song and get everyone to sing and do the actions along with you. Play twice so everyone gets the hang of it.

Conclusion: Rehearse the morning routine vocabularies once again to the class by asking each and every student to stand up and try to describe what he or she does in the morning on daily bases.

(Remember you will have to help students with sentence formation dealing mostly with the present continuous tense)

Mathayom 5 and 6

Week One

27

Lesson

What’s your phone number?

Aimes:Practice asking for and giving names, phone numbers, and emails.Language focus Function:Asking for phone numbers and email addressesSet-up:Class activity or group workTime: 50 minutesPreparation:Practice writing different types of phone numbers on the board and country codes.Lesson link: Web, personal intuition, and ESL kid stuff

Procedure

Tell students they are going to practice asking for and giving names, phone numbers, and email addresses.

Give each student an identity card to complete. Tell students the card is their new identity. (Create a complete identity card blank form and print).

Have students’ role play with each other by asking for names, phone numbers, and email addresses. You should endeavor to create a simple dialogue on this exercise.

Wrap Up:

Wrap up the class by asking students to recall their country’s international code number. After this, students should practice giving out their telephone numbers correctly using this code.

Week Two

Lesson

28

The Alphabet

Aim:

Method:Evaluation:Duration:Instructor:

Letting the students understand the ABC and their functions.LectureExercise50 MinutesEdwin Ndangoh

Procedure:

Write or display the A B C flash cards on the board or monitor.

Play the A B C song for students to listen.

Chorus, alongside students, the 26 letters that make up the alphabet.

Exercise:

Wipe the board or switch off the monitor that contains the A B C.

Appoint students to stand up and rehearse the A B C off-hand.

Do this simultaneously.

Wrap up:

Students should write down the A B C in their exercise books base on their understanding and submit to the teacher for marking.

[A B C D E F G H I J K L M N O P Q R S T U V W X Y Z ]

Remember to equally recap the 5 vowel sounds in English.

Week Three

Lesson

29

Self-Introduction

Aim:

Method:Evaluation:Duration:

Teaching students how to introduce themselves and get to know each other, especially on first meetings.

Dialogue.Role play.50 Minutes

Dialogue

A: Hello, My name’s Lisa.

What’s your name?

B: Anne.

A: Where are you from, Anne?

B: I’m from Melbourne.

And you

A: I am from Paris.

A: How old are you?

B: I am 15 years old.

How about you?

A: I am 16 years old.

Nice meeting you Anne.

B: Nice meeting you Lisa.

End

Week Four

Lesson

30

Numbers

Objective:

Method:Evaluation:Duration:

Teaching students some basic numbers, say 1-100.DialogueExercise50 Minutes

Forward:

Write the numbers 1-100 on the board.

Practice reading out the numbers with students.

Play the number song for students to listen and make more meaning.

Exercise:

Ask students to write and spell out the numbers 1-100.

This work should be done in peers to encourage comfort amongst the very shy ones.

Ask each group to present their work and credit should go to the best group that spelled out all the numbers correctly.

Remember to also mention some of the bigger figures like 1000, 1000,000, etc. This will be beneficial to the students especially as they come across this figures on daily bases-say the market.

Wrap up:

Do corrections on the figure-spellings and practice with the students as you conclude the class.

31