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Wangnamyen Industrial and Community Education (AutoRecovered)

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1
Wangnamyen Industrial and Community Education
1st Semester 2019-2020
Course Syllabus
Learning Substance:
Semester:
Course:
Subject:
Time:
Foreign Languages
Second
Electrical Power
Real Life 1
2 hours/Week
Course Description
Practice how to correctly read and pronounce words, phrases, information and short
stories. Follow and/or respond to simple commands and/ or request. Use simple language,
gesture to convey information and/or meaning. Convey information that they have heard or
read, whether it comes in an organized fashion or not, in their own words or by other, nonverbal means. Talk about free time activities, buying and selling, weather, traveling, giving
directions, reading and making maps, providing simple services, various places, taking part in
important activities, customs and traditions in a correct, understandable manner and use
English to search for the use information as well as to help them when studying other
subjects.
Expected Learning Outcomes
By the end of this course, students should:
1. Answer and respond to commands, request, hand commands, body language,
recommendations and basic directions that students read and hear.
2. Correctly pronounce vocabulary they read in fairy tales and short poems.
3. Explain how various words, sentences and or/ passages (given to them by the teacher)
should be successfully arranged to complete a correct passage.
4. Describe the subject category and main points of as well as answer questions about
things they hear, conversations they have and fairy tales/ short stories they have read or
listened to.
5. Make requests, give advice and give directions.
2
6. Speak and write about what they want or need, ask for help give or deny assistance to
others or give/ deny services to others.
7. Give their opinions (in an oral or written manner) about various activities or issues in
their immediate surroundings as well as be able to give simple reasons for the cause/ reason
for said activities/ issues.
8. Describe the main points and individual components of something they are interested
in, both as a spoken and written manner.
9. Use the English language to find necessary information from a variety of sources.
Learning Contents
Unit
1
Topics
2
Evaluation





V. be with I you we
Yes/No questions
Questions What’s
Listen for personal information
Looking for the topics
Oral/written
Oral recitation
Oral recitation
Oral recitation
Written/oral test
Personal Information
Numbers 0-10
What’s ……?
Memberships
Family
Scanning for key words and
information
3
Brief Contents
Greeting and Introduction
Hello/Goodbye
Introduce yourself
Personal information
Spell name
Thanks & Apology
2
Duratio
n in
Weeks
2
What’s …? It’s …….
Who’s this?
This/these
Scanning for keywords and
scanning for information
 Complete application
 Family trees
 Complete the chart




Oral recitation
Oral/game test
Oral/game test
Quiz
Quiz
Oral/written test
Quiz
I’m a student
In class
Classmates
Who’s absent
In the classroom
2
Verb “be” with she, he and they
Statement with “be”
Yes/No questions with “be”
Talk about things and place in
the classroom
 Final sound /s/ /z/of plurals
 Following instructions




Oral/written test
Quiz
Oral recitation
Oral/write test
Oral/written test
Quiz
3
4
Free Time
Going out
Daily activities
Can you drive?
Statement with can and can’t
5





Warm-up
Unlocking vocabulary
Conversation with play
Short evaluation
Oral recitation
Warm-up
Oral recitation
Quiz
Pre-test
Post test
2
Oral recitation
Quiz
Pre-test
Post test
Short evaluation
10 points
Evryday life
Everyday Activities
The things you do every week.
Saying more than Yes or No
Start with well
7
Warm-up
Introduction of the lesson
Conversation with play
Oral recitation
Application
People at work
People and places
Locating places at work
One-step instructions
Two-step instructions
Multi-step instructions
6
2





2





Introduction of the lesson
Unlocking of vocabulary
Short evaluation
Oral recitation
Quiz
Oral recitation
Quiz
Pre-test
Post test
Short evaluation
10 points
2





Introduce the lesson
Unlocking of vocabulary
Conversation
Questions and answer
Evaluation
Oral recitation
Quiz
Pre-test
Post test
Short evaluation
10 points
Festivals and special days
Songkran (Thailand)
Chinese New Year
Celebration
4
8
Shopping
Clothes
Things to buy
Food and drinks
Where were you all day
2
Review Week
9





Warm-up
Unlocking of vocabulary
Question and answer with game
Conversation play
Evaluation
Oral recitation
Quiz
Pre-test
Post test
Short evaluation
10 points
1
Final Examination
1
60 items
30 points
Total
18
Teaching Materials:
1. Books
2. Magazines, Journals
3. Newspaper
4. Websites
5. Instruction Sheets
6. Worksheet
Evaluation
Attendance
Home work
Work sheet
Recitation
Quizzes
Project
Behavior
Final Test
Total
:
:
:
:
:
:
:
:
:
5%
5%
10%
10
10%
10%
20%
30
100
Prepared by: MR. TRANQUILINO G. ESPIRITU JR
FOREIGN LANGUAGE TEACHER
5
LESSON PLAN
Wangnamyen Industrial and Community
Educational College
Real Life English 1
CODE 2000-1201
Social Language
TOPIC:
Greeting and Introduction
Aims
After this lesson, students will be able to:





Identify how to greet someone.
Identify how to introduce oneself.
Identify how to introduce other(s)
Greet someone properly
Respond greeting and introduction.
Course/Level
Electronics 1, Electrical power 1/1-1/2, Repairman 1, Auto-mechanic HVC 1 and Auto-mechanic 1
Time
2 hours
Materials
A ball or something that can be thrown across the classroom.
‘How are you?’ worksheet, ‘Gap fill’ worksheet, ‘Tom’ picture, ‘Information exchange’ worksheet,
‘Rearrange the conversation’ worksheets, ‘Puppets’
6
I.
INTRODUCTION
Every student must complete a pre-test, then class activities and games, followed by the main
test before the class begins. Begin with a power point and video presentation with game.
Procedure
Introduce the
topic/Warm up
Ask students what they say when they see someone they know. Elicit “hello” and
ask students what other greetings they know. On the board write:
(10 minutes)
hello goodbye
hi good morning
Ask students which one is NOT a greeting. Tell students they have two minutes to
greet as many of their classmates as possible – encourage them to use as many
different greetings as possible.
Hand out the ‘How are you?’ worksheet to each student to complete individually.
II.
Presentation
and
discussion
(30 minutes)
On the board write:
What’s your name?
My name’s ________.
I’m __________.
Practice these structures by asking students what their names are.
Ask students to work in pairs and ask each other what their names are.
7
On the board write:
How are you? I’m fine thanks.
Practice these structures and tell students to work in pairs and ask each other how
they are.
On the board write:
Where are you from?
I’m from _______.
Practice these structures by asking students where they are from.
Ask students to work in pairs and ask each other where they are from.
III.
Communicati
on practice
Ask the students to stand in a circle.
and activity
(30 minutes)
Take the ball in your hand and say “My name is ______.”
Then throw the ball to a strong student and encourage him/her to say “My name is
______.” This student then throws the ball to another student who does the same.
When every student has caught the ball and said their name, take the ball again and
say “My name is ______, and I’m from ______.” Throw the ball around the class
until every student has said “My name is ______, and I’m from ______.”
Hand out the ‘Gap fill’ worksheet to students to complete in pairs.
Show students the ‘Tom’ picture and ask “Where is Tom from?” Elicit “He’s from
Beijing.” Show students the ‘Anne’ picture and ask “Where is Anne from?” Elicit
“She’s from London.”
Divide the students into pairs, one is student A, the other is student B. Hand out the
‘Information exchange’ worksheet and tell students to sit back to back so that they
cannot see each other’s paper. Students ask each other questions to find out the
missing information from their worksheet.
8
On the board write:
This is my friend, his/her name’s _______. Students work in groups of three and
take it in turns to introduce each other. Give each student a finger puppet and tell
them to give it a name and a city or country. Explain that the puppets only “speak”
English. Divide the class into groups of two or three and tell students to introduce
their puppets to each other.
IV.
Evaluation
Do a role play how to greet others, introduce oneself/other(s)
V.
Homework
Answer the following worksheet on the book from page 14.
9
Worksheet
Exercise 1:
See on page 6 from exercise B
Exercise 2:
See on page 7 from exercise E
Exercise 3:
See on page 8 from number 1 number 2
Exercise 4:
See on page 9 from exercise A and B with no. 1-5
Exercise 5:
See on page 10 from number 1-5
Exercise 6:
See on page 12 from worksheet 2 exercise A and B
Exercise 7:
See on page 13 from worksheet 3 exercise A, B, C.
10
LESSON PLAN
Wangnamyen Industrial and Community
Educational College
Real Life English 1
CODE 2000-1201
Social Language
TOPIC:
Personal Information
Aims
After this lesson, students will be able to:





Identify how to greet someone.
Identify how to introduce oneself.
Identify how to introduce other(s)
Greet someone properly
Respond greeting and introduction.
Course/Level
Electronics 1, Electrical power 1/1-1/2, Repairman 1, Auto-mechanic HVC 1 and Auto-mechanic 1
Time
2 hours
Materials
A ball or something that can be thrown across the classroom.
‘How are you?’ worksheet, ‘Gap fill’ worksheet, ‘Tom’ picture, ‘Information exchange’ worksheet,
‘Rearrange the conversation’ worksheets, ‘Puppets’
11
I.
INTRODUCTION
Every student must complete a pre-test, then class activities and games, followed by the main
test before the class begins. Begin with a power point and video presentation with game.
Procedure
Introduce the
topic/Warm up
Ask students what they say when they see someone they know. Elicit “hello” and
ask students what other greetings they know. On the board write:
(10 minutes)
hello goodbye
hi good morning
Ask students which one is NOT a greeting. Tell students they have two minutes to
greet as many of their classmates as possible – encourage them to use as many
different greetings as possible.
Hand out the ‘How are you?’ worksheet to each student to complete individually.
II.
Presentation
and
discussion
(30 minutes)
On the board write:
What’s your name?
My name’s ________.
I’m __________.
Practice these structures by asking students what their names are.
Ask students to work in pairs and ask each other what their names are.
12
On the board write:
How are you? I’m fine thanks.
Practice these structures and tell students to work in pairs and ask each other how
they are.
On the board write:
Where are you from?
I’m from _______.
Practice these structures by asking students where they are from.
Ask students to work in pairs and ask each other where they are from.
III.
Communicati
on practice
Ask the students to stand in a circle.
and activity
(30 minutes)
Take the ball in your hand and say “My name is ______.”
Then throw the ball to a strong student and encourage him/her to say “My name is
______.” This student then throws the ball to another student who does the same.
When every student has caught the ball and said their name, take the ball again and
say “My name is ______, and I’m from ______.” Throw the ball around the class
until every student has said “My name is ______, and I’m from ______.”
Hand out the ‘Gap fill’ worksheet to students to complete in pairs.
Show students the ‘Tom’ picture and ask “Where is Tom from?” Elicit “He’s from
Beijing.” Show students the ‘Anne’ picture and ask “Where is Anne from?” Elicit
“She’s from London.”
Divide the students into pairs, one is student A, the other is student B. Hand out the
‘Information exchange’ worksheet and tell students to sit back to back so that they
cannot see each other’s paper. Students ask each other questions to find out the
missing information from their worksheet.
13
On the board write:
This is my friend, his/her name’s _______. Students work in groups of three and
take it in turns to introduce each other. Give each student a finger puppet and tell
them to give it a name and a city or country. Explain that the puppets only “speak”
English. Divide the class into groups of two or three and tell students to introduce
their puppets to each other.
IV.
Evaluation
Do a role play how to greet others, introduce oneself/other(s)
V.
Homework
Answer the following worksheet on the book from page 14.
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