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.
Author: Edwin Ndangoh
Level: Elementary
Aim: Vocabulary, speaking
Method: Lecture
Evaluation: Exercise
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
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
South
Australia
America
America
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
Nationality
England
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
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.
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
“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” song
Gesture for the “Let’s Go to the Zoo” song
Chorus:
The gestures are fun and mimic the animals being sung
Zoo, zoo,
about:
Let’s go to the zoo,
1.
For the “Zoo, zoo, let’s go to the zoo”, have
What will we see at the zoo?
everyone walking on the spot as they walk to
Zoo, zoo,
the zoo.
Let’s go to the zoo,
2.
What will we see at the zoo?
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.
Verse 1:
For the animal parts do the following:
Lion, we will see a lion,

Lion: look fierce and roar
Elephant, we will see an elephant,

Elephant: make a trunk with your arm
Monkey, we will see a monkey,
and make the trumpet noise
Let’s go to the zoo!

Monkey: do the monkey scratching
Chorus
head and armpit gesture whilst saying
Verse 2:
“ooh-ooh”
Tiger, we will see a tiger,

Tiger: look fierce and roar
Snake, we will see a snake,

Snake: make a snake shape with your
Birds, we will see some birds,
hands and hiss like a snake
Let’s go to the zoo!

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
10
Week Two
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
Rest Area
Do Not Pass
School Crossing
Exit
Sharp Curve Ahead
Interstate
Side Road Ahead
Keep Right
Speed Limit
No Right Turn
Stoplight
No U-Turn
Traffic Light Ahead
Pass With Care
Turning Lane
Railroad Crossing
Wrong Way
Yield
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:
 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).
 Dress up craft (for lower levels)
or clothes craft (for higher levels).
 Colourful clothes or jungle
Flashcards
Printables:
14
clothes worksheets (depending on
the level of your students)
 Warm up and Wrap up lesson
sheet
Readers:
Let’s Get Dressed
Songs:
Let’s Get Dressed
These 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.
15
3. Practice the clothing vocabulary with flashcards
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.
16
“Lyrics for Let’s Get Dressed”
It’s time to go to school
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!
Gesture for “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.
17
Week Two
Lesson
Hailing a Cab
Objective: Teaching students how to politely hail a taxi
Method: Lecture
Evaluation: Exercise through Dialogue
Instructor: 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?
18
Taxi Driver: According to the meter readings, its 50 dollars.
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.
19
Section two (Senior Secondary)
Mathayom 4,5, and 6
Week One, Monday – Friday
Mathayom 4
Lesson
Places in my Town (Locations)
Time
Objectives:
Structures:
Target vocabulary:
Review vocabulary:
50 - 1 Hour
Talking about places in your town using
the structures “Where are you going”?
and “I am going”
“Where are you going?”
“Where are you going right now?”
“I’m going to”
“Over here”
School, the park, the shops, the beach,
my friend’s house, the station, the zoo,
home
On foot, by bus, by bicycle, by car, by
train, by boat, by airplane, by rocket
You will need to download:
 School, the park, the shops, the
beach, my friend’s house, the
station, the zoo, home
 “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
Flashcards
Printables:
20
sheet
Songs
Where are you going?
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.
21
Lyrics for the “Where are you Gestures for the “Where are you
Going?” song
Going?” song
Chorus:
Where are you going?
The gestures are very simple and fun:
Where are you going?
 During the chorus everyone does
Where are you going?
the “question gesture” [both
Verse 1:
palms up, looking quizzical)
I am going to school,
whilst swaying in time with the
I am going to the park,
music.
I am going to the shops,
 During the verses everyone either
I am going to the beach.
walks around the classroom or
Chorus:
walk on the spot – time with the
Where are you going?
music.
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.
Wrap up:
Review the dialogue one more time - where are you going to?
22
Week Two, Monday-Friday
Lesson
Who Am I? / Names and Addresses
Objectives: 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.
23
THIS BOOK BELONGS
TO
NAME
THIS BOOK BELONGS
TO
NAME
ADDRESS
ADDRESS
PHONE
------------------------------------------------PHONE
------------------------------------------------
Feeling Addresses:
Name
Address
City
State
Zip
Phone
24
Week Three
Lesson
Occupations
Objectives: Teaching learners types of occupations and instilling in them the
sense of career orientation
Method: Lecture
Evaluation: Practical Exercise
Duration: 50-1hr
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
Doctor
Nurse
Engineer
Soldiers
Police
Farmer
Carpenter
Reporter
Librarian
Geologist etc.
25
Week Four
Lesson
Morning Routines
General
Time:
Objectives:
Structures:
Target Vocab:
40 mins – 1hour
Saying 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:
Printables:
Song:
Wake up, wash my face, brush my hair,
get dressed, eat breakfast, brush my
teeth, put on my shoes, go to school.
- My morning worksheet
- Morning routine 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.
26
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
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)
27
Mathayom 5 and 6
Week One
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 addresses
Set-up:
Class activity or group work
Time: 50 minutes
Preparation:
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.
28
Week Two
Lesson
The Alphabet
Letting the students understand the ABC
and their functions.
Lecture
Exercise
50 Minutes
Edwin Ndangoh
Aim:
Method:
Evaluation:
Duration:
Instructor:
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.
29
Week Three
Lesson
Self-Introduction
Aim:
Teaching students how to introduce
themselves and get to know each other,
especially on first meetings.
Method:
Evaluation:
Duration:
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
30
Week Four
Lesson
Numbers
Objective:
Method:
Evaluation:
Duration:
Teaching students some basic numbers,
say 1-100.
Dialogue
Exercise
50 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
32