course description - az801952.vo.msecnd.net · course description : to study in the application of...

Course Description

Code /Course Title …(2000-1201) English For Real Life 1….. Credit/Hours......2................. Total Hours per Term …3…

Course Title Revision for competency Hours Objectives:

The students will be able to :

1. Improve their communication skills

(listening, reading, speaking and

writing) in the English learning process.

2. Practice their communication skills

from what they have learned.

3. Realize the importance of English as a

way of communication for their daily

activities.

Learning outcome:

1. Express themselves through body

language.

2. Construct sentences using the language

to introduce, request, give information,

describe people, things and symbols.

3. Formulate questions and answers

in exchanging information

through conversation.

3. Use the listening and reading strategies

to understand the English language

better.

4. Integrate self learning through learning

proves, evaluation, reports and self –

improvement.

Course description :

To study in the application of listening,

speaking, reading and writing. To be able to tell

important events happened in the past and in the

future, telling directions, reading newspapers,

giving information, describing people, place,

and health.

To be able to differentiate the Thai and

English language and to integrate the English

language following proper social ethics.

Course Competency

1. Expressing themselves through body

language help students gain self-

confidence and self-esteem.

2. Listening tasks develop students

confidence in their pronunciation

and in dealing with the English

language.

3. Grammatical drills help students

identify or lesson orthographic

errors in writing.

4. Oral recitation develops students

express themselves and to measure

the depth of their knowledge in

English language.

5. Dictionary using in class helps

student to know the meaning of the

words, what parts of speech they

belong to and the correct

pronunciation of the words.

Total 18

English for Real Life 1 2

Curriculum Analysis Code ...2000-1201..........Subject .....English for Communication 1.... Credit...............2..................... Class.............................. Department........................................................................................ Behavior Unit

Cognitive Domain

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Prior

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Know

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Analy

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Synt

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Evalu

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No. o

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1. Greetings 2. Big Happy Family 3. Just For Fun 4. Grocery Shopping 5. Blue Skies 6. The World of Computers 7. Man’s Best Friends 8. At the Department Store

Total Order of Priority

http://www.idis.ru.ac.th/report/index.php?topic=3398.0




Course Outline

Unit Item Week Period 1

Greetings

Vocabulary: Majors

Conversation: Meet and Greet

Language Tips: Getting Someone’s Attention, Making and Responding to Polite Requests

Grammar: The Present of Be Verbs

Reading: Finding Your Dream Job

Writing: Pen Pals

1-2

4

2. Big Happy Family

Vocabulary: Family

Conversation: First Meeting

Language Tips: Also vs. Too, Degree of Things

Grammar: Possessives, Demonstratives

Reading: Too Many Children?

Writing: Family Tree

3-4 4

3. Just For Fun

Vocabulary: Hobbies

Conversation: Let’s Go Swimming

Language Tips: Talking about Ability, Expressing Time

Grammar: Simple Present Tense

Reading: Hobbies for Your Health

Writing: Schedules

5-6 4

4. Grocery Shopping 7-8 4


Vocabulary: Groceries

Conversation: At the Supermarket

Language Tips: Lists, Where Is It?

Grammar: Count Nouns vs. Non-Count Nouns

Reading: The Language of Fruit

Writing: Coupons

5. Blue Skies

Vocabulary: Weather

Conversation: Happy in the Rain

Language Tips: Enough vs. Too, Your Home Country

Grammar: Comparatives and Superlatives

Reading: Crazy Weather

Writing: Local Weather

9-10 4

6. The World of Computers

Vocabulary: Computers

Conversation: Save My Computers

Language Tips: A Lot vs. A Lot of, Talking about Problems

Grammar: Coordinating Conjunctions, Sensing Verbs

Reading: Internet in Your Pocket

Writing: Computer Use

11-13 6

7. Man’s Best Friends

Vocabulary: Pets

Conversation: The Perfect Pet

Language Tips: Direct and Indirect Objects, Should vs. Could

14-16 4


Grammar: Gerunds and Infinitives

Reading: Want a Bigger Pet?

Writing: Animal Profiles

8. At the Department Store

Vocabulary: Shopping

Conversation: Shopping for Clothes

Language Tips: Left and Right, Showing Emotions

Grammar: Imperatives

Reading: A New World of Shopping

Writing: Directions

17 2

9. Final Examination 18 2


Course Outline

Unit Item Week Period 9

Daily Life

Vocabulary: Places

Conversation: Help!

Language Tips: Asking for Help, Thanking and Responding

Grammar: Present Countinuous

Reading: Everyday Training of an Astronaut

Writing: Blog

1-2

4

10 Out in Nature

Vocabulary: Nature

Conversation: Nature Walk

Language Tips: The Usage of Like, Expecting Something Good

Grammar: Subordinating Conjunctions

Reading: Wonders of the World

Writing: Tours of the World

3-4 4

11 On Campus

Vocabulary: College

Conversation: Test Trouble

Language Tips: The Usage of Either, Cheering People Up

Grammar: The Simple Past

Reading: Bedroom Classroom

Writing: Asking for Help on Exam

5-6 4

12 Happy Times 7-8 4


Vocabulary: Party

Conversation: The Big Party

Language Tips: Invitations, The Usage of be able to

Grammar: Expressing Time

Reading: The World’s Biggest Party

Writing: Invitation Card and Responses

13 Making Money

Vocabulary: Work

Conversation: Bad Boss

Language Tips: Two-Part Verbs, Not……At All

Grammar: Causative Verbs

Reading: Part Time Jobs of the Stars

Writing: Resume

9-10 4

14 Food to Go

Vocabulary: Restaurant

Conversation: Breakfast Sandwich

Language Tips: The Usage of Just, Asking Someone to Wait

Grammar: Adjectives

Reading: Your Size and French Fries

Writing: Eating Habits

11-13 6

15 Moving In

Vocabulary: Apartment

Conversation: A New Home?

Language Tips: Appositives, The Usage of See

14-16 4


Grammar: Adverbs

Reading: Living in the Sky

Writing: House for Rent, House Plan

16 On the Road

Vocabulary: Travel

Conversation: Summer Work and Play

Language Tips: The Usage of Yet, A Few of vs. A Few

Grammar: Future; Be Going to

Reading: The First Hotel in Outer Space

Writing: Travel Information

17 2

9. Final Examination 18 2


Key Features a. Introducing the expression used in greeting people, starting a conversation with strangers b. Introduction of the grammar “The Present of Be Verbs” c. Introduction of vocabulary words about “majors”. d. Introducing the students to read passage “Finding Your Dream Job”

Learning Objectives After the class discussion, the students will be able to: Greet their friends and have a small talk with strangers using proper expressions. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......1.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name .........1..... Greeting.......................................................................................................

Topic...................... Greeting................................................................................................................


Contents The Present of Be Verbs

Yes / No Question

Wh-Questions


Learning Activities The instructor may start the class by asking questions introducing the unit. “When was the last time you met a new person?” “How did you meet your best friend? “How do you usually introduce yourself to someone new?” GUESSING THE JOBS

1. Have the students work in pairs. A student must think of a job for another student to guess.

2. The chosen student must give hints to another student in one or two sentences. If another student cannot guess the right word, the chosen student can gives more clues with actions. If he or she still cannot guess the right word, they do not get the point.

3. Repeat until all the students have participated. CATEGORIZING JOBS

1. The teacher prepares tickets with the names of jobs written on them. The teacher can use the list of jobs on page 16. (More words about jobs are recommended)

2. The teacher gives all the tickets to the students randomly. 3. Divides the students into teams and scrambles the tickets. 4. Have the students categorize the jobs that match the descriptions such as High Pay,

Happy Workers, Most Stress, Labor Work, etc. 5. The team that can categorizes the words correctly the most is the winner.


THE PERFECT MATCH 1. The teacher prepares a several tickets of questions and responses taken from page 15

in GRAMMAR PRACTICE part B. 2. Scrambles the questions and responses and randomly gives to all the students. 3. Let the students find their most proper questions and responses; if a student has a

question, he or she must find somebody with the most suitable response to his or her question and vice versa.

4. Those who can find their perfect match in given time will get the point. RELAY THE MESSAGE

1. Divides the students into pairs or groups of three. Assign two students (per group) to be the runners and one be the writer.

2. The teacher puts 3 or more copies of passages from page 16 “Finding Your Dream Job” on the board and sit the writers at the other end of the room (3 or more groups can play this game simultaneously).

3. When the teacher starts the game, the runners must run from the writers to the passages on the board and remember phrases or sentences as much as possible within given time (5 to 10 seconds according to the teacher), then run back to the writers to tell what they can remember. The writers must listen to the runners carefully and write accurately according to the passages.

4. Repeat until all the writers finish. The group that finishes first and has the most accurate writing is the winner.

A B READY 1. Divide classes into 2 big groups (The students don’t have to move around) 2. Have both groups review expressions from Part A “Getting Someone’s Attention” and

Part B “Making and Responding to Polite Requests” 3. The teacher randomly chooses a students from each group and say “A” or “B”. If the

teacher says “A”, the chosen students must say a phrase using expressions from part A


“Getting Someone’s Attention”. If the teacher says “B”, the chosen student must ask a question using expressions from part B “Making and Responding to Polite Requests”.

4. Each times the students answer correctly, their team gets 1 point. The instructor asks approximately 10 students. The team with the most scores is the winner.

WRITING IN PAIRS

1. The teacher copies the writing part task II on page 18 and gives to the students. 2. Have the students work in pairs and fill the blanks on the papers using their own

ideas (The students are allowed to use dictionaries). 3. Have all the students speak what they write in front of the class. Whoever writes the

most creative or funny story based on the task II gets the point.


Key Features a. Introducing the expression used in asking people about their personal information such as age, name, family size, etc. b. Introduction of the grammar “Possessives” and “Demonstratives” c. Introduction of vocabulary words about “family”. d. Introducing the students to read passage “Too Many Children?”

Learning Objectives After the class discussion, the students will be able to: Ask their friends about their families using proper expressions. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......2.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name .........2..... Big..Happy..Family........................................................................

Topic...................... Family................................................................................................................


Contents Possessive Nouns

Possessive Adjectives and Pronouns

Questions with Whose

Learning Activities The instructor may start the class by asking questions introducing the unit. “Are you close to your parents?” “Who is your favorite family member? “How many children do most people in your country have?”


GUESSING FAMILY MEMBER 1. Have the students work in pairs. A student must think of one family member for another

student to guess. 2. The chosen student must give hints to another student in sentences. For example, if the

student chooses grandfather, he or she can tell another student the sentences implying the chosen family such as “He was born before father” then “He is older than uncle”. If another student cannot guess the right word, they both do not get points.

3. Repeat until all the students have participated. IS THAT WHAT I WROTE?

1. Divide class up to 4 groups (depending on how many rows in the classroom) and have all the students prepare a piece of paper.

2. The teacher assigns a student in each group to be an original writer. 3. Have the original writers write down at least 3 sentences about their family on a piece of

paper. Each sentence must contain a word about family member. 4. After the original writers finish, they must show their paper to the next student in their

rows for 5 seconds. The readers must remember everything in the paper within given time and write down as much as possible on their paper. Then the readers show their paper to the next students and they must do the same until the last person in the groups has been reached.

5. Check the sentences that the last persons of each group have written. The team with the most accurate text compared to the original writers will get the point.

THE PERFECT MATCH

1. The teacher prepares a several tickets of questions and responses taken from page 25 in GRAMMAR PRACTICE part B.

2. Scrambles the questions and responses and randomly gives to all the students.


3. Let the students find their most proper questions and responses; if a student has a question, he or she must find somebody with the most suitable response to his or her question and vice versa.



2. The teacher puts 3 or more copies of passages from page 26 “Too Many Children?” on the board and sits the writers at the other end of the room (3 or more groups can play this game simultaneously).



SUDDEN SENTENCES

1. Divide classes into 2 big groups (The students don’t have to move around) 2. Have both groups review expressions from Part A “Also vs. Too” and Part B “Degree

of Things” 3. The teacher randomly chooses a student from each group and says any word from

page 23 “Language Tips”. When the chosen student hears the word the teacher said, he or she must form a grammatically correct sentence using the said word. If he or she cannot form a sentence correctly, the group which the chosen student belongs does not get the point.



WRITING IN PAIRS



most creative or developing story based on the task II gets the point.


Key Features a. Introducing the expression used in asking people about their hobbies or anything they do on their free time. b. Introduction of the grammar “Simple Present Tense” c. Introduction of vocabulary words about “hobbies”. d. Introducing the students to reading passage “Hobbies for Your Health”

Learning Objectives After the class discussion, the students will be able to: Ask their friends about their hobbies and interests using proper expressions. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Contents Simple Present Tense Statement

Third Person Singular

Unit......3.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........3..... Just..For..Fun........................................................................

Topic................. Hobbies and Activities................................................................................................................


Yes / No Questions

Wh- Questions

Learning Activities The instructor may start the class by asking questions introducing the unit. “What do you do in your free time?” “Which sports do you like? “What interests do you share with your friend?”


GUESSING HOBBIES

1. Have the students work in pairs. A student must think of one hobby for another student to guess.

2. The chosen student must give hints to another student in sentences. For example, if the student chooses “playing chess”, he or she can tell another student the sentences implying the chosen hobby such as “It’s a board game” then “It’s black and white”. If another student cannot guess the right word, they both do not get points.

3. Repeat until all the students have participated. CATEGORIZING HOBBIES

1. Divide the students into 3-4 groups. 2. The teacher provides the students hobby categories such as hobbies for fun, healthy

hobbies, professional hobbies, etc. 3. Each group must think of hobbies as many as possible and put hobbies into the right

categories. 4. After 5-10 minutes, a representative from each group must come in front of the class and

tell the class which hobbies fall into each categories. The class will discuss together if each hobby is in the right category. If so, the team will get the point.

5. A team with most hobbies in the right categories gets the point. IS THAT WHAT I WROTE?


2. The teacher assigns a student in each group to be an original writer. 3. Have the original writers write down at least 3 sentences about their hobbies that they

usually do on weekend on a piece of paper. Each sentence must contain a word about hobbies.

4. After the original writers finish, they must show their paper to the next student in their rows for 5 seconds. The readers must remember everything in the paper within given


time and write down as much as possible on their paper. Then the readers show their paper to the next students and they must do the same until the last person in the groups has been reached.


THE PERFECT MATCH


2. Scrambles the questions and responses and randomly gives to all the students. 3. Let the students find their most proper questions and responses; if a student has a




2. The teacher puts 3 or more copies of passages from page 36 “Hobbies for Your Health” on the board and sits the writers at the other end of the room (3 or more groups can play this game simultaneously).




A SUDDEN CHAIN OF SIMPLE SENTENCES 1. This game can be played by the whole class simultaneously or the teacher can

divide the students into 3-4 groups. Only one group can play at a time. 2. The teacher has the students review GRAMMAR FOUCS on their own for 5-10

minutes. 3. The teacher signals the first student in the row to start a chain of sentences using

simple present tense. The next student must form a simple sentence that will make a story when connected to the previous sentence. For example, the first student may say “I sit in the classroom”, and then the next student may continue with “The teacher comes in the room”. After that, the next student might say “She asks us to open the book”. This game will practice the students to react suddenly to the sentence. If any student in the group cannot answer within given time (approximately 5-10 seconds), he or she has break the chain and their group will not get the point. Each time the student can answer within given time, the group gets one point.

4. Repeat until one group has finished, and then start with the rest. The team with the most score is the winner.

WRITING IN PAIRS



most possible or positive hobby based on the task II gets the point.


Key Features a. Introducing the expression used in asking people about their hobbies or anything they do on their free time. b. Introduction of the grammar “Count Nouns vs. Non-Count Nouns” c. Introduction of vocabulary words about “groceries”. d. Introducing the students to read passage “The Language of Fruit”

Learning Objectives After the class discussion, the students will be able to: Ask their family members or friends about what they need to buy from grocery store using

proper expressions. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......4.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........4..... Grocery Shopping........................................................................ Topic.................Groceries................................................................................................................


Content Count Noun

Non-Count Nouns

Plural Count Nouns

Learning Activities The instructor may start the class by asking questions introducing the unit. “Where do you shop for groceries?” “What do you buy every week? “Is it cheap to buy food in supermarkets? Convenience stores?”


DEFINING GROCERIES 1. Have the students work in pairs. A student must think of one grocery item along with its

definitions in order for another student to guess. 2. The chosen student must give hints to another student in sentences. For example, if the

student chooses “toilet paper”, he or she must tell another student the sentences implying the chosen item such as “It is used in the toilet” then “It is white”. If another student cannot guess the right word, they both do not get points.

3. Repeat until all the students have participated. CATEGORIZING ITEMS

1. Divide the students into 3-4 groups. 2. The teacher provides the students grocery categories such as items used in the

bathroom, food and beverage, items you must buy every week, etc. 3. Each group must think of grocery items as many as possible and put them into the right


explain why each item falls into each category. The class will discuss together if each item is in the right category. If so, the team will get the point.

5. A team with the most items in the right categories gets the point. IS THAT WHAT I WROTE?


2. The teacher assigns a student in each group to be an original writer. 3. Have the original writers write down a list of grocery that he or she needs to buy on

weekend on a piece of paper (at least 10 items). 4. After the original writers finish, they must show their paper to the next student in their

rows for 5 seconds. The readers must remember everything written in the paper within given time and write down as much as possible on their paper. Then the readers show


their paper to the next students and they must do the same until the last person in the groups has been reached.


THE PERFECT MATCH






2. The teacher puts 3 or more copies of passages from page 46 “The Language of Fruit” on the board and sits the writers at the other end of the room (3 or more groups can play this game simultaneously).




COUNTING THE UNCOUNTABLES 1. The teacher prepares at least three sets of vocabularies small flashcards about

grocery, randomly mixes countable nouns and uncountable nouns together. Each set should contain at least 20 words per set.

2. The teacher has the students review GRAMMAR FOCUS on their own for 5-10 minutes.

3. The teacher divides the students into 3-4 groups and gives sets of vocabularies to all groups. After the teacher gives signal, all team must categorize all vocabularies whether they are countable nouns or uncountable within given time (3-5 minutes).

4. The team that finishes first and has the most correct vocabularies put into the right categories will get the score.

WRITING IN PAIRS

1. The students must work in pairs. They are to choose up to 4 flashcards used in the previous game.

2. Each pair must form a paragraph using all the words they have chosen within 15 minutes. The paragraph must contain at least 10 sentences.

3. Have all the students speak what they write in front of the class. Whoever writes the most creative or developing story based on the flashcards will get the score


Key Features a. Introducing the expression used in discussing with other people about weather and season. b. Introduction of the grammar “Comparatives and Superlatives” c. Introduction of vocabulary words about “weather”. d. Introducing the students to read passage “Crazy Weather”

Learning Objectives After the class discussion, the students will be able to: Ask other people about weather and season using proper expressions. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......5.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........5..... Blue Skies................................................................................................................ Topic................................Weather.............................................................................................................................


Content Regular Adjectives

Irregular Adjectives

Functions


Learning Activities The instructor may start the class by asking questions introducing the unit. “Do you watch the weather report?” “What kind of weather do you like the most? “What is the worst kind of weather?” DEFINING WEATHER

1. Have the students work in pairs. A student must think of a place he or she would like to visit on his or her vacation along with its weather and scenario description. The place chosen does not have to be a specific place. He or she can just choose a place like a beach, a waterfall, a desert, etc.

2. The chosen student must give hints to another student in sentences. For example, if the student chooses “a beach”, he or she must tell another student the sentences implying the chosen place such as “It is mostly sunny” then “It is windy as well”. If another student cannot guess the right word, they both do not get points.

3. Repeat until all the students have participated. CATEGORIZING SEASON

1. Divide the students in pairs. 2. The teacher provides the students all seasons of the year. 3. Each group must think of kind of weathers as many as possible and put them into the

right seasons (some kind of weathers can belong to more than one season). 4. After 5-10 minutes, a representative from each group must come in front of the class and

explain why each kind of weather falls into each category. The class will discuss together if such weathers is in the right category. If so, the team will get the point.

5. A team with the most kind of weathers in the right categories gets the point.


IS THAT WHAT I WROTE? 1. Divide class up to 4 groups (depending on how many rows in the classroom) and have

all the students prepares a piece of paper. 2. The teacher assigns a student in each group to be an original writer. 3. Have the original writers write down his or her vacation plans ahead for 3 months. The

plan must cover weather expectations. The plans should be at least 3 sentences. 4. After the original writers finish, they must show their paper to the next student in their

rows for 10 seconds. The readers must remember everything written in the paper within given time and write down as much as possible on their paper. Then the readers show their paper to the next students and they must do the same until the last person in the groups has been reached.


ROCK PAPER SCISSOR WEATHER CHALLENGE

1. The teacher divides the students into 2 big groups. 2. Both teams will compete in rock paper scissor game. Supposing that weathers now

represent rock paper scissor. Rock represents sunny and warm weather. Paper represents storm and monsoon. Cold weather and snow are represented by scissor. It means that all the students must think ahead that what kind of weather they like or dislike the most.

3. Let both teams compete with each other. This rule is; the students who lose must explain why he or she likes or dislikes the chosen weather.

4. The team with the most winners will win.

RELAY THE MESSAGE 1. Divides the students into pairs or groups of three. Assign two students (per group) to be

the runners and one be the writer.


2. The teacher puts 3 or more copies of passages from page 58 “Crazy Weather” on the board and sits the writers at the other end of the room (3 or more groups can play this game simultaneously).



COMPARATIVES AND SUPERLATIVES

1. The teacher prepares at least three sets of adjectives and possible prefix and suffix for those adjectives (more, most, -er, -est) in small flashcards.

2. The teacher has the students review GRAMMAR FOCUS on their own for 5-10 minutes.

3. The teacher divides the students into 3-4 groups and gives sets of adjectives, prefix and suffix to all groups. After the teacher gives signal, all team must put all adjectives and prefixes+suffixes together in the right form (regular adjectives or irregular adjectives) within given time (3-5 minutes).

4. The team that finishes first and has the most correct vocabularies put into the right categories will get the score.

WRITING IN PAIRS

1. The teacher prepares copies on page 60 task II for all pairs. 2. Each pair must fill in the blanks by referring to the city they would like to go using own

ideas within 10 minutes. 3. Have all the students speak what they write in front of the class. Whoever writes the

most accurate story based on the reality will get the score. .


Key Features a. Introducing the expression used in asking people about owning a computer, problems using computer, habits, and school use. b. Introduction of the grammar “Coordinating Conjunctions” and “Sensing Verbs” c. Introduction of vocabulary words about “Computers”. d. Introducing the students to read passage “Internet in Your Pocket”

Learning Objectives After the class discussion, the students will be able to: Ask their friends about their computers use and problems. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......6.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........6..... The World of Computer........................................................................ Topic................. Computer................................................................................................................


Contents Coordinating Conjunctions

Sensing Verbs


Learning Activities The instructor may start the class by asking questions introducing the unit. “What do you usually do on the computer?” “How much time do you spend on the computer every day? “Is your computer important to you? In what way?” GUESSING SOFTWARES

1. Have the students work in pairs. A student must think of software for another student to guess.

2. The chosen student must give hints to another student in sentences. For example, if the student chooses “Adobe Photoshop”, he or she can tell another student the sentences implying the chosen hobby such as “It uses for editing photos” then “It’s difficult for starter”. If another student cannot guess the right word, they both do not get points.

3. Repeat until all the students have participated. CATEGORIZING SOFTWARE

1. Divide the students into 3-4 groups. 2. The teacher provides the students software categories such as software for

entertainment, office software, antivirus, etc. 3. Each group must think of software as much as possible and put them into the right


tell the class which software falls into each categories. The class will discuss together if software is in the right category. If so, the team will get the score.

5. A team with most software in the right categories is the winner. IS THAT WHAT I WROTE?



2. The teacher assigns a student in each group to be an original writer. 3. Have the original writers write down 3 pieces of hardware and their uses on a piece of

paper. 4. After the original writers finish, they must show their paper to the next student in their

rows for 5 seconds. The readers must remember everything in the paper within given time and write down as much as possible on their paper. Then the readers show their paper to the next students and they must do the same until the last person in the groups has been reached.


THE PERFECT MATCH






2. The teacher puts 3 or more copies of passages from page 68 “Internet in Your Pocket” on the board and sits the writers at the other end of the room (3 or more groups can play this game simultaneously).

3. When the teacher starts the game, the runners must run from the writers to the passages on the board and remember phrases or sentences as much as possible within given time (5 to 10 seconds according to the teacher), then run back to the writers to tell what


they can remember. The writers must listen to the runners carefully and write accurately according to the passages.


SUDDEN CONJUNCTION AND SENSING VERBS

1. Divide classes into 2 big groups (The students don’t have to move around) 2. Have both groups review coordinating conjunctions and sensing verbs from

GRAMMAR FOCUS on page 66. 3. The teacher randomly chooses a student from each group and says any conjunctions

or sensing verbs from page 66 “GRAMMAR FOCUS”. When the chosen student hears the word the teacher said, he or she must form a grammatically correct sentence using the said word. If he or she cannot form a sentence correctly, the group which the chosen student belongs does not get the point.


WRITING IN PAIRS

1. The teacher has the students review writing task II on page 70. 2. Have the students work in pairs and write a paragraph about their computer use.

They can use writing task II as an example (The students are allowed to use dictionaries).

3. Have all the students speak what they write in front of the class. Whoever writes the most useful and creative computer use based on reality will get the score.


Key Features a. Introducing the expression used in asking people about their favorite animals, having a pet, how to take care of a pet. b. Introduction of the grammar “Gerunds” and “Infinitives” c. Introduction of vocabulary words about “pets”. d. Introducing the students to read passage “Want a bigger pet?”

Learning Objectives After the class discussion, the students will be able to: Ask their friends general questions about pets. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......7.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........7..... Man’s Best Friend........................................................................ Topic................. Pets................................................................................................................


Contents Gerunds and Infinitives Form

Gerunds and Infinitives Usage

Verbs with Gerunds / Infinitives

Learning Activities The instructor may start the class by asking questions introducing the unit. “Do you have any pets? What kind of pets do you have?” “What’s the best thing about having a pet? What’s the worst thing?” “Which animal is your favorite? Why?”


GUESSING PETS 1. Have the students work in pairs. A student must think of a pet for another student to

guess. 2. The chosen student must give hints to another student in sentences. For example, if the

student chooses “snake”, he or she can tell another student the sentences implying the chosen hobby such as “It does not walk, it slithers” then “Some of its family are very dangerous”. If another student cannot guess the right word, they both do not get points.

3. Repeat until all the students have participated. CATEGORIZING ANIMALS

1. Divide the students into 3-4 groups. 2. The teacher provides the students animal categories such as animals that live on land,

aquatic animals, aerial animals, etc. 3. Each group must think of the animals as many as possible and put the animals and

write them into the right categories. 4. After 5-10 minutes, a representative from each group must come in front of the class and

tell the class which animals fall into each categories. The class will discuss together if each animal is in the right category. If so, the team will get the point.

5. A team with the most animals in the right categories gets the point. IS THAT WHAT I WROTE?


2. The teacher assigns a student in each group to be an original writer. 3. Have the original writers write down 5 animals that they like and the reasons why they

like them on a piece of paper. 4. After the original writers finish, they must show their paper to the next student in their

rows for 5 seconds. The readers must remember everything in the paper within given time and write down as much as possible on their paper. Then the readers show their


paper to the next students and they must do the same until the last person in the groups has been reached.


THE PERFECT MATCH

1. The teacher prepares a several tickets of questions and corrected responses taken from page 77 in GRAMMAR PRACTICE part B.





2. The teacher puts 3 or more copies of passages from page 68 “Internet in Your Pocket” on the board and sits the writers at the other end of the room (3 or more groups can play this game simultaneously).




SUDDEN CONJUNCTION AND SENSING VERBS 1. Divide classes into 2 big groups (The students don’t have to move around) 2. Have both groups review coordinating conjunctions and sensing verbs from

GRAMMAR FOCUS on page 66. 3. The teacher randomly chooses a student from each group and says any conjunctions

or sensing verbs from page 66 “GRAMMAR FOCUS”. When the chosen student hears the word the teacher said, he or she must form a grammatically correct sentence using the said word. If he or she cannot form a sentence correctly, the group which the chosen student belongs does not get the point.


WRITING IN PAIRS

1. The teacher has the students review writing task II on page 80. 2. Have the students work in pairs and write a paragraph about their computer use.

They can use writing task II as an example (The students are allowed to use dictionaries).

3. Have all the students speak what they write in front of the class. Whoever writes the most useful and creative computer use based on reality will get the score.


1. Key Features a. Introducing the expression used in asking people about their happy times, e.g. Do you like birthday parties? b. Introduction of the grammar “Expressing Time: Prepositions, Expressions”. c. Introduction of vocabulary words about “celebrations”. d. Introducing the students to read passage “The World’s Biggest Party”

Learning Objectives After the class discussion, the students will be able to: Ask their friends general questions about celebrations & parties. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......12.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........12..... Happy Time........................................................................ Topic................. Celebrations................................................................................................................


Contents


Learning Activities The instructor may start the class by asking questions introducing the unit. “What’s the happiest time of the year for you?” “What do you do on your birthday? “How do you prepare for the Lunar New Year?”

Air Write

1. One person "writes" letters or words from unit 12 in the air and others guess what it is by speaking out loudly and clearly. The game can be done along a chain. Vocabularies on page 125 & 127 can be the guides.

2. If any student can’t guess words, he/she has to get out of the game because there will be the one who wins.

Spelling Bee

1. Teachers must select vocabularies, for example DECORATE, HOLIDAY or PRESENT, etc. from unit 12 in order to practice students concerning words they have learnt.

2. The students have to spell words out the teacher has selected in order. The game is better suitable for group.

3. A group that can spell out correctly will get points, but if a representative from any team spells incorrectly she/he must take time off from playing the game.

Speak Easy

1. Teachers try students with practice about expressions or special days with their partner. 2. They can look pages 124 & 125 in unit 12 to be the guides to make sentences in

dialogues.


Active Brainstorming

1. This activity focuses on grammar, it is about prepositions and expressions in unit 12. 2. Teacher must prepare 10-12 minimum sentences about using prepositions by putting with

the wrong prepositions so that students in the class practice brainstorming and discussing each other the usage of prepositions because the more they practice, the more they gain.

3. This activity will boost of grammar skills to students, especially prepositions. Teacher can use the structure on page 128 or 129 to be the guides but students need to close their textbook.

Example The wedding is on twelve o’clock. The wedding is at twelve o’clock. His birthday is in June sixth. His birthday is on June sixth.

I visit New York in 2005. I visit New York in 2005.

Role Play

1. Teacher tries the students to work in pair by a role play on page 126 so that students can practice their speaking skills.

2. Or get students try to create dialogues by following the conversation on page 126, but students might have to change or adapt details with other words in unit 12.


Key Features a. Introducing the expression used in asking people about their working, what it is like. b. Introduction of the grammar “Main Causative Verbs” and “Verbs with Similar Usage”. c. Introduction of vocabulary words about “working”. d. Introducing the students to read passage “Part-time Jobs of the Stars”

Learning Objectives After the class discussion, the students will be able to: Ask their friends general questions about working. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......13.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........13..... Making Money........................................................................ Topic................. Working................................................................................................................


Contents Main Causative Verbs

Usage Note

Verbs with Similar Usag


Learning Activities The instructor may start the class by asking questions introducing the unit. “How do you pay for college?” “Do you have much free time? “Is it a good idea to work and study at the same time?”

Ask & Answer

1. Separate students in the class into two groups, one group is the asking team, the another one is the answering.

2. They have to ask and answer concerning the contents they have learnt in unit 13, about working. The students can use the sentences on page 136 to be the guides. For example Do you have a part-time job? (team A / B) Yes, l work in a restaurant. (team B / A) Or use questions and responses on page 137.

3. And each opposite team has to check the accuracy. If any teams ask or answer correctly, they will get point but if not, they will be taken points out instead, students can discuss with each other.

Role play




Hate

Uniform

Pick & Write 1. Each student write a word/ words they have studied on a small piece of paper from unit 13,

then all of students put words together without seeing and knowing their friends’ words and after that the first student has to pick a paper with a word/ words from their friends next to them, and make it in sentence correctly.

l hate this job. / She hates her job. Example :

All of the staff should wear uniforms. /

All of the students must wear uniforms. 2. The rest of the students who are sitting can discuss with each other regarding sentences

their friends wrote, if the sentences are exact. Students who can make sentences grammatically and accurately will get points.

Make Me Up

1. Divide students into 4-5 per group, this activity focuses on and boost of students’ grammar skills.

2. Students in the same group have to choose 2-3 words from “Main Causative Verbs” or “Verbs with Similar Usage” on page 140 to let other groups they chose brainstorm with each other, then make words in sentences with accuracy.

Example l have / She has my younger sister do her homework. l have / She has my younger sister to do her homework She asks / asked me to wait for her. She asks / asked me wait for her.

Have

Ask


3. If any groups write grammatically, they will get points, if not the opposite group gets points instead.

The Missing Letters

1. Share students into 3 groups, each group might discuss in the same group to choose 2-3 words from page 139, to be the guides or any words in unit 13 and the groups have to send a representative to write the beginning and ending letters on board in order to let other groups come out to write the correct words.

For example p e = part-time c p = clean up h e = handle w r = worker

a e = available 2. The rest of the groups should analyze words in unit 13, then get a volunteer to write words

as fast as he / she can.


Key Features a. Introducing the expression used in asking people about their favorite food, What is your favorite food? b. Introduction of the grammar “Adjectives” c. Introduction of vocabulary words about “food”. d. Introducing the students to read passage “Your size and French Fries”

Learning Objectives After the class discussion, the students will be able to: Ask their friends general questions about food or favorite food. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......14.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........14.....Food to Go........................................................................ Topic......................Food...........................................................................................................


Contents Adjectives Adjectives tell us about nouns. They always keep the same form.

Positions

Types


Learning Activities The instructor may start the class by asking questions introducing the unit. “What’s your favorite food?” “Where do you like to eat? “Do you like fast food?”

Check It Out

1. Separate students into small discussion groups, 4-5 per group. 2. Members in the same group discuss with each other, then get a representative to write

sentences ungrammatically in order to deceive and check their friends’ comprehensions, but the owner groups of the sentences must know the correct ones so that other groups correct the sentences. Any teams can correct sentences accurately will get points and if can’t, no points, the points will be added to the owner group of sentences.

3. Students should follow the contents in unit 14 about food. For example Did you delivered? Do you deliver? What does you want to ordered? What do you want to order? Yes. These fries is your. Yes. These fries are yours.

Role Play

1. Teacher tries the students to work in group by a role play on page 148 so that students can

practice their speaking skills. 2. Or get students try to create dialogues by following the conversation on page 148, but

students might have to change or adapt details with other words in unit 14.


Ask & Answer


2. They have to ask and answer concerning the contents they have learnt in unit 14, about working. The students can use the sentences on page 146 to be the guides

For example May l take your order? (team A / B) Yes, l’d like a hamburger, please. (team B / A) Or use questions and responses on page 147.


The Missing Letters

1. Share students into 3 groups, each group might discuss in the same group to choose 2-3

words from page 147, to be the guides or any words in unit 14 and each group has to send a representative to write the beginning and ending letters on board in order to let other groups come out to write the correct words.

For example d r = deliver o r = order c e = change b f = beef k p = ketchup


2. The rest of the groups should analyze words in unit 14, then get a volunteer to write words as fast as he / she can.

Make Me Up


2. Students in the same group have to choose 2-3 words from “Adjectives : Positions & Types on page 150 to let other groups they chose brainstorm with each other, then make words in sentences with accuracy.

Example The waitress is friendly. The friendly is waitress.

I want a soda. I want an soda.


Friendly

A


Key Features a. Introducing the expression used in asking people about their kind of places such as it is an/a apartment or hotel. b. Introduction of the grammar “Adverbs: functions, forms, types” c. Introduction of vocabulary words about “accommodations”. d. Introducing the students to read passage “Living in the Sky”

Learning Objectives After the class discussion, the students will be able to: Ask their friends general questions about kind of places and facilities. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......15.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........15.....Moving In........................................................................ Topic......................Accommodations...........................................................................................................


Contents Adverbs Adverbs usually answer questions like how, when, or where. Functions

forms


Learning Activities The instructor may start the class by asking questions introducing the unit. “What kind of place do you live in?” “Do you prefer to live alone, with roommates, or with your family? “What’s the best thing about living alone?”

Scrappy Words

1. Devide students into three discussion teams, they have to pick 4-5 words from unit 15 in order to put the words in the wrong order by writing on board.

2. To let the other teams put the scrappy words in the right order, each team should think and come out quickly to write on board.

For example IVLING OORM = LIVING ROOM LABNYCO = BALCONY CHCOU = COUCH KOOBSECA = BOOKCASE SETCLO = CLOSET

Ask & Answer


2. They have to ask and answer concerning the contents they have learnt in unit 15, about kind of places. The students can use the sentences on page 156 to be the guides.

For example Is there a kitchen in the apartment? (team A / B) Yes. There is a small kitchen. (team B / A) Or use questions and responses on page

157.



A Word A Person

1. This game is individual game. The first volunteer comes out to start the game by writing a word from unit 15 to make it in correct sentences on board.

2. A word for one’s turn and if anyone puts a word ungrammatically or incorrectly they wouldn’t play the next round. And the next student should correct it. Letter B page 157 can be the guides.

Example Possible : Linda + does/doesn’t + pay + a + lot + for + the + place. Impossible : Linda + does/doesn’t + pays+ a + lot + for + the + place.

(Time off for a student who puts a word ungrammatically and incorrectly.)


Role Play



Check It Out

1. Separate students into small discussion groups, 4-5 per group. 2. Members in the same group discuss with each other, then get a representative to write

sentences ungrammatically in order to deceive and check their friends’ comprehensions, but the owner groups of the sentences must know the correct ones so that other groups correct the sentences. Any teams can correct sentences accurately will get points and if can’t, no points, the points will be added to the owner group of sentences.

3. Students should follow the contents in unit 15 about accommodations and facilities. For example What is your room? Where is your room? How many is the rent? How much is the rent?

There are two bedroom and a living room. There are two bedrooms and a living room.


2. Key Features a. Introducing the expression used in asking people about traveling, Do you like traveling? b. Introduction of the grammar “Future: Be going to”. c. Introduction of vocabulary words about “traveling”. d. Introducing the students to read passage “The First Hotel in Outer Space”

3. Learning Objectives After the class discussion, the students will be able to: Ask their friends general questions about traveling. Write new vocabulary words from the discussed topic and put them in correct context. Participate actively in the class discussion and group games.

Unit......16.......... Total …2…… Hours

Lesson Plan

Subject.................. .........English..for..Communication 1................................ Unit Name ........16.....On the Road........................................................................ Topic......................Traveling...........................................................................................................


4. Contents


Learning Activities The instructor may start the class by asking questions introducing the unit. “Do you like to travel?” Why or why not? “How often do you go on vacation? “What’s the best thing about traveling?”

Scrappy Words

1. Devide students into three discussion teams, they have to pick 4-5 words from unit 16 in order to put the words in the wrong order by writing on board.

2. To let the other teams put the scrappy words in the right order, each team should think and come out quickly to write on board.

Example isitv = visit rout deiug = tour guide ourt puorg = tour group onticava = vacation daorba = abroad


Role Play



Pick & Write 1. Each student write a word/ words they have studied on a small piece of paper from unit 16,

then all of students put words together without seeing and knowing their friends’ words and after that the first student has to pick a paper with a word/ words from their friends next to them, and make it in sentence correctly.

Example I’m not at work, she is on vacation. We went on a tour of china for ten days.

2. The rest of the students who are sitting can discuss with each other regarding sentences their friends wrote, if the sentences are exact. Students who can make sentences grammatically and accurately will get points.

Vacation

Tour


Make Me Up


2. Students in the same group have to choose 2-3 words from unit 16 page 167 and 169 to let other groups they chose brainstorm with each other, then make words in sentences grammatically and accurately by using grammar “Future : Be Going to”.

Example We are going to abroad for a vacation.

They aren’t going to visit their family.


Scrambled Sentences

1. Separate students into small groups, 3-4 per group. 2. Members in the same group brainstorm and discuss each other and scramble the

right sentences from unit 16 in order to have other groups put words in order. Contents on page 166 can be the guides.

3. If any groups can put words correctly in order, they will get points, if not no points. Example

1 2 3 4 5 6

vacation

visit

What’s your favorite way traveling? of

What’s

favorite

way

traveling?

your

of

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