Lesson Plan
Name of unit: Life at Home Mutthayom 1
Topic: Daily Routines 1 Period (50 minutes)
1. Concept
Daily routines are important to have regular and consistant daily activities and routines. Having interesting activity to do every day allows people to use their time efficiently and will also help people to relax.
2. Objective
2.1 Curriculum Objective
The students will be able to speaking about daily routines.
2.2 Instructional Objective
- Practice speaking skills.
- Review the meaning of vocabulary
Take a shower
Take a bath
Wash hair
Clean the house
Have breakfast
Have lunch
Have dinner
Go to school
Brush teeth
Get up
The students will be able to give the meaning of vocabulary.
Take a shower
Take a bath
The students will be to use structure of sentence about conversation.
What time do you get up?
I get up at ……
Do you have a shower before breakfast?
Yes, I do. I have a shower at a quarter to eigth.
3. Learning Standard.
The students speak about changing daily routines.
Indicator
1. The students should be able to speaking about daily routines.
4. Language Funtion
Speaking for I nformtion.
5. Content
Vocabulary that students learned.
Take a bath
Wash hair
Clean the house
Have breakfast
Have lunch
Have dinner
Go to school
Brush teeth
Get up
New vocabulary
Take a shower
Take a bath
Conversation
Interviewer: What time do you get up?
Kevin : I get up at 6 o’ clock.
Interviewer: Do you have a shower before breakfast?
Kevin : Yes, I do. I have a shower at a quarter to eight.
Interviewer: What time do you start school?
Kevin : I start school at 8 o’clock.
Interviewer: Thank you.
Kevin: Thank, bye.
Structure
What time do you get up?
I get up at 6 o’ clock.
Do you have a shower before breakfast?
Yes, I do. I have a shower at a quarter to eight.
What time do you start school?
I start school at 8 o’clock.
6. Learning activities
Objective
Activities
Assessment
Teacher
Student
1.Curriculum Objective
- The students will be able to speaking about daily routines.
2. Instruction Objectives.
- Practice speaking skills.
-Review the meaning of vocabulary.
Take a shower
Take a bath
Have breakfast
Get up
The students will be able to give the meaning of new vocabulary.
Take a shower
Take a bath
The students will be able to use structure of sentence about conversation.
What time do you get up?
I get up at….
Do you have a shower before breakfast?
Yes, I do. I have a shower at a quarter to eigth.
Warm up
- Good afternoon. How are you to day?
I ‘m fine. Thank you.
- I have a song for you
Lead in
- Teacher tells students.
What time do you get up?
- Teacher tells students about time of teacher get up.
- Teacher tell students about story then ask students in story what is it about?
- Well, I would like to show you about daily routines picture cards and then I will ask you about this picture.
Presentation
- Teacher to set up a billboard on the white board with many cartoon on the back cartoon have vocabulary about daily routines. Then students guess about acting.
- Divided you to pair work by taking about something use in daily routines. The something work together.
-Teacher tells student go up in front of class for acting about vocabulary.
- Teacher sticks word card in the white board when student right answer and you can spell that please.
-Teacher make student acting every group.
- Good, every groups has been very good.
Practice
- Teacher show conversation on the white board and give conversation to students.
-Teacher open CD about conversation twice
- repeat after me please
- Nupparat to Antika as interviever and Tiya to kwanjai as Kiven. Then read the conversation.
- Teacher divide students find partner by making something about daily routines such as soup.
- Teacher tell students move the chair.
- Teacher stick conversation on the white board and closs some word in conversation then students know about this word be able to raise your hand and answer then you right answer I give sticker to you.
- Find partner and work with partner again.
- Teacher closs this word in conversation another pair know be able to raise your hand when you right answer I give sticker for you.
- Teacher divide students make group by vocabulary about daily routines.
- Teacher closs some word in conversation again before students work with group then another group know about this word be able to saise your hand and I give sticker to you and group have a lot of sticker is the winner.
- very good and clap your hand three time.
Practice
-Teacher tell students write conversation by yourself same conversation in the white board with partner.
- Teacher tell students another pair go up in front of class to presentation and role play
-Tell students in conversation what is structure? How do you know?
- Teacher explain about structure and give worksheet to students
- Teacher give home work to students about interview you friend or foreigner about daily routines. Then explain in front of class.
- Hand in tomorrow
- Have you any question?
-Finish class.
- Class, stand up good afternoon teacher.
- I ‘m fine, thank you and you?
- Thank you.
- I get up at…
- Answer about story of teacher speaking.
-Daily routines.
-Answer about this picture.
- Students make group of two.
- Another group guess.
T-A-K-E-A-S-H-O-W-E-R
- Listen
- every read
- Students find partner.
- Students work together.
- Students make group of six.
- work with partner.
- Present simple tense
1. Observe every activities that students do. (Answer and attention)
2. Student write conversation about daily routines.
3. Students do the role play
- Make score.
7. Materials.
- CD song
- Picture cards
- word cards
- works sheet
- conversation
8. Measurment and Evaluation
1. Cheek understanding of vocabulary.
2. Observe all activities that students do.
3. Students assess their friends score.
4. Teacher assess their work.
9. Optional Activities
Students should practice their conversation more for improving their speaking.
Name of unit: Life at Home Mutthayom 1
Topic: Daily Routines 1 Period (50 minutes)
1. Concept
Daily routines are important to have regular and consistant daily activities and routines. Having interesting activity to do every day allows people to use their time efficiently and will also help people to relax.
2. Objective
2.1 Curriculum Objective
The students will be able to speaking about daily routines.
2.2 Instructional Objective
- Practice speaking skills.
- Review the meaning of vocabulary
Take a shower
Take a bath
Wash hair
Clean the house
Have breakfast
Have lunch
Have dinner
Go to school
Brush teeth
Get up
The students will be able to give the meaning of vocabulary.
Take a shower
Take a bath
The students will be to use structure of sentence about conversation.
What time do you get up?
I get up at ……
Do you have a shower before breakfast?
Yes, I do. I have a shower at a quarter to eigth.
3. Learning Standard.
The students speak about changing daily routines.
Indicator
1. The students should be able to speaking about daily routines.
4. Language Funtion
Speaking for I nformtion.
5. Content
Vocabulary that students learned.
Take a bath
Wash hair
Clean the house
Have breakfast
Have lunch
Have dinner
Go to school
Brush teeth
Get up
New vocabulary
Take a shower
Take a bath
Conversation
Interviewer: What time do you get up?
Kevin : I get up at 6 o’ clock.
Interviewer: Do you have a shower before breakfast?
Kevin : Yes, I do. I have a shower at a quarter to eight.
Interviewer: What time do you start school?
Kevin : I start school at 8 o’clock.
Interviewer: Thank you.
Kevin: Thank, bye.
Structure
What time do you get up?
I get up at 6 o’ clock.
Do you have a shower before breakfast?
Yes, I do. I have a shower at a quarter to eight.
What time do you start school?
I start school at 8 o’clock.
6. Learning activities
Objective
Activities
Assessment
Teacher
Student
1.Curriculum Objective
- The students will be able to speaking about daily routines.
2. Instruction Objectives.
- Practice speaking skills.
-Review the meaning of vocabulary.
Take a shower
Take a bath
Have breakfast
Get up
The students will be able to give the meaning of new vocabulary.
Take a shower
Take a bath
The students will be able to use structure of sentence about conversation.
What time do you get up?
I get up at….
Do you have a shower before breakfast?
Yes, I do. I have a shower at a quarter to eigth.
Warm up
- Good afternoon. How are you to day?
I ‘m fine. Thank you.
- I have a song for you
Lead in
- Teacher tells students.
What time do you get up?
- Teacher tells students about time of teacher get up.
- Teacher tell students about story then ask students in story what is it about?
- Well, I would like to show you about daily routines picture cards and then I will ask you about this picture.
Presentation
- Teacher to set up a billboard on the white board with many cartoon on the back cartoon have vocabulary about daily routines. Then students guess about acting.
- Divided you to pair work by taking about something use in daily routines. The something work together.
-Teacher tells student go up in front of class for acting about vocabulary.
- Teacher sticks word card in the white board when student right answer and you can spell that please.
-Teacher make student acting every group.
- Good, every groups has been very good.
Practice
- Teacher show conversation on the white board and give conversation to students.
-Teacher open CD about conversation twice
- repeat after me please
- Nupparat to Antika as interviever and Tiya to kwanjai as Kiven. Then read the conversation.
- Teacher divide students find partner by making something about daily routines such as soup.
- Teacher tell students move the chair.
- Teacher stick conversation on the white board and closs some word in conversation then students know about this word be able to raise your hand and answer then you right answer I give sticker to you.
- Find partner and work with partner again.
- Teacher closs this word in conversation another pair know be able to raise your hand when you right answer I give sticker for you.
- Teacher divide students make group by vocabulary about daily routines.
- Teacher closs some word in conversation again before students work with group then another group know about this word be able to saise your hand and I give sticker to you and group have a lot of sticker is the winner.
- very good and clap your hand three time.
Practice
-Teacher tell students write conversation by yourself same conversation in the white board with partner.
- Teacher tell students another pair go up in front of class to presentation and role play
-Tell students in conversation what is structure? How do you know?
- Teacher explain about structure and give worksheet to students
- Teacher give home work to students about interview you friend or foreigner about daily routines. Then explain in front of class.
- Hand in tomorrow
- Have you any question?
-Finish class.
- Class, stand up good afternoon teacher.
- I ‘m fine, thank you and you?
- Thank you.
- I get up at…
- Answer about story of teacher speaking.
-Daily routines.
-Answer about this picture.
- Students make group of two.
- Another group guess.
T-A-K-E-A-S-H-O-W-E-R
- Listen
- every read
- Students find partner.
- Students work together.
- Students make group of six.
- work with partner.
- Present simple tense
1. Observe every activities that students do. (Answer and attention)
2. Student write conversation about daily routines.
3. Students do the role play
- Make score.
7. Materials.
- CD song
- Picture cards
- word cards
- works sheet
- conversation
8. Measurment and Evaluation
1. Cheek understanding of vocabulary.
2. Observe all activities that students do.
3. Students assess their friends score.
4. Teacher assess their work.
9. Optional Activities
Students should practice their conversation more for improving their speaking.
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