Tefl Lesson Plans

Lesson Plan Thai Teacher Training Program
Class: Unit 1 May I introduce myself?

Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Introductions

Teaching Program
Warmer, focused listening and communicative
activities followed by writing and role playing.

Main Point
To learn greetings in a professional environment.

General Purpose
To gain experience in hearing and responding to
greetings in a professional environment.

Behavioral Purpose
Students exchange real information about
themselves with their classmates for group
building.

Establishing Learning Activities

1. Introduction Stage
Warmer Name game

2. Learning Activities
Stage

a. Warmer
b. Listening Activity listen and check, p.4
c. Sentence pattern practice, p.4
d. Listening Activity, p. 5
e. Sentence pattern practice speaking p. 6
f. Communicative activity Interviews
g. Discussion Different situations require
different greetings
h. Reading activity Greetings from around the
world, Interchange p. 5
i. Communicative activity p. 7
j. Role-play situational greetings.
k. Optional name game.

3. Summary Stage Role play

Assessment

Assignment
Participation in large and small group work.

Teaching Material
At Your Service, Interchange Book 1

Record after Teaching Attendance

Class: Unit 2 What do you do?
Time: 4 hours
Date: April 4, 2004 May 8, 2004

Issue
Finding out about occupations.

Teaching Program
Warmers, focused listening and communicative
activities, dictation and writing

Main Point
To initiate and respond to questions about
occupations.

General Purpose
To practice generating dialogue concerning jobs.

Behavioral Purpose
Students practice listening and speaking in a
comfortable environment. Repetition and fun
enhances learning.


Warmer Topic Game

Stage
a. Warmer
b. Listening activity Listen and check, p. 8
c. Sentence pattern practice, p. 8 & 9
d. Vocabulary expansion, Interchange, p. 8
e. Matching activity, Interchange, p. 9
f. Sentence pattern practice, Interchange p. 9
g Listening activity Listen and complete, p. 9
h Role play listening dialogue p. 9
i. Listening activity & practice, Interchange p. 9
j. Charades job descriptions
k. Making questions, p.10
l. Game Who are you?
m. Dictation Describing a family member.
n. Interview
o. Writing and revision team work
p. Presentation

3. Summary Stage Presentations and Review

Assessment

Assignment
Participation and Written work

Teaching Material
At Your Service, Interchange 1


Class: Unit 3 What time does the next train leave?
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Time and timetables

Teaching Program
activities, core dialogue practice, song, role play

Main Point
To initiate and respond to questions about time.

General Purpose
To generate discourse about time.

Behavioral Purpose
Students practice speaking and listening in a
comfortable environment. Repetition and
communicative activities enhance learning.


Warmer Where do you want to go?

Stage
a. Warmer
b. Listening Activity Listen and write, p. 12
c. Listening Activity Clock faces
d. Discussion How many ways can you
say?
e. Q & A practice in pairs, p. 13
f. Listening Activity Listen and match, p. 13
g. Speaking p. 14
h. Timetable practice generating dialogue
about timetables, p. 14
i. Communicative activity fill in the
timetable
j. Song activity Rock around the clock
1. Listening
2. Writing
k. Walkabout Interviews
l. Summary of lesson

3. Summary Stage Review of main points

Assessment

Assignment
Participation in large and small group activities

Teaching Material At Your Service, Handouts, CD with song

Class: Unit 4 What kind of room do you want?
Time: 4 hours
Date: April 4, 2004 May 8, 2004

Issue
Describing locations

Teaching Program
activities, vocabulary expansion, role play

Main Point
To initiate and respond to questions about hotel
rooms. To use descriptive terms.

General Purpose
To practice generating dialogue concerning hotel
bookings. To practice using descriptive terms.

Behavioral Purpose
Students practice using a variety of methods
designed to enhance learning.


Warmer Im going on vacation, Im going to
take

Stage
a.
b.

c.
d.
e.
f.
g.
h.

i.
j.
k.
l.

m.
n.

o.
p.
q.
Warmer
Brainstorming What is most important
feature of a hotel room?
Focused listening listen and check, p. l6
Core dialogue cut up and match
Pronunciation intonation of questions.
Focused listening listen and write, p. 17
Practice dialogue stand and deliver
Communicative Activity Handout, find a
room/occupant
Fill out reservation card with partner, p. 18
Role-play with found partner.
Word Study p. 18
Game Adjective matching, i.e. Amazing
Ayuthaya, Beautiful Bangkok
Vocabulary expansion collocations
Sentence pattern practice use collocations
in given sentences
Reading Preview ads for Hotels
Cloze practice
Create an advertisement in groups.


Class: Unit 5 Dont leave your bags on the bus.
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Giving Instructions Imperatives

Teaching Program
Warmer, core dialogue, focused listening and
communicative activities, running dictation,
writing

Main Point
To initiate and respond to commands, to
understand situations in which commands occur.

General Purpose
To generate dialogue that is appropriate for
specific purposes.

Behavioral Purpose
Students practice giving and receiving
commands using a variety of methods.


Warmer Simon Says

Stage
a. Warmer
b. Focused listening, p. 20
c. Sentence patterns, p. 20
d. Focused listening, p. 21
e. Speaking practice, p. 21
f. Pronunciation practice p. 21
g. Language in Context, Matching handout
h. Language Practice, p. 21
j. Lecture, Ordering words (then, next, etc.)
k. Core dialogue, T/T T/S S/T S/S - //s
l. Matching Activity, handout
m. Running dictation, instructions
n. Language in context, making rules
activity, group work
o. Presentation of rules
p. Game Where am I?

3. Summary Stage
Game Where am I? Students use yes/no
questions to find out what they can/cannot do and
guess the location.


Class: Unit 6 Is there a bank near here?
Time: 4 hours
Date: April 4, 2004 May 8, 2004

Issue
Directions

Teaching Program
Warmer, Focused listening and communicative
activities, vocabulary expansion, sentence pattern
practice, review

Main Point
directions.

General Purpose
To practice giving directions and review place
names.

Behavioral Purpose
Students will practice speaking and listening in a
comfortable and non-threatening environment.
Repetition and fun enhance the learning process.


Warmer The neighborhood, map drawing

Stage
a. Warmer
b. Focused Listening, p. 24
c. Group work map drawing
d. Core dialogue T/T T/S S/T S/S - //s
e. Vocabulary expansion, expression of
direction, p. 24
f. Sentence pattern practice Q & A
g. Focused Listening, p. 25
h. Map reading, p. 26 27
i. Dictation
j. Communicative Activity Asking
directions, Interchange, p. IC 16 & IC 18
k. Game Near/Far
l. Cloze Fill in the directions
m. Speaking Practice The way home
n Writing exercise The way home
o. Peer evaluation
p. Presentation

3. Summary Stage
Presentations


Class: Unit 7 Whos calling, please?
Time: 4 hours
Date: April 4, 2004 May 8, 2004

Issue
Telephone conversations and taking messages

Teaching Program
practice, review

Main Point
To initiate and respond to messages.

General Purpose
To practice proper speaking techniques for the
telephone.

Behavioral Purpose


Warmer Chinese Whispers

Stage
a. Warmer
b. Core Dialogue T/T T/S S/T S/S - //s
c. Focused Listening, Interchange, p. 94
d. Paired speaking, Interchange, p. 94
e. Stand and Deliver Paired speaking
f. Grammar Review, Interchange, p. 95
g. Vocabulary expansion, substitution
h. Listening activity, p. 28
i. Sentence patterns practice cut up, p. 29
j. Word study, p. 30
k. Rearrange sentences, p. 29
l. Listen and check
m. Language in context Answering the
phone
n. Communicative activity Taking
messages, handout
o. Role play

3. Summary Stage Role play


Class: Unit 8 Would you like a Window seat?
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Making requests.

Teaching Program
practice, review

Main Point
To initiate and respond to requests for
information.

General Purpose
To practice making and responding to requests

Behavioral Purpose


Brainstorming What do you bring to the
airport? Which people do you talk to at the
airport?

Stage
a. Brainstorming
b. Rearrange sentences, p. 32
c. Listen and check answers.
d. Core Dialogue, Paired practice, p. 32
e. Focused listening, p. 33
f. Speaking practice, p. 33
g. Discussion Language in Context,
Commands vs. Requests
h. Group Matching Activity, handout
i. Role-playing, p. 34
j. Guided communicative activity, p. 35
k. Communicative activity

3. Summary Stage Review of main concepts

Assessment

Assignment
Participation in all activities.

Teaching Material
At Your Service, cassette, handouts

Record after Teaching Learning Journal


Class: Unit 9 How was your day?
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Discussing and describing activities and events.

Teaching Program
Warmer, Core Dialogue, controlled practice,
vocabulary expansion, roleplay and further study,
review

Main Point
To initiate and respond to discussion about daily
activities/events.

General Purpose
To practice talking about daily activities/events.

Behavioral Purpose


Brainstorming What do you like to do in your
free time? Why?

Stage
a. Brainstorming
b. Core Dialogue
c. Controlled Practice
d. Vocabulary expansion
e. Focused listening, p. 33
f. Speaking practice, p. 33
g. Pair activity - interview
h. Activity roleplay pg. 39
i. Listening pg. 36
j. Listening pg. 37
k. Groupwork describing an imaginary
activity.


Assessment

Assignment

Teaching Material
At Your Service, cassette, handouts, picture
cards



Class: Unit 10 Are you ready to order?
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Using conversation in the context of ordering
food in a restaurant.

Teaching Program
Warmer, Listening, Pairwork, Language study,
groupwork, roleplay, review

Main Point
To be able to order food and use vocabulary in
the context of restaurants.

General Purpose
To practice ordering food in a restaurant.

Behavioral Purpose


Brainstorming What kinds of food do you like?
Have you ever tried? (Italian, American, Thai,
Mexican, European etc) Give examples of each.
What different types of places can you eat?

Stage
a. Brainstorming and Topic Game
b. Listening Activity pg. 40
c. Pairwork and activity from Lets Talk
d. Language Study pg. 40
e. Listening Activity pg. 41
f. Speaking practice pg. 42
g. Word Study pg. 42
h. Groupwork designing an eating
experience.
i. Role play and presentation


Assessment

Assignment

Teaching Material
At Your Service, Lets Talk, cassette, handouts,
menus.



Class: Unit 11 How will you be paying ?
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Making payments

Teaching Program
Warmer, Listening, Pairwork, Language study,
groupwork, roleplay, review

Main Point
To initiate and respond to any situation where
payments are processed..

General Purpose
To practice making payments.

Behavioral Purpose


Brainstorming Language related to making
payments with use of vocabulary in the summary
on pg. 47. Focusing on changing money.

Stage
a. Brainstorming
b. Language study pg. 44
c. Listening Pairwork pg. 44
d. Matching Activity pg. 47
e. Further study pg. 46-47
f. Listening Activity pg. 45
g. Roleplay and presentation
h. Communicative Activity


Assessment

Assignment

Teaching Material
At Your Service, cassette, handouts, grids for
CA..



Class: Unit 12 Well meet back here at three oclock
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Itineries

Teaching Program
Warmer, ListeningLanguage study, groupwork,
review

Main Point
To use the language associated with tour guides
and itineries.

General Purpose
To practice understanding itineries.

Behavioral Purpose


Brainstorming What is an itinery? What is a
tour guide? Where might you find a tour guide?
What language may they use?

Stage
a. Brainstorming
b. Listening pg.48
c. Groupwork design a route around local
town and prepare tour and itinery for
class. Including drawing a map and
presentational notes.


Assessment

Assignment

Teaching Material
At Your Service, cassette.



Class: Unit 13 Why dont you take the city bus tour?
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Tourist Attractions

Teaching Program
Warmer, Core Dialogue, Vocab Expansion,
Listening, group work, role-play/presentation,
review

Main Point
To initiate and respond to questions centered on
being new in a town/city.

General Purpose
To practice understanding language focused in
being new in a town/city.

Behavioral Purpose


Brainstorming Bangkok mind map. Bangkok
Mix and Match

Stage
a. Brainstorming and Mix and Match
b. Core Dialogue
c.
d.
Vocabulary Expansion
Listening Activity
e. Communicative group work
f. Role-play/Presentation
g. Reading/Writing Activity pg. 54
h. Listening pg. 53
i. Communicative Activity


Assessment

Assignment

Teaching Material
Cassette for listening activity.



Class: Unit 14 Shall I send you a brochure?
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Brochures

Teaching Program
review

Main Point
To understand and utilize language presented in a
brochure.

General Purpose
To practice reading and discussing language in a
brochure.

Behavioral Purpose


Brainstorming What is a brochure? Where
would you find a brochure? What language may
be used?

Stage
a. Brainstorming
c.
d.
Listening Practice pg. 57
Roleplay/Presentation work
e. Reading pg. 58
f. Groupwork designing own brochure


Assessment

Assignment

Teaching Material
At Your Service, cassette for Listening.



Class: Unit 14 Shall I send you a brochure?
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Brochures

Teaching Program
review

Main Point
To understand and utilize language presented in a
brochure.

General Purpose
To practice reading and discussing language in a
brochure.

Behavioral Purpose


Brainstorming What is a brochure? Where
would you find a brochure? What language may
be used?

Stage
a. Brainstorming
c.
d.
Listening Practice pg. 57
Roleplay/Presentation work
e. Reading pg. 58
f. Groupwork designing own brochure


Assessment

Assignment

Teaching Material
At Your Service, cassette for Listening.



Class:
Date: April 4, 2004 May 8, 2004

Issue

Teaching Program
practice, review

Main Point
directions.

General Purpose

Behavioral Purpose



Stage
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
3. Summary Stage

Assessment

Assignment

Teaching Material
Record after Teaching


Class:
Date: April 4, 2004 May 8, 2004

Issue

Teaching Program
Main Point

General Purpose
Behavioral Purpose


Stage
3. Summary Stage

Assessment

Assignment

Teaching Material


Class: Approaches to Learning Learning to Knowing
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Approaches to Learning - Learning to Knowing

Teaching Program
A participatory demonstration and review
process

Main Point
To experience and make some hypothesis about
the learning process through reflection on real
language learning experiences.

General Purpose
To introduce trainees to direct approach teaching
using a basic communicative lesson in context,
and a more discrete lesson using colored pencils
for learning colors, numbers and basic word
order.

Behavioral Purpose
Experience being a learner and reflect on the
learning experience.


Basic lesson on "greeting" in a foreign language
using pictures, and gestures to set context.

Stage
a. basic foreign language lesson
b. reflection upon what was learned
c. reflection upon the learning/teaching process
d. using colored pencils for learning colors and
numbers in a foreign language
e. reflection on "what" was learned and "how"

3. Summary Stage
Summary discussion of second language
acquisition theory and practice.

Assessment

Assignment
Learning Journal

Teaching Material
Foreign language teaching materials - tape, and
cards, colored pens or rods.



Class: Appropriate Language (prerequisite Textbook adaptation)
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Appropriate Language for teaching

Teaching Program
Comparison of two methods of teaching followed
by discussion and review of personalization,
localization and contextualization. Trainees then
practice writing their own dialogue from a
textbook.

Main Point
Students learn more when language presented
has meaning for them.

General Purpose
To assist the trainees in making lessons more
accessible, understandable and doable for their
students.

Behavioral Purpose
Trainees will reflect upon their own teaching
process and examine ways they might adapt their
materials.


Demo of two styles of teaching

Stage
a. Demo of two styles of teaching.
b. Discussion on benefits/drawbacks of each.
c. Comparison of dialogues
d. Review of localization and personalization.
e. Putting ideas into practice following ideas of
scaffolding. Teacher supplies input with groups
following, groups supply input with teacher
helping, groups supply input alone.

3. Summary Stage Review of concepts introduced during the class.

Assessment

Assignment
Rewrite a dialogue to make it more accessible for
Thai students.

Teaching Material
Interchange textbook, Teachers Toolkit

Record after Teaching Trainee evaluation form

Class: Big ClassBig Problem?
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
How to use communicative activities with big
classes.

Teaching Program
Discussion of communicative activities, followed
by group work and presentation.

Main Point
How to overcome some of the problems
presented by big classes.

General Purpose
Letting teachers share their own experiences and
ideas about classroom management.

Behavioral Purpose
Trainees think through problems that are specific
to their teaching situation and attempt to come up
with some solutions to implement.


Review communicative activities

Stage
a. Review communicative activities.
b. Trainees in groups write down specific
problems they think they will encounter when
using them in their own classroom.
c. Discussion in large group about the problems.
d. Trainees in groups try to think about solutions
to the problems.
e. Discussion in large group about problems
f. Teacher led discussion on importance of
group work.

3. Summary Stage
Review of topics discussed.

Assessment

Assignment
Problem/solution poster

Teaching Material
Poster paper, markers



Class: Communicative Activities
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Communicative practice of language

Teaching Program
Demonstrations of communicative activities
followed by practice.

Main Point
To demonstrate communicative activities

General Purpose
Show and review steps following the
presentation of new language material.

Behavioral Purpose
Trainees will experience the process both as
students and teachers.


Trainees participate in Find Someone Who
activity.

Stage
a. demonstration of communicative activity
b. define the criteria for communicative
activities.
c. demonstrate variations of communicative
activities using Interchange 1.
d. In groups, trainees prepare and present one
communicative activity for the class.

3. Summary Stage
Review criteria and steps for communicative
activity.

Assessment

Assignment
Discussion and peer teaching

Teaching Material
Teachers Toolkit and Interchange 1

Record after Teaching Trainee Evaluation Form


Class: Content-based Lesson
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Demonstrating a content-based lesson.

Teaching Program
Introduction to content-based education followed
by demonstration and discussion.

Main Point
Content-based lessons are focused on using
English to do something as opposed to learning
English.

General Purpose
To introduce trainees to a new model of teaching.

Behavioral Purpose
Trainees will be able to participate in and reflect
upon their experiences during a content-based
lesson.


Introduction to content-based education lecture.

Stage
a. Introduction
b. Demo lesson following steps:
1. Warmer
2. Core dialogue
3. Group Work
4. Pre-reading, reading and Post-reading
activities.
5. Pre-listening, listening and post-listening
activities.
c. Discussion of usefulness of techniques specific
to Thai teachers situations.

3. Summary Stage
Discussion of applicability in Thai classroom.

Assessment

Assignment
Participation in small and large group activities.

Teaching Material
Teachers Toolkit



Class: Controlled Practice
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Controlled practice of language

Teaching Program
Demonstrations of controlled practice followed
by peer teaching

Main Point
To demonstrate controlled practice techniques.

General Purpose
Show and review steps following the

Behavioral Purpose
Trainees will experience the process and review
the steps both as students and teachers.


Trainer does a demo lesson.

Stage
a. demonstration of controlled practice
b. review of steps
c. peer teaching
d. discussion of variations for large class

3. Summary Stage
Review of warmers, modeling and controlled
practice procedures.

Assessment

Assignment
Peer teaching

Teaching Material
Teachers toolkit

Record after Teaching Trainee Evaluation Form


Class: Feedback
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Feedback

Teaching Program
Discussion of feedback followed by
communicative activity.

Main Point
Teachers should be aware of how they give
feedback to students.

General Purpose
Introduce different ideas about feedback.

Behavioral Purpose
Trainees share experiences and ideas about
feedback.


Introduction to feedback
Student to teacher
Teacher to student
Verbal/non-verbal/written
Continuous
Stage
a. Introduction
b. Brainstorming Feedback should be
c. Communicative activity tic tac toe
d. Feedback form review
e. Complete Feedback form

3. Summary Stage
Complete Feedback form

Assessment

Assignment
Participation in large group activities.

Teaching Material
Feedback form

Feedback form


Class: Interactive Materials
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Setting context through the use of interactive
materials.

Teaching Program
Setting context with pictures demonstrations and
participation followed by look at structure charts
and blackboard techniques.

Main Point
To show effective ways to set context through
the use of pictures.

General Purpose
To encourage Thai teachers to use more context
setting in their own classrooms.

Behavioral Purpose
Trainees will get the chance to work
cooperatively with their peers to create a
structural chart and picture story.


Review of the importance of context setting.

Stage
a. Review of context setting.
b. Demo and practice with easily understandable
symbols (cross =clinic)
c. Practice with drawing techniques.
d. Producing and presenting cartoon stories.
e. Examining and producing structural charts.
f. Review of concept of context setting.

3. Summary Stage Review of concepts.

Assessment

Assignment
Structural charts and cartoon storyboard.

Teaching Material
Teachers Toolkit, poster paper and markers

Record after Teaching Learning Journals


Class: Lesson Plans
Time: 4 hours
Date: April 4, 2004 May 8, 2004

Issue
Writing lesson plans

Teaching Program
Trainees work individually on creating lesson
plans they can use in their own classes.

Main Point
To develop and adapt the techniques presented to
fit their own teaching situation.

General Purpose
To give the trainees a chance to put into practice
some of the concepts they have been studying.

Behavioral Purpose
Trainees work independently thinking about their
own classes.


Presentation of homework in class.

Stage
a. Trainees given instructions in class.
b. Questions answered about assignment.
c. Trainees work on assignment at home.
d. Trainees turn in completed assignment.

3. Summary Stage
Assignment is checked by Trainers.

Assessment

Assignment
Full lesson plan

Teaching Material
Blank lesson plans



Class: Guided Lesson Planning
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Planning lessons for successful classes and mind-
mapping

Teaching Program
Introduce trainees to terminology on lesson
plans, introduce mind-mapping as a tool for
planning.

Main Point
A good lesson plan takes into account the
learner, the environment, the materials, time,
space and goals.

General Purpose
To encourage trainers to think about lesson
planning in a new way.

Behavioral Purpose
Trainees will collaborate with other teachers to
plan a successful class.


Brainstorming in groups What do teachers need
to plan?

Stage
a. Brainstorming
b. Discuss new terminology for lesson planning.
c. Introduce mind-mapping as a tool for
planning.
d. Trainees in groups mind-map the elements of a
successful class.
e. Trainees present their ideas to the class.

3. Summary Stage
Presentations and review of concepts.

Assessment

Assignment
Mind-maps for a successful class.

Teaching Material
Teachers Toolkit, Poster paper, markers

Trainee evaluation form


Class: Listening Activities & Workshop
Time: 4 hours
Date: April 4, 2004 May 8, 2004

Issue
Teaching listening activities

Teaching Program
Demonstration of listening activities followed by
discussion and peer teaching

Main Point
To demonstrate the importance of pre-, during,
and post- listening activity.

General Purpose
Show and review the steps following

Behavioral Purpose
Trainees will experience the process both as
students and teachers. Trainees will understand
how to make listening activities more accessible
for their students.


Trainer does a good and bad demo lesson.

Stage
a. demonstration of bad demo lesson
b. discussion on improvements possible
c. demonstration of pre-listening activities
d. demonstration of listening activities
e. demonstration of post-listening activities
f. Trainees in groups prepare listening activities.
g. Trainees in groups present listening activities.

3. Summary Stage
Peer teaching and review of steps.

Assessment

Assignment
Peer teaching

Teaching Material
Tapes, cards, worksheets for listening class;
Teachers Toolkit



Class: Observed Teaching Basic, Expanded & Text-based
Time: 4 hours
Date: April 4, 2004 May 8, 2004

Issue
Observing lessons

Teaching Program
Lesson demonstration followed by discussion of
steps.

Main Point
To give students a full picture of how techniques
can be used in a class.

General Purpose
To further trainees understanding of how to use
techniques introduced throughout the course.

Behavioral Purpose
Trainees are able to participate as students to
experience the techniques.


Warmer

Stage
a. Demonstration of full lesson.
b. Discussion of steps followed.

3. Summary Stage
Determining applicability of techniques and
addressing specific concerns of Thai teachers.

Assessment

Assignment
Observed teaching form

Teaching Material
Cards, tapes, listening activity worksheets

Record after Teaching Observed teaching form


Class: Reading to Writing
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Model focused reading activities

Teaching Program
2 lesson demonstrations followed by discussion
of steps. Group lesson planning.

Main Point
To introduce and stress the importance of pre-
and post- reading activities, to explore the inter-
skill relationship between reading, listening,
speaking and writing.

General Purpose
To introduce Thai teachers to techniques they
can use to teach reading and writing.

Behavioral Purpose
Trainees can participate and reflect upon their
own classroom activities.


Demo lesson by trainer

Stage
a. Demonstration of reading lesson.
b. Discussion of steps and reasoning for them.
c. Explore ideas about how to extend ideas into
writing and practice.
d. Demonstration of second reading technique
followed by writing exercise.
e. Discussion of reading and writing exercise.
f. Trainees in groups create lesson ideas for use
in their class.
g. Review lessons and ideas as presented by
trainees in large class group.

3. Summary Stage Review concepts introduced during the class.

Assessment

Assignment
Participate in small and large group discussions.

Teaching Material
Teachers Toolkit


Class: Review of Techniques
Time; 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Review techniques.

Teaching Program
Review of all techniques covered in class
through discursive process.

Main Point
Review all techniques with special emphasis on
appropriate language and steps of basic lesson.

General Purpose
Refresh the trainees memory before testing and
finishing program.

Behavioral Purpose
Trainees work cooperatively to review and revise
techniques.


Summary of points common to all techniques
presented i.e. making material accessible, usable,
understandable and fun.

Stage
a. Summary of points.
b. Summary of steps for basic lesson.
c. Practice at appropriate language exercise.

3. Summary Stage
Answering questions about specific problems
trainees are experiencing.

Assessment

Assignment
None

Teaching Material
Teachers Toolkit

Record after Teaching None


Class: Setting Context I
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Setting context through pictures, charades,
posters, sounds.

Teaching Program
Demonstration of context setting followed by
discussion and practice.

Main Point
To emphasize the importance of setting context
in any English lesson.

General Purpose
To introduce and have students practice different
ways to set context.

Behavioral Purpose
Trainees gain experience in setting contexts
through the perspectives of student and teacher.


Lesson demo with map.

Stage
a. Lesson demo with map.
b. Discussion of what context is and why using
the map might make the class smoother.
c. Students select several dialogues and come up
with different ways to set context for them.
d. Trainees present context setting with pictures
and mimes to the class.

3. Summary Stage
Review the importance of setting context and
address specific concerns of Thai teachers.

Assessment

Assignment
Presentation

Teaching Material
Teachers Toolkit



Class: Songs & Chants
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Songs & Chants, Rhythm & Stress in English

Teaching Program
Demonstration of how songs & chants can be
used in a class to teach rhythm and stress
followed by peer teaching in groups.

Main Point
To demonstrate how and why songs and chants
can be used for teaching. To show the link
between rhythm and stress in spoken and sung
language.

General Purpose
Show and review how songs and chants can be
used for teaching.

Behavioral Purpose
Students will experience the use of songs and
chants both as students and teachers.


Trainees participate in chant I like it.

Stage
a. Trainees participate in chant.
b. Brainstorming on uses of songs & chants
c. Lecture on rhythm and stress in English
d. Sing and rewrite What to do with the Drunken
Sailor.
e. Demonstrate lesson using song as key element.
f. Trainees in groups prepare lesson using song
as a key element.
g. Trainees present lesson to the class.

3. Summary Stage Peer teaching and review

Assessment

Assignment
Participation and peer teaching

Teaching Material
Cassettes with music, Teachers Toolkit



Class: Teaching Grammar
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Methodologies for and against teaching grammar

Teaching Program
Define grammar, examine the debate between
teaching and not teaching grammar, look at
deductive and inductive approaches to grammar
teaching and practice creating one of each.

Main Point
Grammar should be taught in context.

General Purpose
Introduce trainees to different ways of
approaching grammar teaching.

Behavioral Purpose
Trainees work cooperatively in large and small
groups to examine grammar teaching and create
their own lessons incorporating new ideas.


Define grammar

Stage
a. Define grammar
b. In groups, have students come up with reasons
for and against the explicit teaching of
grammar.
c. In a large group, go over these reasons.
d. Introduce deductive and inductive grammar
teaching with examples.
e. Trainees create own lesson and present to
class.

3. Summary Stage Presentation of lesson ideas.

Assessment

Assignment
Presentation

Teaching Material
Teachers Toolkit

Learning Journal


Class: Teaching Pronunciation
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Teaching techniques for pronunciation

Teaching Program
Determining which sounds are most difficult for
Thai students followed by exercise examples and
a short teaching demo.

Main Point
To increase Thai teachers awareness of
pronunciation problems.

General Purpose
To introduce trainees to techniques that they can
use in their own classrooms.

Behavioral Purpose
Trainees experience and reflect upon
pronunciation lessons both as a student and as a
teacher.


Brainstorming Which sounds are most difficult
for Thai students?

Stage
a. Brainstorming
b. Group exercise Dealing with difficult sounds
c. Practice with various techniques/games final
sounds, rhythm & stress, minimal pairs.
d. Peer teaching in groups

3. Summary Stage
Review of difficult sounds and techniques to
address these problems.

Assessment

Assignment
Peer teaching

Teaching Material
Teachers Toolkit



Class: Teaching Vocabulary
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Techniques for teaching vocabulary

Teaching Program
Demonstration of teaching techniques followed
by a variety of exercises and discussion.

Main Point
To introduce trainees to techniques for teaching
vocabulary.

General Purpose
To learn about problems with learning
vocabulary and methods to overcome these
problems.

Behavioral Purpose
Trainees will participate in vocabulary exercises
and reflect on how they might use these for their
own classes.


Exercise Which words convey the most
meaning?
Stage
a. Exercise
b. Discussion How would you teach the
meaningful words?
c. Review of previous concepts and how they
apply to teaching vocabulary.
d. Introduction to strategies for teaching
vocabulary with tasks.

3. Summary Stage Review of concepts introduced in the class.

Assessment

Assignment
Participation in exercises and discussion.

Teaching Material
Teachers Toolkit



Class: Text Evaluation and Adaptation
Time: 1 hours
Date: April 4, 2004 May 8, 2004

Issue
Evaluating texts and adapting them for classroom
use.

Teaching Program
Establishing criteria for text evaluation followed
by demonstration and practice in making
adaptations.

Main Point
The textbook is not the course. Introduction of
the terms personalization and localization.

General Purpose
To demonstrate how texts can be adapted to use
in specific classes.

Behavioral Purpose
Trainees will share experiences and ideas about
using textbooks, and further learn other means
for using them.


Brainstorming activity What do you want in a
textbook?

Stage
a. Brainstorming activity
b. Student profiling
c. Text evaluation practice with five textbooks.
d. Determine criteria in groups
e. Discussion of criteria
f. Introduction to the idea of personalizing and
localizing lessons for students.

3. Summary Stage Review of main ideas presented in lesson.

Assessment

Assignment
Text evaluation

Teaching Material
Teachers Toolkit, variety of textbooks.



Class: Vocabulary Expansion & Workshop
Time: 4 hours
Date: April 4, 2004 May 8, 2004

Issue
Increased vocabulary in specific grammatical
structure.

Teaching Program
Demonstration followed by discussion of steps,
group work and peer teaching

Main Point
To demonstrate one technique that can be
employed to build both grammar knowledge and
vocabulary usage.

General Purpose
Show, review and practice the steps used in a
vocabulary building exercise.

Behavioral Purpose
Trainees will experience the process and reflect
upon it as both teacher and student.


Demonstration of lesson incorporating technique.

Stage
a. Lesson demo by trainer.
b. Review of steps
c. Discussion of purpose for exercise.
d. Trainees in groups prepare cards and dialogue
for exercise.
e. Peer teaching in groups.

3. Summary Stage
Review of steps and addressing specific concerns
of Thai teachers in using the exercise.

Assessment

Assignment
Peer teaching

Teaching Material
Cards for demo lesson, markers, blank paper,
Teachers Toolkit



Class: Warmers & Modeling Language (Core Dialogue)
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Warmers & Modeling Language

Teaching Program
Demonstrations of warmers and modeling
followed by review and short peer teaching.

Main Point
To define the role of warmers and allow
participants to practice using one. To
demonstrate modeling in the context of a lesson.

General Purpose
Show and review the initial steps in a teaching
lesson.

Behavioral Purpose
To have trainees experience the concept of
warmers and modeling both as teachers and
students.


Trainer does a warmer and then reviews the
process. Trainer does modeling and reviews the
process.

Stage
a. demonstration of warmer
b. review
c. peer teaching
d. demonstration of modeling
e. review

3. Summary Stage Peer teaching and review

Assessment

Assignment
Peer teaching practice

Teaching Material
Cards for modeling



Class: Writing
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Teaching Writing Techniques

Teaching Program
Trainer demonstrates one kind of writing
technique followed by review of steps.

Main Point
To demonstrate the concept of scaffolding for
writing practice.

General Purpose
Show and review techniques for teaching
writing.

Behavioral Purpose
Trainees experience writing activity from the
perspective of a student.


Demonstration of a bad writing lesson.
Discussion on what went wrong

Stage
a. Demonstration of a bad writing lesson.
b. Discussion of what went wrong.
c. Demonstration of writing lesson employing the
use of scaffolding.
1. Teacher-centered
2. Group-centered
3. Individual-centered
d. Review of steps followed by addressing
specific concerns of trainees for use in their
classes.

3. Summary Stage Review of steps

Assessment

Assignment
Prepare a written work in groups, short
presentation

Teaching Material
Teachers Toolkit, Poster paper, markers

Record after Teaching Oral evaluation


Class: Theatre Techniques
Time: 3 hours
Date: April 4, 2004 May 8, 2004

Issue
Group building and role plays.

Teaching Program
Group activities

Main Point
Build the group dynamic and introduce drama
techniques for language practice

General Purpose
Help the students get to know each other better
through small group interactional activities and
show how these activities can be used for teaching.

Behavioral Purpose
To lower the participants affective filter and
increase confidence in risk-taking activities.


Mimed Introductions

Stage
a. Mimed Introductions
b. Mini-dramas Death in the Afternoon
c. Grab-bag role plays
d. 60 second commercial using song & dance
e. Proverbial Mini-drama
3. Summary Stage
Discussion of how the use of theatre techniques
may enhance learning

Assessment

Assignment
Teaching practice and collaboration during training
inputs

Teaching Material
Teachers Toolkit, Grab bag

Record after Teaching Trainee Evaluation

Unit 1: May I Introduce Myself?
Lesson 1

Warmer: Name Game. Put students in a circle. The first student introduces self, hi,
my name is Suzy. The second student says, Her name is Suzy and my name is
Doug. The third student in the circle says, Her name is Suzy and his name is Doug
and my name is Mary Continue in the fashion all the way around the circle.

Listening Activity: page 4

Language Study: page 4

Listen and Practice, page 5

More Practice, page 6

Interview: Put students in pairs. Have students interview each other to find out 3 to 5
interesting things about their partner. Have students introduce partner to class and tell
the things they found out about their partner. Model by writing on the board: She is
from....She likes.....etc

Role Play: appropriate greetings and goodbyes in different settings. You may want to
have students brainstorm phrases for saying hello and goodbye and put them on the
blackboard before doing the role play.
Put students in groups of 3. Have them write 4 short dialogues for introducing
themselves and others in various situations such as a business situation, at a party,
introducing a guest to family members and so on. The dialogue should include a
greeting and a goodbye. Have each group perform one setting for the class.

Activity: page 7

Optional Reading activity: see attached sheet

Optional Name Game Activity: see attached sheets
Unit 2:What do you do?
Lesson 1

Warmer: Play a topic game. The object of the game is to say as many things that fall
under the topic as possible without repeating anything. Start with an easy topic like
animals. Have students stand-up. Go around the room and each student has 5 seconds
to say the name of an animal (dog, giraffe, monkey). If the student repeats one that
has been said or cannot think of one in 5 seconds they are out and must sit down. The
game continues until one person is left. Play again this time using the topic Jobs.

Word Power Activity: see attached work sheet.
You can also do this activity again, changing the center
of the web. Change from jobs to a more specific job
like Travel and Tourism jobs

Work and Work Places Activity: This is a matching activity. You can do a
variation of this activity by cutting it up in pieces and having the students sort it.

Listening: page 8 At Your Service

Language Study: page 8 At Your Service

Listen and Practice: page 9 At Your Service. When they are finished practicing the
dialogue, they should practice it as a role-play and perform it for the class.

Reading Activity: see attached worksheet, What do you do, exactly?

Optional Conversation Describing work see attached worksheet
If you find this conversation useful in some way for this lesson, please use it,
or if you need extra materials.
Unit 2: What do you do?
Lesson 2

Warmer: Get students in groups of about 4. Hand out each group a piece of paper
with a job written on it. i.e. doctor, receptionist, lawyer, teacher ect. Have each
group do a charade of the job and have other groups guess the job.

More Practice page 10

Activity page 10: Who are you? Game

Listening Activity: The teacher tells a short personalized story about what the
members of your family do. The students should listen and answer questions on a
questionnaire based on your story. You may have to re-read the story several times.
For example:
My name is Sarah. I have a brother. He lives in Chicago. He is married and
has one child. He is a salesman. He sells sports equipment. He likes it because he
loves sports. I have a sister too. She lives in New York. She has two dogs. She is a
doctor. She likes it because she loves to help people, but she works long hours and
gets very tired.

The students should then interview two other students in the classroom using the
questionnaire. The students may walk around the classroom and ask any two students
they want. The teacher should model how to interview by changing the question to
say you rather than she/he example. .. Do you have a brother? The teacher
should model interview two students and fill in the questionnaire.

Writing: When the students have completed their questionnaires they should write a
paragraph about each person they interviewed. The students should then check their
work with two other students. Do this by having the students get into groups of three.
The student who did the writing should read their paragraph out loud to their group
and the group corrects the paragraph for errors. The student picks one paragraph to
read in front of the class.

Unit 3 What Time Does the Train Leave? Lesson 1

Warmer Game
Where Am I ? Teacher is at the Train Station. Students have to ask Yes/No Qs to find
out where the Teacher is.

Listening Activity
Page 12

Activity
Students work in groups of 4. Hand out a blank clock face to groups. Hand out
different expressions of time on slips of paper (see page 12) and get students to put
expressions in correct place around the clock. Elicit answers to BB.

Activity
Page 13
In groups hand out the 8 different clock faces and a selection of the different
expressions of time. Use example in book. Students to match the expressions with
each face.

Activity Roleplay
Students work in pairs. Students to pick a situation where two people would be
discussing the time. Come up with a short conversation for roleplay. Write dialogue
down on paper. The get them to roleplay to group. As many pairs as you think
necessary for your lesson.

Reading Activity
HANDOUT as follows

Listening Activity
Page 13

Activity
Page 14 top of page

Unit 3 What Time Does the Train Leave? Lesson 2

Time with song Rock around the clock

1. Hand out lyrics
2. Play song
3. Ask each student to read one line of the song. If there is vocab which is not
understood, this should be identifies at this point. Write unfamiliar vocab on BB and
try to elicit meanings from other students. Get them to discuss meanings in pairs. T
explain any vocab where meaning could not be elicited. To check understanding T
asks Ss to write new sentences using the unfamiliar vocab on the BB.

Listening Activity
Draw blank clock face on the board and T start filling out an X oclock and then ask S
what will happen at that point in the song. Then its the Ss turn to ask another S and
so on.
Sample Dialogue
T: What time is it? (pointing at the clock and time drawn on the board)
S: Its one oclock
T: Thats right and what will the people have when the clock strikes one?
S: They will have some fun.

Student Extension
S A: What time is it?
S B: It is three oclock
S A: Right and what will the people do at three oclock
S B: (If the band slows down they will yell for more.

This activity can also be extended to incorporate appropriate activities being
performed when using the sentence structures.

Activity
T hands out a series of clock faces each with a different time showing to each
individual student S walk about and complete table as follows with information using
dialogue as below:

A: What time is it?
B: Its 11.30pm
A: What do you do at that time?
B: I go to sleep.

Listening Quiz
S listen to song and complete Question sheet as follows. When completed collect
sheets in ensuring names are at the top and then hand them out randomly. Elicit
answers from S and get them to mark the sheets.

Unit 4 Lesson 1

Warmer: Memory Game: Model the sentence and activity, then divide class into 3
groups of 10.
Im going on vacation and Im going to take. . . each student must fill in the blank
with what they would take in alphabetical order. You play this game in a circle and
you must repeat what everyone says before you. For instance student one: Im going
on holiday and Im going to take an apple Student two: Im going on holiday and
Im going to take an apple, and a ball, etc.

Listening: page 16

Language Study: page 16 variation: cut up the dialogue lines and have students
match the questions with the correct answers.

Pronunciation: Before students practice asking and answering the questions with a
partner discuss intonation and stress. Model these questions using hand signals to
show that questions go up at the end and the answers go down at the end. Write some
of the questions and answers on the board and draw the curvy intonation lines. Have
students practice asking and answering the above questions with a partner focusing on
intonation.

Listen and Practice: page 17

More Practice: page 18, Have 4-5 groups present as a role-play

Activity 1: Make copies of the attached cards so that half the students will have a
card with a hotel and half the students will have a card with a characters name. The
student with the character card must find the best match for the criteria listed on the
card. Use the walkabout method to have students mingle with each other. The
students must ask questions to find the best match.

Sea Breeze Resort

Rooms with ocean view

Fan or Air conditioning

Double rooms

Hot and cold water

800 1200 baht

Accepts Visa

Vacancy June 2-18

Mr. Dum Siriporn

Room with a view

Air conditioning

single room

Cold water

700 baht

Pay cash

Arriving June 5th
Unit 4 Lesson 2

Warmer: Adjective Game, topic places. The students must come up with an
adjective that starts with the same letter as the place. i.e. Beautiful Bangkok, or
Amazing Ayuthaya.

Word Study: page 18

Vocabulary Expansion: Matching: Which words go together worksheet. Put
students in small groups and have them work together to match the appropriate
adjectives and nouns. Tell students that if they dont understand a word they can ask
you or ask their classmates for help. Go over the combinations with students eliciting
all possible answers.

Sentence Pattern Practice:

Have students practice saying the word combinations in a sentence.

Our rooms have lovely views.
The price includes a free breakfast.
We offer deluxe accommodation in a relaxing atmosphere.
Relax in our spacious rooms.
Our hotel is in a convenient location.

Writing Activity: Have students in groups design a written advertisement for a hotel
that might appear in a travel magazine. Do a model on the black board by eliciting
the information and ideas. Elicit what important information should be included such
as room type, air conditioning or fan, price, location. Students can use the vocabulary
from the previous matching activity to describe their hotel.

Writing Extension: Have students write a radio advertisement for a hotel and
perform it for the class. Have them use a jingle or catchy phrase that goes with
their hotel.

Matching: Which words go together?

Try to make as many combinations as you can.

Adjectives

beautiful

comfortable

spectacular

clean

spacious

free

friendly

tasteful

relaxing

memorable

warm

private

air-conditioned

deluxe

double

furnished

Nouns

breakfast

service

bathroom

view

room

staff

accommodation

atmosphere

bungalows

holiday

feeling

balcony

bed

decoration

terrace

suite
Combinations
Unit 5: Dont leave your bags on the bus. Lesson 1

Warmer: Simon Says Game. To extend this activity, play once with Teacher giving
instructions and then divide into groups and give Students a chance to be Simon.

Listening
Page 20

Language Study
Page 20

Listening
Page 21

Activity
Match the pairs. Students in groups of 4. Pair sheet as follows. These need cutting up and
one set handed to each group.

Activity
Divide class into groups of 5 and give each group one of the following contexts: At the
swimming pool, in the classroom, at the library, using a payphone, in a museum, in a
hotel room. Hand out brown paper per group. Get them to come up with rules/instructions
for their context. Show to class.

Unit 5: Dont leave your bags on the bus Lesson 2

Warmer: Model some instructions to the BB. Divide class into two and give them each a
bag. Ask each student to write one instruction and put in the bags. Shuffle up instructions.
Students take turns in their groups to pick out an instruction and do it in front of their
group.

Core Dialogue
A: Could you tell me how to use the telephone?
B: First pick up the receiver and then insert coins.
A: Ok and next?
B: Next press the number you want.
A: Right
B: Finally when you finish your conversation, replace the receiver.

T/T >T/S >S/T >S/S >CP

Activity
Input idea to BB of situations where instructions are needed or situations where you are
explaining to somebody how to do something. Eg: using a phone or making a cup of tea.

Put students into groups and get them to pick a situation where they need to use
instructions. You may need to help them with this. Ask students to write the instructions
on brown paper. Check vocab and grammar. When groups have finished, pair groups up
and get them to talk through their instructions with the other group. This will ensure that
instructions make sense.

Pick groups to demonstrate to the class their instructions and get class to act out each
instruction at a time to ensure their comprehension of the instruction. You will need to
model this first to show what is required.

Ensure they use the vocab: First, Then, Next, Finally at some point in their instructions.

Communicative Activity

Cut up the two sets of instructions on the next page. Hand out the pieces of paper
randomly. They have to talk to each other to find out who is part of instructions and then
get themselves in the correct order. First set complete is the winner.

Unit 6: Is there a bank near here? Lesson 1

Activity
Model drawing a map of a town. Ensure to include the following: bank, hotel, restaurant,
shopping center, parking lot, bar, swimming pool, telephones and an exchange bureau.
Ask class to draw a map in groups of 4.

Core Dialogue:

A: Excuse me, can you tell me where the nearest bank is?
B: Yes, take the first right and its on the left.
A: Thank you. And how about a seafood restaurant?
B: I think you will find one across from the bank.

Model T/T >T/S >S/T >S/S

Vocab Expansion will need to draw cards
1. Hotel turn left and its behind the restaurant swimming pool mext to the hotel
2. shopping center between the bar and the telephones parking lot infront of the
shopping center.
3. telephones behind the swimming pool exchange bureau on the right
4. Bar next to the hotel toilets go straight and they are on the right
5. school take the second left and its between the bar and the restaurant
6. cinema infront of the toilets post office on the left

Listening Activity you will need to record the following dialogue.
A: Excuse me but could you tell me where the bank is?
B: Certainly. Go straight and its on the right.
A: Thank you. And how about the restaurant?
B: Well thats further down the road so go straight and its on the left.
A: I heard that there is a good bar near there.
B: Yes thats right. If you go past the restaurant and turn left it is down there.
A: I have just arrived in town so do you know of a nice hotel?
B: Yes. Turn right at the bank and its on the left. Its really good and very cheap.
A: Wonderful. I dont suppose it has a swimming pool?
B: No but if you take the first right, first left, first right, its on the right.
A: I am so sorry to keep you for so long but one last thing. I need to park my car, is there
a parking lot nearby?
B: Yes its behind the swimming pool. And by the way, if you need anything else, there
is a shopping center opposite the hotel.

Fill in the blanks. Worksheet over page. Elicit answers to BB.

Activity
Using the blank map over page and their completed listening. Ask the students in groups
to follow the directions and label the blank buildings on the map. Elicit answers.
Unit 6: I there a bank near here? Lesson 2

Warmer: Far/Very Far, Close/Very Closegame. One student stands outside the classroom
whilst an object is hidden in the class. Student comes back in classroom and has to walk
around the classroom trying to find the object. The class shouts out close/very close
when near and far/very far when far away.

Listening Activity
Page 25

More Practice
Page 26

Modeling by Teacher: Directions to somewhere, Elicit directions to other locations near
the school.

Activity Writing
Example:
To get to my house you need to walk down the street and turn right at the school and
walk past the swimming pool and the Grand Hotel. You will pass a large shopping center
on your left. Then you need to take the second turning on your right. My house is in-
between the bank and the post office.

Model by writing your directions on the board. Ask students to write directions to their
own house. This can be real or made-up. Get the students in groups of 4 and each student
needs to read out their paragraph to their group. Others in the group correct errors of each
paragraph. Get as many individuals as you would like to read out their paragraphs.

Activity
Page 27.
Caller: Belle
Message for: Mr. J ohns
Message: meeting at
11:00
Phone No: 02 345 5478
Caller: Miss Harper
Message for: Claire
Message: Dont forget
the party tonight at 9:00
Phone No: 02090094
Caller: Mrs. Smith
Message for: Mr. Smith
Message: Pick me up at
home around 7:30
Phone No: Home
Caller: J an
Message f
Message: M
front of th
class
Phone No
Caller: Mrs. Bond
Message for: Mr. Bond
Message: Call home as
soon as possible.
Phone No: home
Caller: J essica
Message for: Nong
Message: Meet us for
dinner at 7 if you have a
chance.
Phone No: 07895543
Caller: Dr. Bobs office
Message for: J ulia
Message: Reminder of
doctors appointment at
3:30 on Friday
Phone No: 038 453 0980
Caller: Dr
Message f
Message: D
appointme
canceled.
when poss
Phone No
Caller: Chang Travel
Agency
Message for: Mr. Sams
Message: Ticket for
flight to Bali on Friday
at 1:15 has been
confirmed
Phone No: 098761289
Caller: Thai Airways
Message for: Miss Patty
Message: Flight you
requested is full, please
call to schedule another.
Phone No: 02 476 4320
Caller: Ekamai Travel
Message for: Miss
Siriporn
Message: Your ticket is
ready. You need to
collect it before Friday
afternoon.
Phone No: 038 763 5970
Caller: Ch
Agency
Message f
Message: T
your call, I
a copy of o
the post.
Phone No
Caller: Miss Pauly
Message for: Somsok
Message: Im running
late. Please wait for me.
Phone No: 097653484
Caller: Michael
Message for: Miss
Goldman
Message: Meet me at the
mall at 1:45.
Phone No: 067539014
Caller: Miss Mills
Message for: Sarah
Message: Call me as
soon as you can.
Phone No: 078954326
Caller: Pau
Message f
Message: C
you get a c
Phone No
Unit 7: Whos Calling please? Lesson 2

Warmer: Fruitbowl. Label each student one of five selected fruits. Get students to sit in a
circle and then you call out the name of a fruit.
Eg: Orange All the oranges then get up and have to find another seat.

You then take one seat away and then do the same with another fruit. This time someone
will not be able to sit down. This process is repeated throughout the game until 1 person
is left, who is the winner. You can also call Fruitbowl which means everyone needs to
get up and sit in a new seat.

Listening Activity
Page 28.
Extension: Once they have completed the listening, put them in pairs and get them to
roleplay the dialogue using the Stand and Deliver method. Get pairs to show to class once
learnt off by heart.

Language Study
Page 29

Reading Activity
See overleaf. Run and read.

Listening Activity
Page 29.
Option 1: Do as in book
Option 2: Prepare sets of scrambled sentences

Roleplay
In pairs, ask students to prepare a telephone conversation of any situation they want.
Ensure they use about 8-10 line dialogue. Perform to class.

Mr. J ohns

Claire

Mr. Smith

J ohn

Noi

Mr. Bond

Nong

J ulia

Bruce

Dr.
Leonard

Mr. Sams

Miss Patty

Miss
Siriporn

Ning

Phot

Somsok

Miss
Goldman

Sarah

Sheryl

Chad

Mr. J ones

Mr.
Triporn

Miss Toms

J onathon

Mr. Don

Ann

Mr. Books

Gil

J ill

Mr.
Thomas

Unit 7: Whos Calling Please?
(two classes)

Warmer: Telephone Game (Chinese Whispers)
Sts get into three lines. Whisper the same sentence to first student in line. Have sts
pass the sentence down line by whispering. Compare the results. Try it a couple of
times once with a serious sentence and then something silly.

Core Dialogue:
A: Good morning.
B: Hello. May I speak to Miss Porn, please?
A: Shes not here. Can I take a message?
B: Yes. Please tell her our meeting is on Friday.
A: And what time will you meet?
B: Well meet at 2:30.

Stand and Deliver
Practice Dialogue from Interchange pp. 94. Have students demonstrate in front of
class after a bit of practice.

Review Grammar on pp. 95, Interchange

Language Study & Listen And Practice on pp. 29 of ATS

More Practice on pp. 30 of ATS

Role Play
Pair up students. Each student gets a message card and an empty message card. Have
them each deliver the message while the other writes down information, then swap.

Pass out names. Have all students find their message recipient and deliver message.

Word Study on pp. 30 of ATS Work in pairs to do crossword

Unit 12: Well meet back here at three oclock

Activity

Students work in groups of four to fill in itinerary. Model the language they will need
to use before giving out paper.

A: Where are we going at 3:00 on Friday?
B: Were going to the park. How about on Saturday at 10:00?
C: Were going to eat lunch at the hotel.

Hong Kong Itinerary

The tour company where you bought your package tour through China made a big mistake and only
that was traveling through China. Work with your group to figure out when and where to meet and t

8:00 10:00 12:00 2:00

Sunday

Plane leaves BKK
International
Airport at 10:30

In flight

Plane arrives in
Hong Kong
International
Airport at 2:30.

Check into the
Park Hotel.
Sho
Ko

Monday

Breakfast at hotel

Bird & Flower
Market

Lunch at Canton
Court

Star Ferry to Hong
Kong Island

Tram to
P

Tuesday

Dim Sum
breakfast at
Eastern Palace

Bus to Macao

Lunch at Macao
Palace

Tour of Macao Gam
Sh

Wednesday

Breakfast at hotel

Tour of New
Territories

Picnic Lunch

Big Buddha Snac

Hong Kong Itinerary
STUDENT 1


8:00 10:00 12:00 2:00

Sunday

Check into the
Park Hotel.

Monday

Lunch at Canton
Court

Tuesday

Bus to Macao

Wednesday

Breakfast at hotel

Snac

Hong Kong Itinerary
STUDENT 2


8:00 10:00 12:00 2:00

Sunday

Plane leaves BKK
International
Airport at 10:30

Sho
Ko

Monday

Star Ferry to Hong
Kong Island

Tuesday

Lunch at Macao
Palace

Wednesday

Tour of New
Territories

Hong Kong Itinerary
STUDENT 3


8:00 10:00 12:00 2:00

Sunday

In flight

Monday

Breakfast at hotel

Tuesday

Gam
Sh

Wednesday

Big Buddha

Hong Kong Itinerary
STUDENT 4


8:00 10:00 12:00 2:00

Sunday

Plane arrives in
Hong Kong
International
Airport at 2:30.

Monday

Tram to
P

Tuesday

Dim Sum
breakfast at
Eastern Palace

Wednesday

Picnic Lunch

Hong Kong Itinerary
STUDENT 5


8:00 10:00 12:00 2:00

Sunday

Monday

Bird & Flower
Market

Tuesday

Tour of Macao

Wednesday

Unit 12: Well meet back here at three oclock


8:00 10:00 12:00 2:00

Sunday

Plane leaves BKK
International
Airport at 10:30

Plane arrives in
Hong Kong
International
Airport at 2:30.

Check into the Star
Hotel.

Monday

Tour of Hong
Kong starting at 10

Tuesday

Wednesday

Thursday

Friday

Saturday

Unit 12

Follow the book and add the following two activities:

Itinerary Information Gap Separate paper

Running Dictation

1. Copy statements below 5 -6 times, cut them up and tape them in different places around
the classroom.
2. Have students pair off. One of them is a runner and the other one is a recorder.
3. The runner will go and read one statement and report back to the writer.
4. After writing down all five sentences, they should arrange them in the proper order.

First, were going to have breakfast at the
hotel.

After breakfast, were going to visit the
Royal Palace and some Temples.

Next, well have lunch at Khao San Road
because its near the Royal Palace.

Then, we are going to go to MBK to do
some shopping.

Finally, were going to eat some J apanese
food at Siam Centers.

Trips

You will be going to Bali to stay in a five star resort on the beach for four days. The
hotel has everything that you will need, including several restaurants, two swimming
pools with poolside bars, a discotheque, movie theatre, water park and bowling alley.
Prices at the hotel are very expensive.

You will be taking a road trip around Thailand. You will be starting in Bangkok and
traveling through Chiang Mai, Chiang Rai and on to the Myanmar Border. You will
be doing some light hiking in the mountains and other outdoor activities. You will be
staying in guesthouses and budget hotels and the total time for your trip is two weeks.

You are going to go backpacking around Western Europe for one month. You are
going to visit Paris, Amsterdam and London. You will be staying in guesthouses and
going to see a lot of museums, art galleries and historical sites on walking tours.

You are going to rough it at Khao Laem Ya National Park for three nights. You will
be camping out and cooking your own food. You will take several mountain hikes to
see waterfalls and animals. Your campsite is far from civilization, and has no running
water, restaurants, or medical facilities.

You are going to fly to Kuala Lumpur for four days on a package tour that includes
bus tours to various places of interest, accommodation, all meals and shopping
excursions.

You are going to Australia on a one-year working holiday. You havent arranged a
job in advance, you are going to find work when you get there. You are hoping to
work in the hospitality industry, maybe as a waiter or waitress, for the first six
months. The other six months you will spend traveling around Australia. You
especially want to visit the city of Sydney, go snorkeling on the Great Barrier Reef,
and go four-wheel driving through the desert.

You are going to Japan on a one-month study trip. You will stay with a Japanese
family in Tokyo. You will attend Japanese classes in the mornings, and in the
afternoons you will go on cultural excursions with the other students in your class. At
the end of your study trip, you will travel independently around Japan for a week or
so, and stop over in South Korea for a few days, before returning home.

Chapter 8
Would you like a window seat?

Warmer
A: Where are you going on your holiday?
B: Im going to America.

Brainstorm to establish context:
What do you need to bring with you to the airport?
-passport
-ticket
-bags/luggage
-medicine
-money
Who do you talk to at the airport?
-ticket agent
-customs officer/immigration officer
-check-in clerk/receptionist
-flight attendant

Core Dialogue
8 lines
A: May I see your passport, please?
B: Sure. Here you are.
A: Can you put your bags on the scale, please
B: OK
A: Would you fill out this name tag and attach it to your
bag, please?
B: Sure. Do you have a pen?
A: Can you go straight through to departure Lounge now,
please?
B: Yes. Thank you very much.

Chapter 8.htm
Chapter 9

Context:
Brainstorm ideas--
What do you like to do in your free time?
Why?

Core dialogue:

A: What did you do for Songkran?
B: I went to the beach.
A: How was it?
B: It was a lot of fun.

Controlled Practice- parallel lines, horseshoe, circles

Vocab Extension:

this weekend ------ I read a book----relaxing
last week -----I worked a lot--- stressful
on vacation --- I went to the Zoo-----fun
last weekend ----I went to a museum----interesting
this Week----I did nothing ------awful
last weekend----- I saw a good football match ----exciting

Interview each other
What did you do, how was it, describe why you liked it, or
didnt like it.

Vocab matching, brainstorm other words that fit. page 39
make a grid- acknowledge what adjectives fit by placing an
appropriate word.

Food---Trip---Place---Activity---Movie--Book
Delicious
Awful
Fantastic
Lesson 13 Part 1. What should I do in Bangkok? (Why dont you take the city
bus tour?)

Warmer
(whole class)
Bangkok mind map.

Write the word Bangkok in the middle of the board and circle it. What do you think
of when you think of Bangkok? Solicit from students.

Context at the TAT tourist information office.

Core Dialogue
(whole class)

A. Excuse me. What should I do in Bangkok?
B. Why dont you go to the Grand Palace.
A. Why is that?
B. You can see the Emerald Buddha there.
A. Anything else?
B. I suggest you go shopping in Siam.

Vocabulary Expansion
(whole class)

1. go to Chinatown buy antiques there visit the Indian Market.
2. visit the Royal Theatre see classical dancing there go to the Teak Mansion.
3. take a river taxi see the scenery visit the National Museum.
4. go to Lumphini stadium watch a Thai boxing match there see the snake farm.
5. take a Skytrain avoid the traffic! go on a dinner cruise.
6. go to the weekend market buy cheap clothes there visit the zoo.
7. hang out on Khao Sarn Rd watch the tourists eat Pad Thai.
8. visit Wat Po see the reclining Buddha have a Thai massage.

Listening Activity
(small groups)

An American tourist is in a TAT tourist information office. He is asking about what
to do in Bangkok. Listen to the dialogue and fill in the missing words.

A. Excuse me. What should I do in Bangkok?
B. Why dont you go to the Grand Palace. You can see the Emerald Buddha there.
A. That sounds great. What else should I do?
B. I suggest you take a river taxi.
A. Whys that?
B. You can see the scenery.
A. OK. Id like to do some shopping too...
B. You could go to the weekend market. There are a lot of cheap clothes for sale
there.
A. Cool! Anything else?
Lesson 14 Part 1. Shall I send you a brochure?

Warmer

A. When does the ship leave for Japan?
B. It leaves tomorrow at eight.

Or:

A. How much does the plane ticket to Chiang Mai cost?
B. It costs 1,500 baht.

Listening p.56.

And/or

Teacher gives students cut up dialogue and students put it together. Then they
practice the dialogue among themselves. I would suggest pairing students off so they
can be travel agent and customer.

TA: Hello sir/madam. May I help you?
C: Yes. I would like two airplane tickets to Paris.
TA: And when will you be going?
C: I will be leaving on the 24
th
of May.
TA: Would you like first class or coach?
C: Two coach tickets please.
TA: I can get you on a flight leaving Bangkok at 8pm.
C: Thank you, that will be fine. How much will it cost?
TA: I can get you a deal, 10,000 baht for the two tickets.
C: Great! Ill buy them now. Do you take Visa?
TA: Of course, sir. Here are your tickets, and have a nice flight.
C: Thank you. Goodbye.

Listen and practice p. 57.

And/or

Have students create own dialogue using travel agency as model. Encourage students
to be as creative as possible. Groups of two will work. Performance in front of class
optional.

And/or

Teacher models TA in various emotional modes, including singing the dialogue. But
angry, sad, impatient, laughing, etc. May work to loosen up group if it doesnt carry
okay.

Lesson 15 Part 1. I look forward to hearing from you.

Warmer

A. What city were you born in?
B. I was born in New York City. What city were you born in?
A. I was born in ____________________________ .

Or:

A. Where would you like to go?
B. I would like to go to Paris. Where would you like to go?
A. Id like to go to ____________________________ .

Listening, p.60.

And

Have students write the name of the city in which they were born. Teacher will
collect slips and read the name of the city. Students try to guess who was born where.
Teacher can put students into groups consistent with where they were born. Students
can find out how many people are from the same city.

Language study, p. 60.

And/or

Teacher gets students into groups of four or five. Students will write short dialogue
about where they were born. They can make up something if they want. Role playing
in front of the class is a possibility. Students may write about what they did while
they were there.

And

Teacher gives students pictures of settings from various countries. Have students
work in pairs and try to guess where the other students have been and what they did
there. One student has picture of landscape or setting and the other students try to
guess where he/she has been.

Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Caller:
Message for:
Message:

Phone No:
Supplementary Activity What are you taking?

1. Go over the difference between have to, should and want to by giving
examples.
2. Tell the class that they are all going on holiday and they will be going to
different locations. Elicit to the board ideas about the following terms:
(good/bad things, what to expect there, etc.)
a. 5 star resorts
b. backpacking
c. road trip
d. hotel/motel
e. guesthouses
f. roughing it
g. study trip
h. working holiday

3. Divide class up into groups of 5 -6. Give each group a description of their trip
and a list of things that they can take with them. Instruct them to fill out the
chart on the page of things they can take, 4 things they have to take, four
things they should take and 4 things they want to take.
4. After the groups have finished filling out their chart have them explain to the
rest of the class why they made these choices.

Supplementary Activity (60 90 minutes)

Planning a Trip around the World

Materials: World Map, Red Markers

Procedures:

1. Model the language that will be needed.

A: Where would you like to go?
B: Id like to go to China.
A: Whys that?
B: Because I want to visit the Great Wall.

2. Talk about other places that might be interesting to the students.
Write down some of the places on the board and what they want to
see there.
3. Tell the students that they have been given the opportunity to travel
for two weeks. They should visit at least five places and they
cannot go backwards i.e. they must keep going forward. Money is
unlimited, so they can go anywhere.
4. Put students in groups of 4 5. Instruct them to make an itinerary
using a red marker and the picture of the world. For each place
they select they need to come up with a reason why.
5. Have groups come and present their itinerary to the rest of the
class.

Trips

You will be going to Bali to stay in a five star resort on the beach for four days. The
hotel has everything that you will need, including several restaurants, two swimming
pools with poolside bars, a discotheque, movie theatre, water park and bowling alley.
Prices at the hotel are very expensive.

You will be taking a road trip around Thailand. You will be starting in Bangkok and
traveling through Chiang Mai, Chiang Rai and on to the Myanmar Border. You will
be doing some light hiking in the mountains and other outdoor activities. You will be
staying in guesthouses and budget hotels and the total time for your trip is two weeks.

You are going to go backpacking around Western Europe for one month. You are
going to visit Paris, Amsterdam and London. You will be staying in guesthouses and
going to see a lot of museums, art galleries and historical sites on walking tours.

You are going to rough it at Khao Laem Ya National Park for three nights. You will
be camping out and cooking your own food. You will take several mountain hikes to
see waterfalls and animals. Your campsite is far from civilization, and has no running
water, restaurants, or medical facilities.

You are going to fly to Kuala Lumpur for four days on a package tour that includes
bus tours to various places of interest, accommodation, all meals and shopping
excursions.

You are going to Australia on a one-year working holiday. You havent arranged a
job in advance, you are going to find work when you get there. You are hoping to
work in the hospitality industry, maybe as a waiter or waitress, for the first six
months. The other six months you will spend traveling around Australia. You
especially want to visit the city of Sydney, go snorkeling on the Great Barrier Reef,
and go four-wheel driving through the desert.

You are going to Japan on a one-month study trip. You will stay with a Japanese
family in Tokyo. You will attend Japanese classes in the mornings, and in the
afternoons you will go on cultural excursions with the other students in your class. At
the end of your study trip, you will travel independently around Japan for a week or
so, and stop over in South Korea for a few days, before returning home.

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Lesson Plan Thai Teacher Training Program

Class: Unit 1 May I introduce myself?

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