Teaching writing1
- 1. 犢犖犖犖犖迦牽犖犖園犖犖迦牽犢犖犖朽権犖犖犖項犢犖犖劇賢犖犖園犖犖迦犖園犖犖萎犖迦牽犢犖犖朽権犖犖犖迦県犖迦賢犖園犖犖む県 犢 犖犖ム幻犢犖÷肩犖迦牽犖萎犖迦牽犢犖犖朽権犖犖犖項犖犖迦県犖迦犢 犖迦犖犖犖萎犖犖 犖犖園犖犖÷険犖犖∇検犖犖謹犖犖迦犖 犖犖朽 2 Unit: Culture Topic: Local Wisdom Sub topic: History of Traditions 犖犖÷顕犖犖巌 1. 犖犖迦犖犖迦硯犖犖園犖犖巌牽犖 犖犖園犖犖犢 犢犖犖犖巌 2. 犖犖迦犖犖迦硯犖犢犖÷犖 犢犖犖犖伍牽犖迦 3. 犖犖迦犖犖迦硯犖犖迦牽犖迦犖 犖÷幻犖ム犖 4. 犖犖迦犖犖迦硯犖犖÷献犖о牽犖犖 犖犖迦牽犖犖伍牽犖伍県 53010513013 53010513017 53010513023 530105130 犖犖巌肩犖巌犖犖園犖犖犖 犖犖朽 4 犖犖迦犖迦犖迦県犖迦賢犖園犖犖む県 犖犖犖園肩犖о鹸犖犖迦犖犖 EN 犖犖萎犖犖犖犖犖 犖犖ム幻犢犖÷犖犖朽権犖犖о険犖犖犖園犖犖犢 犢犖о献犖 09.00- 12.00 犖. 犖犢 犖犖犖犖園犖犖犖朽 3 犖о険犖犖犖朽 20 犖÷鹸犖犖伍犖迦権犖 2556
- 2. 犢犖犖犖犖迦牽犖犖園犖犖迦牽犢犖犖 犖∇犖犖項 犢犖犖劇賢犖犖園犖犖迦犖園犖犖萎犖迦牽犢犖犖朽権犖犖犖迦県犖迦賢犖園犖犖む県 犢 犖犖ム幻犢犖÷肩犖迦牽犖萎犖迦牽犢犖犖朽権犖犖犖項 犖犖迦県犖迦犢 犖迦犖犖犖萎犖犖 犖犖園 犖犖÷険犖犖∇検犖犖謹犖犖迦犖 犖犖朽 2 Unit: Culture Topic: Local Wisdom Sub topic: History of Traditions 犢犖о献犖 2 犖犖園犖о犖÷ 犖о険犖犖犖朽肩犖犖 犖о険犖犖犖朽 .........犢犖犖劇賢犖............................ 犖.犖. ................. 犢 1. 犖犖伍犖犖犖萎肩犖犖犢 犖犖迦牽犢犖犖 犖∇犖犖項 1.1 犖犖園犢犖犖 犖∇犖犖迦検犖迦牽犖犖犖項犖犖犖 犖犖迦権犢犖犖劇 犖犖犖犖迦硯犖犢犖迦犢犢犖犖朽犖∇硯犖犖園犖犖犖萎肩犖犖犖迦牽犖犢犖犖犖犖犖犢犖犖犢犖犢 (While-speaking, Activity1: What happened?) 1.2 犖犖園犢犖犖 犖∇犖犖迦検犖迦牽犖犖犖項犖犖犖 犖犖迦権犢犖犖朽犖∇硯犖犖園犖犖犖迦犖犖迦牽犖犢犖犖迦犖犖迦絹犖園犖犢犖犖朽犖犖犖 犖犖迦見犖犖犢犖犢犢犖犖∇犖犢犖犖犖犖萎犖迦牽犖о鹸犖犖巌犖犖園権 犖 犢犖犢 (While- speaking, Activity 2: Making & telling a story) 1.3 犖犖園犢犖犖 犖∇犖犖迦検犖迦牽犖犖犖項犢犖犢犢犖犖犖伍犖ム犖犖朽犖∇硯犖犖園犖犖犢犖犖犖犖犖 犖犖犖犖萎肩犖犖犖迦牽犖犢犖犢犖迦犢犢犖犖∇犖犢犖犖犖犖萎犖迦牽犖犖巌 犖 犖о鹸犖犖迦牽犖犖犖迦犢犖犢 (Post- speaking, Activity 1: Making story: Truth or lie) 1.4 犖犖園犢犖犖 犖∇犖犖迦検犖迦牽犖犖犖項犢犖ム犖迦犖犖劇 犖犖犖犖迦犖犖迦牽犖犖項硯犖犖朽犖犢犖犖∇犖犢犖犖犖犖萎犖о顕犖÷犖巌犢犖犖犖÷元犢犖犖犖伍検犖朽犖ム犖犢 犖 犖 (Post- speaking, Activity 2: Movie review) 2. 犖犖園硯犖犖朽犖о 犖 犖.1.1 犖. 2/1 犖犖蹩巌犖犖巌犖迦検犖犖迦犖犖犢犖犖 犖犖迦犖犖萎犖 犖犖迦犖朽 犢犖犖犢犖ム鍵犖犖迦賢犖犖巌犖迦権犖犢犖迦権犢 犖犖朽犖犖園犢犖ム鍵犖犢犖迦 犖 犖.1.2 犖. 2/4 犖犖項犢犖ム鍵犢犖犖朽権犖犢犖犖劇犖犖犖犢犖ム鍵犢犖犢犖犖犖÷弦犖 犖犖犖犖∇顕犖∇犖ム鍵犢犖犖犖犖犖о顕犖÷犖巌犢犖犢犖犢犖犖朽犖∇硯犖犖園犢犖犖劇 犖犖犖犖朽犖犖園犖犖犖 犖犖犢犖迦 犢 犖犖∇犖迦犢犖犖÷顕犖萎肩犖 犖.1.2 犖.2/5 犖犖項犢犖ム鍵犢犖犖朽権犖犢犖犖犖犖犖о顕犖÷牽犖 犢犖犖謹 犢犖ム鍵犖犖о顕犖÷犖巌犢犖犢犖犖犖犖犖犖犢犖犖犢犖犖朽犖∇硯犖犖園犢犖犖劇 犖犖犖犢犖迦犢 犖犖巌犖犖犖犖÷犖ム鍵犖犖犖萎肩犖犖犖迦牽犖犢犖犖犢犖犖÷犖園犖犢犖犢犢犖犖犖伍犖ム犖犖萎犖犖犖犖∇犖迦犢犖犖÷顕犖萎肩犖 犖.2.2 犖.2/1 犢犖犖犖 犖∇犢犖犖朽権犖犢犖ム鍵犖犖犖 犖犖迦権犖犖о顕犖÷犖犖÷厳犖犖犢犖ム鍵犖犖о顕犖÷犖犖犖犢犖迦犖犖萎見犖о犖迦犖犖迦牽犖犖犖犢犖犖 犖∇犖犖犖萎犖∇犖犖犖巌犖犢犖迦犢 犢犖ム鍵犖犖迦牽犖ム顕犖犖園犖犖迦犖迦検犢犖犖犖犖犖犢犖迦犖犖犖萎犖∇犖犖犖犖犖迦県犖迦犢犖迦犖犖犖萎犖犖犢犖ム鍵犖犖迦県犖迦犖犖 犖 4.1犖.2/1 犢犖犢犖犖迦県犖迦肩犖劇 犖犖犖迦牽犢犖犖犖犖迦犖犖迦牽犖犢犖犖犖 犖/ 犖犖犖迦犖犖迦牽犖犢犖犖迦献犖犖犖犖朽犢犖犖巌犖犖謹犖 犢犖犖犢犖犖犢犖犖 犖∇犖犖犖迦犖犖謹犖犖迦犖ム鍵犖犖伍検犖犖
- 3. 3. 犢犖犖劇賢犖犖迦犖迦犖犖迦県犖 犢 Vocabulary: festival, performers, celebration, culture, compete, cuisine, entertainment, activities Structure: Past simple tense and Past continuous tense Both the past simple and the past continuous refer to completed actions in the past. -Most of the time when we are talking about such actions, we use the past simple. This is by far the most common way of talking about the past. For example: She smiled and showed me an old picture. She said they often talk for hours! -Only use the past continuous when you want to emphasize the continuity of the action. For example: She was watching TV in the living room. He was wearing the same clothes. -When we use these two forms in the same sentence, we use the past continuous to talk about the "background action" and the past simple to talk about the shorter completed action. For example: I was cooking dinner when an old man came into the kitchen. We talked for while and then suddenly, while we were talking, he disappeared. 4. 犖犖劇 犖犖犖迦牽犢犖犖 犖∇犖犖項 1. 犖о元犖犖朽犖犖犖迦犖犢犖迦肩犖項 犖犖犢犖犖 犖∇犢犖犖劇 犖犖 My most embarrassing moment 2. power point 犖犖迦絹犖園犖犢犢犖ム鍵犢犖犖犖犖犖犢犖迦 3. Text 3 犢犖犖劇 犖犖 The Te matatini Nationl Festival 4. 犖犖 犖犖犖迦犢犖犖朽犖∇硯犖犖園犖犖迦牽犢犖犖犖犖犖о顕犖÷牽犖 犢犖犖謹
- 4. 5. 犖犖巌犖犖犖犖÷犖迦牽犢犖犖 犖∇犖犖項 犖犖犖 Pre-listening (1 犖犖園犖о犖÷) 1.犖犖犖 犖犖迦検犖犖迦犖迦検犖犖園犢犖犖 犖∇犢犖犖劇犖犖犖迦犖犢犖迦肩犖項 犖犖犢犖犖 犖∇ 犢犖犢犖 -Have you ever had any embarrassed experience? -What is your most embarrassing moment? 2.犖犖犖 犢犖犢犖犖犢犖犖 犖∇犖犖項硯犖犖朽犖犢犖犖劇 犖犖My most 犖 犖 embarrassing moment 犢犖犖劇犖犖犖迦犖犢犖迦肩犖項 犖犖犢犖犖 犖∇ *犖犖犖 犢犖犖萎犖 Speaking strategies (Using minimal) 犢犖ム鍵犖犖迦牽犖犖園犖犖迦犖園犖犖萎犖迦牽犖犖項犢犖犢犖犖犢犖犖 犖∇犖犖伍犖犖犖犖園 犖 3. 犖犖犖 犖犖迦検犖犖迦犖迦検犖犖迦犖о元犖犖朽犖犢犖犖劇犖犖犖犖о犖犖犖犖犖о顕犖 犢犖犢犖迦犖犖犖犖犖犖園犢犖犖 犖∇ 犢犖犢犖 - What did you see from the VDO? - What she talked about? - What did she feel? 4.犖犖犖 犢犖犖 Text 1犢犖犢犖犖犢犖犖 犖∇犖犖伍犖犖犢犖ム犖о犖犖 犖 Power 犖 point 犖犖犖巌犖迦権犖犖迦絹犖園犖犢 犖犖犢犖犖÷犖園犖犖犖犖 犖犖迦権犖犖犖巌 犖犖 犖犢犖犖 犖犖о顕犖÷見犖÷顕犖∇犖犖犖犖迦絹犖園犖犢犢犖ム鍵犖∇犖犖園硯犖犖∇犖迦 犖犖迦牽犖犖迦犖犢犖犢 5. 犖犖犖 犖犖犖о犖犖犖犖犖о顕犖÷犖犢犖迦犖犖犖犖犖犖園犢犖犖 犖∇犢犖犖∇犖犢 犖犖園犢犖犖 犖∇犖犖迦犖巌犖犖犖犖 Vocabulary game 犢犖犖∇犖犖 犢犖犖 犖 犖犖 犖犖犖迦犖犖迦絹犖園犖犢犖犖 power point 犖犖迦犖犖園犖犖犖犖 犖犢犖 犖犖園犖犖迦犢犖犢犖犖犢犖犖 犖∇犖∇犖÷厳犖 犖犖園犢犖犖 犖∇犖犖朽犖∇犖÷厳犖犢犖犢 犖 犖犢犖犖犖犖萎検犖朽肩犖巌犖犖巌 犖犖犖犢犖犖∇犖犖犖犖迦絹犖園犖犢犖犖犢犖犖 犖∇犖犖園硯犖犖∇犖迦犖犖犖萎犖∇ 犖犢犖迦犖犖犖犖項犖犖犖 犖犖萎犖犢犖犖迦犖о険犖 6. 犖犖犖 犢犖犖 Text 2 犢犖ム犖о賢犖犖巌犖迦権犖犖迦牽犢犖犢犖犖ム険犖 犢犖о権犖迦犖犖犢犢犖犢犖犖犢犖犖 犖∇犖犖園犖犖犢犖犖÷犖園犖犖犖犖 犖犖迦権 犖 犖犖ム険犖犢犖犖犖犢犢犖ム鍵犖犖犖犖迦牽犖犖迦犖犢犖犢 Classroom language -Good morning/afternoon class. -First of all, I have a video to show you. Please watch and listen carefully. -Keep it one and pass it on. - Listen and repeat after the sound. - Can you give me some example by using this word? - Can you give me some example by using past simple and past continues? - I will play the audio two times after that I will ask you some questions. 犖犖園犢犖犖朽権犖 1.犖犖園犢犖犖 犖∇犖犖犖犖犖迦犖迦検犖犖犖 Classroom language - Good morning/afternoon teacher 2. 犖犖園犢犖犖 犖∇犖犖項硯犖犖朽犖犖犖迦犖犢犖迦肩犖項 犖 犖犖犢犖犖 犖∇犢犖犖劇 犖犖 My most embarrassing moment 3.犖犖園犢犖犖 犖∇犖犖犖犖犖迦犖迦検犖犖犖 4. 犖犖園犢犖犖 犖∇犖犖園 Text 1 犖犖迦犖犖犖 犖犖犢犖犖÷犖園犖犖園犢犖ム鍵犖犖犖犢犖犖 犖∇ 犖犖迦検 5. 犖犖園犢犖犖 犖∇犖犖迦犖巌犖犖犖犖 Vocabulary game 6.犖犖園犢犖犖 犖∇犖犖園 Text 2 犢犖ム犖о犖園 犖犖犖 犖犖犖巌犖迦権犖犖ム険犖犖犖迦牽犢犖犢 犢犖о権犖迦犖犖犢
- 5. 7. 犖犖犖 犢犖犖 Tex3 犢犖犖劇 犖犖 The Te matatini Nationl Festival 犢犖犢犖犖犢犖犖 犖∇ 犖 8. 犖犖犖 犖犖迦検犖犖迦犖迦検犢犖犖朽犖∇硯犖犖園犢犖犖劇 犖犖犖犖朽犖犢犖迦犢犖犖劇犖 犖犖犖о犖犖犖犖犖о顕犖÷犖犢犖迦犖犖犖犖犖犖園犢犖犖 犖∇ 犢犖犢犖 - Where did Lucy get this experience? - Who did Lucy meet? - Did her grandfather die? 7.犖犖園犢犖犖 犖∇犖犖園 Text3 犖犖迦犖犖犖 8. 犖犖園犢犖犖 犖∇犖犖犖犖犖迦犖迦検犖犖迦 犢犖犖劇 犖犖犖犖朽犖犢犖迦 犢犖犢犖 - Her grandmothers house - Her grandfather - Yes. He While-speaking (15犖犖迦犖) Activity1: (What happened?) 1. 犖犖犖 犢犖犖 Activity1 犢犖犢犖犖犢犖犖 犖∇犖犖伍犖犖 犖 2.犖犖犖 犖犖犖 犖犖迦権犖犖園犖犖犖犖犖犖迦牽犖犖迦犖巌犖犖犖犖÷犖犢犖犖犢犖犖 犖∇犖犖園 犖 犢犖犖 - 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犖犖園犖犖項 犖 - 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犖犖園検犖犖迦県犖犢犢犖犖朽犖∇硯犖犖園 犖 犖犖犖萎肩犖犖犖迦牽犖犢 犢犖犖∇犖犢犖犖犖萎犖∇犖犖朽犖犖迦見犖犖犢犖犢 犢犖犢犖 Did you have any..experience? What did it happened? Where were you? What were you doing? Who else was with you? How did you feel? 3. 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犖犖迦犖巌犖犖犖犖 What happened? 犖 4.犖犖犖 犢犖犢犖犖犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犖犖犖犖÷顕犖犖迦犖犖犖犖犢犖犖÷弦犖ム犖朽犢犖犢 犖 犖犖犢犖迦犖園犖犢犖犖 犖∇ 5.犖犖犖 犢犖犢犢犖犖犖犖萎犖∇犢犖ム鍵犖犖迦県犖迦犖朽犖犖犢犖犖 犖∇犢犖犢犖犖 犖 犖 6. 犖犖犖 犖犖園犢犖犖犢犖ム鍵犢犖犢犖犖萎犖犖 -Keep it one and pass it on. -First of all, I will tell you the instruction. -Get in pairs -Lets interview your partner. -Come up to present your partners story in front of the class. 1.犖犖園犢犖犖 犖∇犖犖伍犖犖犖犖園 Activity 1 犖犖迦犖犖犖 -Can you explain it 2.犖犖園犢犖犖 犖∇犖犖伍犖犖犖犖園犖犖迦賢犖犖巌犖迦権 again please? -I dont understand. 犖犖迦牽犖犖迦犖巌犖犖犖犖 -Can you tell me? -犖犖園犢犖犖 犖∇犖犖園犖犖項 -犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犖犖園検犖犖迦県犖犢 犢犖犖朽犖∇硯犖犖園犖犖犖萎肩犖犖犖迦牽犖犢 犢犖犖∇犖犢 犖犖犖萎犖∇犖犖朽犖犖迦見犖犖犢犖犢 -Speak louder please. -Send it back to me. 3.犖犖園犢犖犖 犖∇犖犖迦犖巌犖犖犖犖 4.犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犖犖犖犖÷顕 犖犖迦犖犖犖犖犢犖犖÷弦犖ム見犖犢犖迦犖園犖犢犖犖 犖∇ 5.犖犖園犢犖犖 犖∇犢犖犢犢犖犖犖犖萎犖∇犢犖ム鍵 犖犖迦県犖迦犖犖犖犖犢犖犖
- 6. Activity 2: ( Making & telling a story) 1. 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犢犖犢犖犖犖ム幻犢犖 犖犖ム幻犢犖÷献犖 3 犖犖 犖 2. 犖犖犖 犖犖犖巌犖迦権犖犖迦牽犖犖迦犖巌犖犖犖犖 Making & telling a story 犢犖犢犖犖犢犖犖 犖∇犖犖園 犖 - 犖犖犖 犢犖犢犖犖о犖犖犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖ム幻犢犖 犖犖犖犖÷顕犖犖園犖犖園犖 犖 犖犖迦絹犖園犖犢犢犖犖犖ム犖犖 5犖犖ム犖犖 犢犖犖∇見犖∇鹸犖犖犖ム犖犖犖ム鍵 1 犖犖園犖 犖犖 - 犖犖迦犖犖園犖犢犖犢犖犖犢犖犖 犖∇犢犖犢犖犢犖犖劇 犖犖 1 犢犖犖劇 犖犖犢犖犖∇犖犢 犖 犖犖迦絹犖園犖犢犖犖朽犢犖犢犖犖園 2. 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犢犖犢犖ム鍵犖犖ム幻犢犖÷賢犖犖犖÷顕犖犖迦犖犖犖犢犖犖劇 犖犖犖犖朽 犖 犖犖園硯犢犖犖犢犖犢犖犖犖犢犖迦犖園犖犢犖犖 犖∇犢犖犖∇犖犖 犖犖萎犖犖 犖犢犖犖ム犢犖犢 犢 犖犖園犢犖犖 犖∇犖犢 犖犖犖伍犖犖 犢犖÷厳犢犖犢犖犖ム犖犖∇幻犖犖犖伍犖犖迦賢犖∇弦犖犖朽犖犖ム幻犢犖÷犖 犢 犢 犖犖ム幻犢犖÷犖園犖犖犢犖犖犢犖犖犖迦犖犖犖 3.犖犖犖 犢犖犢犖犖犢犖犖 犖∇犖犖ム幻犢犖÷賢犖劇犖犢犖犖犖犖犖о顕犖÷犖巌犢犖犢犖 犖 犢犖犖朽犖∇硯犖犖園犢犖犖劇 犖犖犖犖迦硯犖犖犖犖犖ム幻犢犖÷犖朽犖犖迦犖犖犖犢犖ム鍵犢犖犢 犖犖萎犖犖 犢犖犖∇犖犢犖犖犖犖萎犖迦牽犖犖巌犢犖犖犖÷元犢犖犖犖伍犖 犖 4. 犖犖犖 犖犖犖о犢犖ム鍵犢犖犢犖犖萎犖犖 Post-speaking (45 犖犖迦犖) Activity 1: (Truth or lie) 1. 犖犖犖 犖犖犖 犖犖迦権犖犖巌犖犖犖犖 Truth or lie犢犖犢犖犖犢犖犖 犖∇犖犖伍 犖 犖犖犖犖園 - 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犖犖園犖犖ム幻犢犖 犖犖ム幻犢犖÷献犖 3 犖犖 犖 - 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犖犖巌犢犖犖劇 犖犖犖犖朽犖犖萎犖項 犢犖犖∇肩犖÷顕犖犖巌犖犖 犖 犖犖犖謹犖 犖犖萎犖犖犖犖犖萎肩犖犖犖迦牽犖犢犖犖犖 犖犖犖犖犖犖園硯犢犖犖 犢犖ム鍵犖犖朽 2 犖犖 犖犖萎犖項犢犖犖劇 犖犖犖犖迦硯犖犖朽犢犖犢犖犖犖謹犖 2. 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犢犖犢犖ム鍵犖犖ム幻犢犖÷賢犖犖犖÷顕犢犖ム犖迦犖犖劇 犖犖犖犖園犖 3 犖 犢犖犖劇 犖犖 犖犖犢犖迦犖園犖犢犖犖 犖∇ -I will tell you the instruction first. -Work in group of 3 people. -Sent a representative to get 5 word cards. Make a story from the word cards that you got. -Come up to present your story in front of the class. 1. 犖犖園犢犖犖 犖∇犢犖犢犖犖犖ム幻犢犖 3 犖犖 2. 犖犖園犢犖犖 犖∇犖犖園犖犖園犖犖犖犖犖犖迦牽犖犖 犖犖巌犖犖犖犖 - 犖犖園硯犢犖犖犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖ム幻犢犖 犖犖犖犖÷顕犖犖園犖犖園犖犖犖迦絹犖園犖犢 -犖犖園犢犖犖 犖∇犖犖伍犖犖ム幻犢犖÷犖犢犖犢犖犖劇 犖犖 犖犖迦犖犖迦絹犖園犖犢犖犖朽犢犖犢 -Can you explain it again please? -I dont understand. -Can you tell me? 2. 犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖ム幻犢犖÷賢犖犖犖÷顕 犖犖迦犖犖犖犖犖ム犖迦 3.犖犖園犢犖犖 犖∇犖犖ム幻犢犖÷賢犖劇犖犢犖犖犖犖犖о顕犖 犖犖巌犢犖犢犖犢犖ム鍵犢犖犢犖犖萎犖犖犖犖園 犖犖ム幻犢犖÷犖朽犖犖迦犖犖犖 -I will tell you the instruction first. -Work in group of 3 people 1. 犖犖園犢犖犖 犖∇犖犖園犖犖犖 犖犖犖巌犖迦権 犖犖巌犖犖犖犖 Truth or lie - 犖犖園犢犖犖 犖∇犖犖園犖犖ム幻犢犖 犖犖ム幻犢犖÷献犖 3 犖犖 - 犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖ム幻犢犖÷犖巌犢犖犖劇 犖犖 犖犖朽犖犖萎犖項 犢犖犖∇肩犖÷顕犖犖巌犖犖犖犖犖謹犖 犖犖萎犖犖犖犖犖萎肩犖犖犖迦牽犖犢犖犖犖 犖犖犖犖 犖犖園硯犢犖犖 犢犖ム鍵犖犖朽 2 犖犖 犢犖犢犖犢犖犖劇 犖犖 犖犖朽犖犖萎犖項 2. 犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖ム幻犢犖÷賢犖犖犖÷顕 犢犖ム犖迦犖犖劇 犖犖犖犖園犖 3 犢犖犖劇 犖犖 犖犖犢犖迦犖園犖 犢犖犖 犖∇ -Can you explain it again please? -I dont understand. -Can you tell me?
- 7. 3. 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犖犖朽犢犖犖ム厳犖犖犖犖犖о犖迦犖犖劇 犖犖犖犖迦硯犖犖犖犢犖犖 犖 犢犖犢 犖犢犖犖劇 犖犖犖犖犖 犖 4. 犖犖犖 犢犖犢犖犖迦犖о険犖ム犖犢犖犖犢犖犖 犖∇犖犖朽犖犖犖犖犖項 犖 3. 犖犖園犢犖犖 犖∇犖犖朽犢犖犖ム厳犖犖犖犖犖о犖 犢犖犖劇 犖犖犖犖迦硯犖犖犖犢犖犖犢犖犢 犖犢犖犖劇 犖犖犖犖犖 犖 4. 犖犖園犢犖犖 犖∇犖犖朽犖犖犖犖犖項犢犖犢犖犖園 犖犖迦犖о険犖ム犖迦犖犖犖 5. 犖犖犖 犢犖犢犖犖萎犖犖犢犖ム鍵犖犖犖萎犖÷鹸犖犖犖園犖犖萎犖迦牽犖犖項犖犖犖 犖犖園犢犖犖 犖∇ Activity 2: (Movie review) *犖犖犖 犖犖犖巌犖迦権 Speaking strategies (Recognizing scripts) 犢犖ム鍵犖犖迦牽犖犖園犖犖迦犖園犖犖萎犖迦牽犖犖項犢犖犢犖犖犢犖犖 犖∇ 犖 犖犖伍犖犖犖犖園 1. 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犖犖園犖犖項 犖 2. 犖犖犖 犖犖犖 犖犖迦権犖犖巌犖犖犖犖 Movie review犢犖犢犖犖犢犖犖 犖∇ 犖 犖犖伍犖犖犖犖園犢犖犖 - 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犢犖ム厳犖犖犢犖犢犖犖犢 犖迦権犖犖迦 power 犖 point 犖犖謹 犖犖犖萎検犖朽犖о賢犖∇犖迦犖犖迦犖∇犖犖犢 犖 犢犖 -犖犖犖 犢犖犢犖犖犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犖犖犖犖萎犖犢犖犢犖犖劇犖犖犖迦犖迦 犖 犖犖園硯犖犖∇犖迦犖犖迦犖∇犖犖犢 犖犖朽犢犖犢犖犖園 -犖犖犖 犢犖犢犖犖犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犖犖犖犖÷顕犖犖項犢犖犖萎犖迦犖犖朽犖∇硯犖犖園 犖 犖犖迦犖∇犖犖犢 3. 犖犖犖 犢犖犢犢犖о献犖迦犖園犢犖犖 犖∇犢犖犖犖迦牽犖犖迦犖巌犖犖犖犖 10 犖犖迦犖 4. 犖犖犖 犢犖犢犖犖犢犖犖 犖∇犢犖犢犖ム鍵犖犖ム幻犢犖÷賢犖犖犖÷顕犖犖迦犖犖犖犖犖犢犖 犖 犖犖園犖犢犖犖 犖∇ 5.犖犖犖 犢犖犢犢犖犖犖犖萎犖∇犢犖ム鍵犖犖迦県犖迦犖朽犖犖犢犖犖 犖∇犢犖犢犖犖 犖 犖 6. 犖犖犖 犢犖犢犖犖萎犖犖 犖犖犖萎犖÷鹸犖犖犖園犖犖萎犖迦牽犖犖項犢犖犖劇犖 犖犖迦犖犖犖犖犖犖犖犖園犢犖犖 犖∇ -Get in pairs -Sent a representative to get a picture -Make a story from picture within 10 minutes. -Come up to present your story in front of the class. 1.犖犖園犢犖犖 犖∇犖犖園犖犖項 2.犖犖園犢犖犖 犖∇犖犖伍犖犖犖犖園犖犖迦犖朽 犢犖犖 犖犖犖犖犖犖 -犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犢犖ム厳犖犖犢犖犢犖 犖犢 犖迦権 -犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犖犖犖犖犖萎犖犢犖 犖 犢犖犖劇 犖犖犖犖迦硯犖犖迦犖犖迦犖∇犖犖犢 犖犖朽 犢犖犢犖犖園 -犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖項犖犖犖犖÷顕犖犖項 犢犖犖萎犖迦犖犖朽犖∇硯犖犖園犖犖迦犖∇犖犖犢 3. 犖犖園犢犖犖 犖∇犖犖迦犖巌犖犖犖犖 4. 犖犖園犢犖犖 犖∇犢犖犢犖ム鍵犖犖ム幻犢犖÷賢犖犖犖÷顕 犖犖迦犖犖犖犖犖犢犖迦犖園犖犢犖犖 犖∇ 5. 犖犖園犢犖犖 犖∇犢犖犢犢犖犖犖犖萎犖∇犢犖ム鍵 犖犖迦県犖迦犖犖犖犖犢犖犖
- 8. 6. 犖犖迦牽犖о険犖犖犖ム犖犖萎犖÷鹸犖犖犖 犖犖巌犖犖犖犖÷犖朽犖萎犖犖萎犖÷鹸犖 犢 While reading Activity1: What happened? Activity2: Making and Telling a story Post - reading Activity1: Truth and lie Activity2: Movie review 犖о鹸犖犖朽犖犖萎犖÷鹸犖 犢犖犖犖劇犖犖犖÷厳犖犖犖犖萎犖÷鹸犖 犖犖犖о犢犖ム鍵犢犖犢犖犖萎犖犖 犖犖犖о犢犖ム鍵犢犖犢犖犖萎犖犖 - 犖犖犖о犢犖ム鍵犢犖犢犖犖萎犖犖 犢犖ム鍵犖犖犖萎犖÷鹸犖 犖犖園犢犖犖 犖犖園犖犖謹 犢犖ム鍵犖犖犖萎犖÷鹸犖 犢犖犖犖犖犖萎犖÷鹸犖犖犖園犖犖萎犖迦牽犖犖項 犢犖犖犖犖犖萎犖÷鹸犖犖犖園犖犖萎犖迦牽犖犖項犢犖犖劇犖 犖犖迦犖犖犖 7. 犖犖巌犖犖犖犖÷犖犖犖犢犖犖 ................................................................................................................................................................ ................................................................................................................................................................................ ............................................................................................................................................................. 8. 犖犖о顕犖÷犖犢犖犖犖犖犖犖項犖犖犖巌見犖迦牽 ................................................................................................................................................................ ................................................................................................................................................................................ ............................................................................................................................................................ 9. 犖犖園犖犖謹犖犖ム険犖犖犖迦牽犖犖園犖犖巌犖犖犖犖÷犖迦牽犢犖犖 犖∇犖犖項 9.1 犖犖ム犖迦牽犖犖園犖犖巌犖犖犖犖÷犖迦牽犢犖犖 犖∇犖犖項 ................................................................................................................................................................ .................................................................................................................................................................... 9.2 犖犖園犖犖迦犖ム鍵犖犖伍犖犖犖犖 ................................................................................................................................................................... ................................................................................................................................................................... 9.3 犖犢 犖犢犖犖犖犢犖犖 ................................................................................................................................................................ ...................................................................................................................................................................
- 9. Text 1 Vocabulary festival (n.) An occasion for feasting or celebration, especially a day or time of religious significance that recurs at regular intervals. performers (n.) Actor or actress. celebration (n.) The festivities engaged in to celebrate something. culture (n.) compete (v.) The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought. To strive against another or others to attain a goal, such as an advantage or a victory.
- 10. cuisine (n.) A characteristic manner or style of preparing food. entertainment (n.) The act of entertaining. activities (n.) The state of being active.
- 11. Structure Simple Past Tense and Past Continuous Tense Past simple and Past continuous S + V2 S + was/were + V.ing Both the past simple and the past continuous refer to completed actions in the past. Most of the time when we are talking about such actions, we use the past simple. This is by far the most common way of talking about the past. She smiled and showed me an old picture. She said they often talk for hours! I asked her but she didn't know anything. The company made 100 people redundant last year. Only use the past continuous when you want to emphasize the continuity of the action. She was watching TV in the living room. He was wearing the same clothes. I was thinking about you the other day. Were you expecting that to happen? When we use these two forms in the same sentence, we use the past continuous to talk about the "background action" and the past simple to talk about the shorter completed action. I was cooking dinner when an old man came into the kitchen. We talked for while and then suddenly, while we were talking, he disappeared. He was going out to lunch when I saw him. The company was doing well when I last visited it.
- 12. Text 3 (Text script) The Te matatini Nationl Festival The Te Matatini National Festival is held every two years where elite kapa haka performers come together to compete for the honour of winning the national finals. The Festival is regarded as the premier Mori cultural performing arts festival. It is the worlds largest celebration of Mori performing arts, showcasing Mori culture and talent and attracting upwards of 30,000 participants and visitors. Hundreds of teams throughout New Zealand and Australia compete in regional competitions for the honour of selection to represent their clubs at the national finals. The Festival is not simply for Moriit is open to all people, regardless of culture, background, or age to come together, to share and celebrate. While the main focus of the Festival is the kapa haka competition, it is also a celebration of Mori culture and cuisine. Festivals are generally featuring a range of retail stalls, food stalls, art and craft exhibitions, education workshops, and other entertainment activities.
- 13. 犢犖犖犖犖犖萎犖÷鹸犖犖犖園犖犖萎犖迦牽犖犖項犢犖ム鍵犖犖迦牽犖犖迦犖犖犖 犢犖犖犖犢 犖犖迦牽 犖犖犖萎犖÷鹸犖 犖犖劇犖-犖犖犖伍献 犖犖迦牽犢犖犢 犖犖園犖犢 (2) 2 1 犖犖迦牽犖犖犖犢犖犖 犖∇ (2) 2 1 犖犢犖迦犖迦 犖犖犖萎犖犖 (2) 2 1 犖犖о顕犖÷犖∇顕犖∇顕犖 犖犖迦牽犢犖犢 犖犖о検犖犖萎犖犖 犢犖犖犖迦牽犖犖劇 犖犖犖迦牽 犢犖犖犖犖犖犢 犖迦 (10) (2) (2) 2 1 2 1 犖ム犖犖劇犖 ............................................... 犖犖項犖犖萎犖÷鹸犖 犢 () 犖о険犖犖犖朽.........犢犖犖劇賢犖............................犖.犖. ................ 犢犖犖犖犢犖犖迦牽犖犖犖萎犖÷鹸犖 7 10 犖犖萎犖犖 犖犖朽検犖迦 5 6 犖犖萎犖犖 犖犖 3 4 犖犖萎犖犖 犖犖迦犖犖ム顕犖 1 2 犖犖萎犖犖 犖犖犢犖犢 0 犖犖萎犖犖 犖犖犖園犖犖犖 犖 犖犖÷顕犖∇犖犖犖 犢犖犢犖犖萎犖犖 6 犖犖萎犖犖犖犖謹犖犢犖犖犖劇賢犖о犖迦犢犖迦犢犖犖犖犢
- 14. 犢犖犖犖犢 犖犖迦牽犢犖犢 犖犖萎犖犖犖犖迦牽犖犖項 1. 犖犖迦牽犢犖犢犖犖犖犢 (2 犖犖萎犖犖) 犖 2 犖犖萎犖犖 犖犖÷顕犖∇犖謹 犢犖犢犖犖迦肩犖ム鍵犖犖ム硯犖 犢犖ム犖迦犖犖劇 犖犖犖犖犖犖犖犖萎犖犢犖 1 犖犖萎犖犖 犖犖÷顕犖∇犖謹 犢犖犢犖犖迦肩犖ム鍵犖犖ム硯犖∇犖犢 犖犖犖迦犖犖犖 犢犖犢犖犖迦検犖迦牽犖犢犖ム犖迦犖犖劇 犖犖犢犖犢犖犖犖犖犖犖萎犖犢犖 2. 犖犖迦牽犖犖犖犢犖犖 犖∇ (2 犖犖萎犖犖) 2 犖犖萎犖犖 犖犖÷顕犖∇犖謹犖犖犖犢犖犖 犖∇犖犖園犖犢/犖犖犖萎犖∇犖犢犖о権犢犖犖 犖∇犖犖犖園犢犖犢犖犢犖犢犖犖項犖犢犖犖犢犖犢 犖犖犢 犖о犢犖犖犢 犖犖迦犖犢 犖犖劇 犖犖犖迦牽犢犖犢犖犖犢犖犖 犖 1 犖犖萎犖犖 犖犖÷顕犖∇犖謹犖犖犖犢犖犖 犖∇犖犖園犖犢/犖犖犖萎犖∇犖犢犖о権犢犖犖 犖∇犖犖犖園犢犖犢犖犖犖巌犖犖迦犖犖 犢犖犢犖∇犖犖犖犖劇 犖犖犖迦牽犢犖犢 犖 3. 犖犢犖迦犖迦犖犖犖萎犖犖 ( 2 犖犖萎犖犖) 2 犖犖萎犖犖 犖犖÷顕犖∇犖謹犢犖犖犖犖犢犖迦犖迦犖犖犖萎犖犖/ 犖犖迦牽犖÷犢犖犖∇犖迦犢犖犖犢犖犖朽権犖犢犖犖÷顕犖萎肩犖÷犖園犢犖犖劇 犖犖/ 犖犖犖犖迦 犖犖朽犢犖犢犖犖園 1 犖犖萎犖犖 犖犖÷顕犖∇犖謹犖犖項犢犖犖∇犖犖迦絹犖犖迦犖犢犖迦犖迦犖犖犖萎犖犖 4. 犖犖о顕犖÷犖∇顕犖∇顕犖÷犖犖犖迦牽犖犖劇 犖犖犖迦牽 (2 犖犖萎犖犖) 2 犖犖萎犖犖 犖犖÷顕犖∇犖謹犖÷元犖犖о顕犖÷犖∇顕犖∇顕犖÷犖犖犖迦牽犖犖劇 犖犖犖迦牽犖÷顕犖 1 犖犖萎犖犖 犖犖÷顕犖∇犖謹犖÷元犖犖о顕犖÷犖∇顕犖∇顕犖÷犖犖犖迦牽犖犖劇 犖犖犖迦牽犢犖ム犖犖犢犖犖 5. 犖犖迦牽犢犖犢犢犖犖犖犖犖犢犖迦 (2 犖犖萎犖犖) 2 犖犖萎犖犖 犖犖÷顕犖∇犖謹犢犖о権犖迦犖犖犢/犖犖迦牽犖犖萎犖犖犖/犢犖犖犖劇 犖犖犖犖÷顕犖∇犢犖迦犢 犖犖項犖犢犖犖犖犖伍犖犖犖萎犖∇ 1 犖犖萎犖犖 犖犖÷顕犖∇犖謹犢犖о権犖迦犖犖犢 /犖犖迦牽犖犖萎犖犖犖/犢犖犖犖劇 犖犖犖犖÷顕犖∇犢犖迦犢 犖犖巌犢犖犢 犖犖犖迦犢犖犢犖 犢犖犖犖犢犖犖迦牽犖犖犖萎犖÷鹸犖 犢犖犢犖犖萎犖犖 6 犖犖萎犖犖犖犖謹犖犢犖 犖犖劇賢犖о犖迦犢犖迦犢犖犖犖犢
- 15. Activity1 While-speaking (What happened?) Instruction 1. Work in pairs 2. Interview your partner about the following questions. 3. Come up to present your partners story in front of the class. 1. Did you have anyexperience? 2. What did it happened? 3. Where were you? 4. What were you doing? 5. Who else was with you? ... 6. How did you feel?
- 16. Activity 2 Checking Understanding Instruction 1) What is the name of the festival? 2) When is the festival held? .................................... 3) What is the highlight of the festival? 4) What is the significance of festival? 5) How big is the festival? 6) Who is best for joining the festival? 7) What other things are included in the festival?
- 17. Activity 1 Post-speaking (Making stories: Truth or lie) Instruction 1. Work in group of 3 people. 2. A member of group thinks about your story and 2 other make 2 stories that arent your own experience within 10 minutes. 3. Then come up to present your conversation in front of the class. 4. Student who can guess which story is the truth will get the candy.
- 18. Activity 2 Post-speaking (Movie review) Instruction 1. Work in pairs. 2. Each group chooses the sign from power point that contain the movie trailers. 3. Each pair catches the main idea from the movie trailer that you got within 10 minutes. 4. Come up to review your movie in front of the class. 1 2 3 4 5 6 7 8
- 19. Teaching Speaking Strategies for Developing Speaking Skills Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn. 1. Using minimal responses Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners. Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response. 2. Recognizing scripts Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated. Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain. 3. Using language to talk about language Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check. By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.
- 20. References: Vocabulary - http://www.thefreedictionary.com/ - http://dictionary.cambridge.org/ * Picture- https://www.google.co.th/imghp?hl=th&tab=wi&authuser=0&q=article Structure - http://www.grammar.cl/Intermediate/Comparatives_Superlatives.htm Course book Craven, M.(2008). Breakthrough. Oxford: Macmillan Education Press. Speaking strategies - http://www.nclrc.org/essentials/speaking/stratspeak.htm