Specimen 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 a. Warmer

Stage 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 ½ 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.

1. Introduction Stage Warmer – Topic Game

Stage 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

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.

1. Introduction Stage Warmer – Where do you want to go?

Stage 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 ½ hours
Date: April 4, 2004 – May 8, 2004
Issue Describing locations

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.

1. Introduction Stage Warmer – I’m going on vacation, I’m going to
take…

Stage b. Brainstorming – What is most important
feature of a hotel room?
c. Focused listening – listen and check, p. l6
d. Core dialogue – cut up and match
e. Pronunciation – intonation of questions.
f. Focused listening – listen and write, p. 17
g. Practice dialogue – stand and deliver
h. Communicative Activity – Handout, find a
room/occupant
i. Fill out reservation card with partner, p. 18
j. Role-play with found partner.
k. Word Study – p. 18
l. Game – Adjective matching, i.e. Amazing
Ayuthaya, Beautiful Bangkok
m. Vocabulary expansion – collocations
n. Sentence pattern practice – use collocations
in given sentences
o. Reading – Preview ads for Hotels
p. Cloze practice
q. Create an advertisement in groups.
Class: Unit 5 Don’t 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.

1. Introduction Stage Warmer – Simon Says

Stage 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 ½ hours
Date: April 4, 2004 – May 8, 2004
Issue Directions
Teaching Program Warmer, Focused listening and communicative

activities, vocabulary expansion, sentence pattern
practice, review

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.

1. Introduction Stage Warmer – The neighborhood, map drawing

Stage 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 Who’s calling, please?

Time: 4 ½ hours
Date: April 4, 2004 – May 8, 2004
Issue Telephone conversations and taking messages

practice, review
Main Point To initiate and respond to messages.
General Purpose To practice proper speaking techniques for the

telephone.


1. Introduction Stage Warmer – Chinese Whispers

Stage 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.

practice, review
Main Point To initiate and respond to requests for

information.
General Purpose To practice making and responding to requests


1. Introduction Stage Brainstorming – What do you bring to the
airport? Which people do you talk to at the
airport?
2. Learning Activities a. Brainstorming

Stage 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.


1. Introduction Stage Brainstorming – What do you like to do in your
free time? Why?

Stage 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
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.


1. Introduction Stage 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?
2. Learning Activities a. Brainstorming and Topic Game

Stage 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
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.


1. Introduction Stage Brainstorming – Language related to making
payments with use of vocabulary in the summary
on pg. 47. Focusing on “changing money”.

Stage 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
Teaching Material At Your Service, cassette, handouts, grids for

CA..

Class: Unit 12 We’ll meet back here at three o’clock

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.


1. Introduction Stage Brainstorming – What is an itinery? What is a
tour guide? Where might you find a tour guide?
What language may they use?

Stage 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
Teaching Material At Your Service, cassette.

Class: Unit 13 Why don’t 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.


1. Introduction Stage Brainstorming – Bangkok mind map. Bangkok
Mix and Match
2. Learning Activities a. Brainstorming and Mix and Match

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

review
Main Point To understand and utilize language presented in a

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

brochure.


1. Introduction Stage Brainstorming – What is a brochure? Where
would you find a brochure? What language may
be used?

c. Listening Practice pg. 57
d. Roleplay/Presentation work
e. Reading pg. 58
f. Groupwork – designing own brochure
Assessment
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

review
Main Point To understand and utilize language presented in a

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

brochure.


1. Introduction Stage Brainstorming – What is a brochure? Where
would you find a brochure? What language may
be used?

c. Listening Practice pg. 57
d. Roleplay/Presentation work
e. Reading pg. 58
f. Groupwork – designing own brochure
Assessment
Teaching Material At Your Service, cassette for Listening.

Class:
Date: April 4, 2004 – May 8, 2004
Issue
practice, review

directions.
General Purpose
Behavioral Purpose
1. Introduction Stage
2. Learning Activities a.
Stage 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
1. Introduction Stage
2. Learning Activities
Stage
3. Summary Stage
Assessment
Assignment
Teaching Material
Class: Approaches to Learning – Learning to Knowing

Time: 1 ½ 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.

1. Introduction Stage Basic lesson on "greeting" in a foreign language
using pictures, and gestures to set context.
2. Learning Activities a. basic foreign language lesson

Stage 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 ½ 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.

1. Introduction Stage Demo of two styles of teaching
2. Learning Activities a. Demo of two styles of teaching.

Stage 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, Teacher’s Toolkit
Record after Teaching Trainee evaluation form

Class: Big Class…Big Problem?

Time: 1 ½ 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.

1. Introduction Stage Review communicative activities
2. Learning Activities a. Review communicative activities.

Stage 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.

1. Introduction Stage Trainees participate in ‘Find Someone Who’
activity.
2. Learning Activities a. demonstration of communicative activity

Stage 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 Teacher’s Toolkit and Interchange 1
Record after Teaching Trainee Evaluation Form

Class: Content-based Lesson

Time: 1 ½ 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.

1. Introduction Stage Introduction to content-based education – lecture.
2. Learning Activities a. Introduction

Stage 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 Teacher’s Toolkit

Class: Controlled Practice

Time: 1 ½ 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.

1. Introduction Stage Trainer does a demo lesson.
2. Learning Activities a. demonstration of controlled practice

Stage 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 Teacher’s toolkit
Record after Teaching Trainee Evaluation Form

Class: Feedback
Time: 1 ½ 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.

1. Introduction Stage Introduction to feedback
• Student to teacher
• Teacher to student
• Verbal/non-verbal/written
• Continuous
2. Learning Activities a. Introduction
Stage 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
Record after Teaching Feedback form

Class: Interactive Materials

Time: 1 ½ 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.

1. Introduction Stage Review of the importance of context setting.
2. Learning Activities a. Review of context setting.

Stage 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 Teacher’s Toolkit, poster paper and markers
Record after Teaching Learning Journals

Class: Lesson Plans

Time: 4 ½ 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.

1. Introduction Stage Presentation of homework in class.
2. Learning Activities a. Trainees given instructions in class.

Stage 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 ½ 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.

1. Introduction Stage Brainstorming in groups – What do teachers need
to plan?

Stage 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 Teacher’s Toolkit, Poster paper, markers

Class: Listening Activities & Workshop

Time: 4 ½ 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.

1. Introduction Stage Trainer does a ‘good’ and ‘bad’ demo lesson.
2. Learning Activities a. demonstration of bad demo lesson

Stage 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
Teaching Material Tapes, cards, worksheets for listening class;

Teacher’s Toolkit

Class: Observed Teaching – Basic, Expanded & Text-based

Time: 4 ½ 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.

1. Introduction Stage Warmer
2. Learning Activities a. Demonstration of full lesson.

Stage 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.

1. Introduction Stage Demo lesson by trainer
2. Learning Activities a. Demonstration of reading lesson.

Stage 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.

Class: Review of Techniques

Time; 1 ½ 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.

1. Introduction Stage Summary of points common to all techniques
presented i.e. making material accessible, usable,
understandable and fun.
2. Learning Activities a. Summary of points.

Stage 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
Record after Teaching None

Class: Setting Context I

Time: 1 ½ 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.

1. Introduction Stage Lesson demo with map.
2. Learning Activities a. Lesson demo with map.

Stage 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

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.

1. Introduction Stage Trainees participate in chant ‘I like it’.
2. Learning Activities a. Trainees participate in chant.

Stage 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, Teacher’s Toolkit

Class: Teaching Grammar

Time: 1 ½ 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.

1. Introduction Stage Define grammar
2. Learning Activities a. Define grammar

Stage 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

Class: Teaching Pronunciation

Time: 1 ½ 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.

1. Introduction Stage Brainstorming – Which sounds are most difficult
for Thai students?

Stage 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

Class: Teaching Vocabulary

Time: 1 ½ 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.

1. Introduction Stage Exercise – Which words convey the most
meaning?
2. Learning Activities a. Exercise
Stage 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.

Class: Text Evaluation and Adaptation

Time: 1 ½ 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.

1. Introduction Stage Brainstorming activity – What do you want in a
textbook?
2. Learning Activities a. Brainstorming activity

Stage 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 Teacher’s Toolkit, variety of textbooks.

Class: Vocabulary Expansion & Workshop

Time: 4 ½ 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.

1. Introduction Stage Demonstration of lesson incorporating technique.
2. Learning Activities a. Lesson demo by trainer.

Stage 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
Teaching Material Cards for demo lesson, markers, blank paper,

Teacher’s 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.

1. Introduction Stage Trainer does a warmer and then reviews the
process. Trainer does modeling and reviews the
process.
2. Learning Activities a. demonstration of warmer

Stage 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.

1. Introduction Stage Demonstration of a ‘bad’ writing lesson.
Discussion on ‘what went wrong’
2. Learning Activities a. Demonstration of a ‘bad’ writing lesson.

Stage 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 Teacher’s 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 participant’s affective filter and

increase confidence in risk-taking activities.

1. Introduction Stage Mimed Introductions
2. Learning Activities a. Mimed Introductions

Stage 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 Teacher’s 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 Q’s 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 S’s 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 o’clock and then ask S
what will happen at that point in the song. Then it’s the S’s 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 o’clock
T: That’s 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 o’clock
S A: Right and what will the people do at three o’clock
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.
“I’m going on vacation and I’m 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: “I’m going
on holiday and I’m going to take an apple” Student two: “I’m going on holiday and
I’m 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 Mr. Dum Siriporn
Rooms with ocean view Room with a view
Fan or Air conditioning Air conditioning
Double rooms single room
Hot and cold water Cold water
800 – 1200 baht 700 baht
Accepts Visa Pay cash
Vacancy June 2-18 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 don’t 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 Nouns Combinations
beautiful breakfast
comfortable service
spectacular bathroom
clean view
spacious room
free staff
friendly accommodation
tasteful atmosphere
relaxing bungalows
memorable holiday
warm feeling
private balcony
air-conditioned bed
deluxe decoration
double terrace
furnished suite
Unit 5: Don’t 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: Don’t 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 it’s 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 it’s on the right.
A: Thank you. And how about the restaurant?
B: Well that’s 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 that’s 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 don’t suppose it has a swimming pool?
B: No but if you take the first right, first left, first right, it’s 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 it’s 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 Close game. 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 Caller: Miss Harper Caller: Mrs. Smith Caller: Jan
Message for: Mr. Johns Message for: Claire Message for: Mr. Smith Message f
Message: meeting at Message: Don’t forget Message: Pick me up at Message: M
11:00 the party tonight at 9:00 home around 7:30 front of th
Phone No: 02 345 5478 Phone No: 02090094 Phone No: Home class
Phone No
Caller: Mrs. Bond Caller: Jessica Caller: Dr. Bob’s office Caller: Dr
Message for: Mr. Bond Message for: Nong Message for: Julia Message f
Message: Call home as Message: Meet us for Message: Reminder of Message: D
soon as possible. dinner at 7 if you have a doctor’s appointment at appointme
Phone No: home chance. 3:30 on Friday canceled.
Phone No: 07895543 Phone No: 038 453 0980 when poss
Phone No
Caller: Chang Travel Caller: Thai Airways Caller: Ekamai Travel Caller: Ch
Agency Message for: Miss Patty Message for: Miss Agency
Message for: Mr. Sams Message: Flight you Siriporn Message f
Message: Ticket for requested is full, please Message: Your ticket is Message: T
flight to Bali on Friday call to schedule another. ready. You need to your call, I
at 1:15 has been Phone No: 02 476 4320 collect it before Friday a copy of o
confirmed afternoon. the post.
Phone No: 098761289 Phone No: 038 763 5970 Phone No
Caller: Miss Pauly Caller: Michael Caller: Miss Mills Caller: Pau
Message for: Somsok Message for: Miss Message for: Sarah Message f
Message: I’m running Goldman Message: Call me as Message: C
late. Please wait for me. Message: Meet me at the soon as you can. you get a c
Phone No: 097653484 mall at 1:45. Phone No: 078954326 Phone No
Phone No: 067539014
Unit 7: Who’s 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. Johns Claire Mr. Smith John Noi
Mr. Bond Nong Julia Bruce Dr.

Leonard
Mr. Sams Miss Patty Miss Ning Phot

Siriporn
Somsok Miss Sarah Sheryl Chad

Goldman
Mr. Jones Mr. Miss Toms Jonathon Mr. Don

Triporn
Ann Mr. Books Gil Jill Mr.

Thomas
Unit 7: Who’s 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: She’s 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: We’ll 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: We’ll meet back here at three o’clock
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: We’re going to the park. How about on Saturday at 10:00?
C: We’re 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 In flight Plane arrives in Check into the Sho
International Hong Kong Park Hotel. Ko
Airport at 10:30 International
Airport at 2:30.
Monday Breakfast at hotel Bird & Flower Lunch at Canton Star Ferry to Hong Tram to
Market Court Kong Island P
Tuesday Dim Sum Bus to Macao Lunch at Macao Tour of Macao Gam
breakfast at Palace Sh
Eastern Palace
Wednesday Breakfast at hotel Tour of New Picnic Lunch Big Buddha Snac
Territories
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 Sho

International Ko
Airport at 10:30
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: We’ll meet back here at three o’clock
8:00 10:00 12:00 2:00
Sunday Plane leaves BKK Plane arrives in Check into the Star
International Hong Kong Hotel.
Airport at 10:30 International
Airport at 2:30.
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, we’re going to have breakfast at the

hotel.
After breakfast, we’re going to visit the

Royal Palace and some Temples.
Next, we’ll have lunch at Khao San Road

because it’s near the Royal Palace.
Then, we are going to go to MBK to do

some shopping.
Finally, we’re going to eat some Japanese

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 haven’t 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: I’m 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
didn’t 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 don’t 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 don’t 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 don’t 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. Why’s that?
B. You can see the scenery.
A. OK. I’d 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 24th 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! I’ll 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 doesn’t 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. I’d 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: Caller: Caller:
Message for: Message for: Message for:
Message: Message: Message:
Phone No: Phone No: 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: I’d like to go to China.
A: Why’s 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 haven’t 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?

Teaching Program Warmer, focused listening and communicative

Main Point To learn greetings in a professional environment.

General Purpose To gain experience in hearing and responding to

Behavioral Purpose Students exchange real information about

Establishing Learning Activities

2. Learning Activities a. Warmer

3. Summary Stage Role – play

Teaching Material At Your Service, Interchange Book 1

Record after Teaching Attendance

Class: Unit 2 What do you do?

Issue Finding out about occupations.

Teaching Program Warmers, focused listening and communicative

Main Point To initiate and respond to questions about

General Purpose To practice generating dialogue concerning jobs.

Behavioral Purpose Students practice listening and speaking in a

Establishing Learning Activities

2. Learning Activities a. Warmer

3. Summary Stage Presentations and Review

Teaching Material At Your Service, Interchange 1

Class: Unit 3 What time does the next train leave?

Issue Time and timetables

Teaching Program Warmer, focused listening and communicative

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

Establishing Learning Activities

2. Learning Activities a. Warmer

3. Summary Stage Review of main points

Teaching Material At Your Service, Handouts, CD with song

Class: Unit 4 What kind of room do you want?

Issue Describing locations

Teaching Program Warmer, focused listening and communicative

Main Point To initiate and respond to questions about hotel

General Purpose To practice generating dialogue concerning hotel

Behavioral Purpose Students practice using a variety of methods

Establishing Learning Activities

2. Learning Activities a. Warmer

Class: Unit 5 Don’t leave your bags on the bus.

Issue Giving Instructions – Imperatives

Teaching Program Warmer, core dialogue, focused listening and

Main Point To initiate and respond to commands, to

General Purpose To generate dialogue that is appropriate for

Behavioral Purpose Students practice giving and receiving

Establishing Learning Activities

2. Learning Activities a. Warmer

3. Summary Stage Game – Where am I? Students use yes/no

Class: Unit 6 Is there a bank near here?

Teaching Program Warmer, Focused listening and communicative

Main Point To initiate and respond to questions about

General Purpose To practice giving directions and review place

Behavioral Purpose Students will practice speaking and listening in a

Establishing Learning Activities

2. Learning Activities a. Warmer

3. Summary Stage Presentations

Class: Unit 7 Who’s calling, please?

Issue Telephone conversations and taking messages

Teaching Program Warmer, Focused listening and communicative

Main Point To initiate and respond to messages.

General Purpose To practice proper speaking techniques for the

Behavioral Purpose Students will practice speaking and listening in a

Establishing Learning Activities