และฉันยังเป็นนิสิตช่วยงานสมาคม

และฉันยังเป็นนิสิตช่วยงานสมาคม

ผลลัพธ์ (อังกฤษ) 1:

And I'm still a student helping the association.

ผลลัพธ์ (อังกฤษ) 2:

I still belong to the association.

ผลลัพธ์ (อังกฤษ) 3:

Learning Management Plan 2 Why don't we play them? Time 2 hoursObjectives- Make suggestions or suggestions about activities and respond and refuse. - Express your likes/dislikes and give reasons.The story in textbook page 8For some kids, today is the last day at Harrow Summer Camp and the weather outside is terrible. Camp coordinators Mrs Doyle and Sara, one of the assistants, thought about doing activities that could be done together. Jack, who also participated in the talk. Says Mrs Doyle's offer to play board games is boring. Sara's idea of offering to play treasure hunting games requires a lot of hard work, and he prefers to sit and watch movies on television, which Sara disagrees with. 1. Strand Learning Standards/Indicators Strand 1 Language for CommunicationStandard 1.1 Understand and interpret matters listened to and read from different media types and express their opinions rationally.Standard 1.2: Have language communication skills in information exchange. Express feelings and opinions effectivelyStandard 1.3 provides information, ideas and opinions on matters by speaking and writing. Indicators1.1 m2/2 Read aloud text, news, announcements and short filters in accordance with the principles.reading T 1.2 M2/2 Use requests, recommendations, clarifications and explanations based on circumstances. T 1.2 M2/5 Speak and write, expressing your feelings and opinions about things. Activities and experiences, as well as proper reasoning.2. Essence/Collective ThinkingKnowing and understanding language structures about expressing feelings and giving advice It helps to exchange information about things close to you.3. Learning Materials 3.1 Subject-specific skills1) Language Features and Functions Vocabulary: Adjectives Grammar: Why don’t we...? What about...? How about....? Linkers: and, but, or, because Pronunciation: Word stress (sports) Functions: Suggest doing something; accept or refuse2) Language Skills Speaking: Speaking, giving advice, and responding and refusing. Reading: Read conversations for understanding Writing: Write about your friend's likes and dislikes.4. Thinking skills 4.1 Reasoning skills – Explain the reasons for the performance, speak, respond and reject the advice of others.5. Desirable Features 5.1 Learn6. Learning Activities Step 1 Warm up1. Write an emoticon on the board with the vocabulary of the activity in your free time from the textbooks page 6-7 and have students compose sentences such as:T: :(( cricketClass: I hate cricket.T: :| basketball Class: I don’t mind basketball.T: :) swimmingClass: I like swimming.2. Enter the lesson by having students view the picture in the textbook page 8 and ask the teacher a question about the image, which may be in English or Thai, such as: - Who are the people in the picture? (Sara, Mrs Doyle and Jack with his small white dog.)- Are they standing? (No, they’re sitting.)- What are they wearing? (Mrs Doyle is wearing jeans and a black sweater, Sara is wearing jeans and a pink pullover while Jack is wearing a dark blue T-shirt and jeans.)- What are they doing? (They’re chatting and having a cup of tea. Mrs Doyle is pouring tea from a tea pot.)3. Ask students what do you think they're talking about? To encourage students to guess the content of a conversationStep 2 Presentation1. The teacher opens CD1/Track 4 for students to listen to and read the transcript in the textbook page 8 Ex.1, and then the teacher turns the CD back on by periodically stopping the CD to check the student's understanding.2. Teachers ask students to find sentences in ex.1 conversations, which are requests and recommendations. What can we do with our guests today?What shall we do? Why don’t we watch a film in the TV room? Why don’t we take photos for the Camp photo album?Why don’t we play them?How about a treasure hunt?What about a quiz? The teacher wrote the sentence that the student said on the board. The teacher then lets the students summarize the sentence structure of the instructions. as follows What can / shall + ... Why don’t we + ... How / What about + ... The teacher asked the student what kind of word to use with the given structure.What can / shall + verb 1 Why don’t we + verb 1 How / What about + noun Step 3 Practice1. Before assigning workload to students The teacher tells students to read each pair of texts (A and B) in the textbook, page 8 Ex.2, and choose the correct answer. Then let students read the conversation in Ex.1. Again in your mind, and then work your workload. When this is done, the teacher randomly calls the student to read the correct answer. Answers 1.B 2. A.B 3.2. The teacher explains that students should fill the table in the textbook page 8 Ex.3 with the language expressions used in the dialogue in Ex.1 to identify which language expressions are used to advise (suggesting), which expressions are used to respond to accepting, and which expressions are used to reject the instructions (refusing) and then let them work on their workload. The teacher supports the student and advises the student, then the teacher answers on the board and then the student to copy it into the book. If there's not enough time, Teachers assign students to do their homework. AnswersSuggesting: Why don’t we play them? How about a treasure hunt? Why don’t we watch a film in the TV room? What about a quiz? Why don’t we take photos for the Camp photo al