LESSON PLAN NO.

: 3
E21101 Basic English 1 FOREIGN LANGUAGE
DEPARTMENT
UNIT 1: Free time TOPIC: Grammar: Present simple
Affirmative and Negative
GRADE: 7 1 PERIOD/50 MINUTES

1. Learning Standards and Indicators

Standard F1.1: Understanding and ability in interpreting
what has been heard and read from various types of media,
and ability to express opinions with reasons. Possessing
language communication skills for effective exchange of
information; efficient expression
of feelings and opinions
Indicator
F1.1 Ability to speak and write about information, concepts
and views on various matters

2.Objective(s)
a) Language Objectives:
1.to learn vocabulary related to likes and dislikes and
free time activities
2.to revise present simple and affirmative and present
simple questions
3.to practice using punctuations
b) Skills Objectives
1.to read and understand a message board about music
2.to discuss likes and dislikes
3.to listen to and understand a dialogue about TV
programs
4.to read a questionnaires about teenagers and their free
time
5.to practice saying hello and goodbye, introducing
people and asking how people are
6.to write a personal profile
3.Concepts
1.Students can use the present simple affirmative,
negative and questions
2.Students can use vocabulary for likes and dislikes and
free time activities
3.Students can pronounce third person –s and do and
does.
4.Students can read a message board about music and a
questionnaire about teenager’s
free time.
5.Students can understand and listen to a dialogue about
TV programs.
6.Students can find out about people’s likes and dislikes.
7.Students can greet and introduce people.
8.Students can write a personal profile.
4. Learning area
1.Language Features and Functions
 Vocabulary: Likes and Dislikes, Free time activities,
Adjectives, –ing forms,
 Grammar: Present simple affirmative and negative,
Present simple questions
 Functions: Asking for and giving factual information
2.Language Skills
 Reading : focus on real language in use within the
reading texts
 Writing : give students controlled practice with some
basic support
 Listening : explore the listening dialogues in greater
depth
 Speaking : share their prior knowledge of topics, reflect
and practice new language

5. Learners’ Key Competencies

1.Communication Capacity
2.Thinking Capacity
3. Problem-Solving Capacity
4.Capacity for Applying Life Skills
5.Capacity for Technological Application
6. Desirable Characteristics
1.Love of nation, religion and king
2.Honesty and integrity
3.Self-discipline
4.Avidity for learning
5.Observance of principles of Sufficiency Economy
Philosophy in one’s way of life
6.Dedication and commitment to work
7.Cherishing Thai-ness
8.Public-mindedness

7. Assignments/Tasks
 Listening to and/or watching a live or recorded talk
 Engaging with a written or visual text
 Engaging with multimedia
 Worksheets
 Speaking Test
 Pair work
 Group Work

8. Learning activities
1.Warm- up & Introduction
 Write the following paragraph on the board, but mix
up the order of the sentences. Get students to write
the sentences in the correct order: Tom wakes up
every day at seven o’clock. He gets up at a quarter
past seven and has a shower. He cleans his teeth
and brushes his hair. He eats corn flakes for
breakfast and drinks a cup of coffee. He leaves his
house at eight o’ clock. He rides his bike to school
2. Presentation
 Ask students to look at the photos. Ask: What can
you say about the people in the photos? Ask: How
old do you think they are? What sport does Jack
play? What does the boy with the black cap do?
Before students complete the text, ask them to
 quickly read through the whole text first, ignoring
the gaps.
Answers
1 get 2 go 3 gets 4 watches 5 arrive 6 play 7 leaves
8 works 9 comes 10 goes
 Do the first one with the class as a model. Remind
students to use contracted forms.
Answers
1 Zach doesn’t get up at 7am. 2 Jack has breakfast
in the kitchen. 3 Jack doesn’t watch TV after
breakfast. 4 Zach doesn’t study at university. 5 Jack
and Zach sometimes play basketball in the park. 6
Jack and Zach don’t work all day.
 Encourage students to check back in the text in
exercise 1 to help them.
3 Jack doesn’t watch TV after breakfast. Zach
watches TV after breakfast. 4 Zach doesn’t study at
university. Zach works as a DJ.
 Tell students to listen carefully to the s sound at the
end of the verbs. Ask: Is the pronunciation the same
or different? How many different sounds can they
hear? What sounds can they hear? Then get students
to listen and repeat.
Answers
Students’ own answers
/s/ walks likes wants thinks hates /z/ listens has
wears loves goes /ɪz/ uses watches changes
practises dances
 Play the audio a second time and get students to repeat the
sentences for pronunciation practice.
Answers
1 On Friday evenings, Maria’s mum goes to dance lessons.
2 Maria’s dad plays volleyball. 3 Maria’s sister, Joanna,
works in a restaurant. 4 Maria doesn’t stay at home. 5
Maria watches films at her friend’s house.
3.Practice
 Encourage students to write at least five sentences,
including three sentences about what other members of
their family do so they can practise the third person form.
 Answers:
Students’ own answers
 As an example, ask one student to read out one of their
sentences about their family, then ask another student to
report back to the class, e.g. Elena’s sister does karate on
Friday evenings. Check students are confident using the
possessive ’s.
Answers
Students’ own answers
4. Application
 Get students to write a paragraph called ‘My day’ like the
one in exercise 1. Tell them to leave gaps in the text. When
they have finished, get them to swap texts with their
partner, and try to complete their partner’s text.
 Continuous assessment Teacher’s Resource Book
Grammar Support Worksheet: page 36, exercises 1, 2 and 3
Grammar Consolidation Worksheet: page 37, exercises 1, 2
and 3

9. Learning media
1.PowerPoint
2.Teacher’s i-book
3.Student’s Book CD 1
4.Student’s Workbook
5.Teacher’s Resource Book
 Teacher’s Resource Book: Vocabulary Support
Worksheet Unit 1, page 12
 Vocabulary Consolidation Worksheet Unit 1, page 13
 Grammar Support Worksheet Unit 1, page 36
 Grammar Consolidation Worksheet Unit 1, page 37
 Speaking Worksheet Unit 1, page 60
 Test Consolidation Unit 1, page 82
 Test Extension Unit 1, page 86
Speaking Test Unit 1, page 217
10. Learning Assessment
1. Students reaction to PPT
2. Students worksheet response
3. Students participation in group discussion
4. Students oral and written exams