1. Daily Plan
Unit 4
Level: Grade 5 Main Topic: School Subjects (Expressing/Eliciting)
Duration : 50 minutes Subtopic: “Which” and degrees of comparison
Teacher: Teacher Richel
1. Objectives
1.1 Note important details from the passage read.
1.2 Use “which” in asking questions
1.3 Use the comparative degrees of adjective
2. Subject Matter
2.1 School subjects
2.2 The use of “which” in asking questions
2.3 The use of comparative degrees of adjective
3. Procedure
3.1 Motivation
a. Ask students to compare the things that the teacher shows.
b. Show students the sentence pattern on the board and have them read it. Let
them observe the pattern used and the underlined words.
Clare: Which subject is easier, geography or art?
Tara: I think art is easier than geography.
Clare: Not for me. I don’t like to draw.
3.2 Asking of the motive question
a. Ask the students if what is the function of “Which” in the sentence?
Presentation Strategy/Activities Materials
A. Warm up Ask students to recall the different Names of School
subjects in the school. Ask some Subjects
volunteers to share which subject is easy
for them and which one is difficult.
B. Phonics Present the phonics words Flash cards
Let the students follow the teacher by giving
out the sounds of the letters and how
to say the word properly.
C. Vocabulary Let the students spell out and give the Record/score sheets
meaning of the assigned 10 words of the Exercise notebooks
day in English and in Thai.
Have them read after the teacher.
Have them read by row by giving points.
The teacher will correct the
mispronounced words of the students.
Give them a test to measure their vocabulary
skills
Let them check and record their scores.
Announce the spellers of the day
D. Conversation Let them read page 36 Ask them to P5 Let’s Go Student
Practice answer some questions on page 36 Book p 36

2. E. Sentence Introduce the pattern and the underlined A4 Cards
Structure/ words to the students. “Which” is
Grammar used to ask for something to be identified
from a known larger group or range of
possibilities. “Easier” is the comparative
degree of “easy”.
F. Answering of “Which” is used to ask for something to
the be identified from a known larger
motive question group or range of possibilities.
G. Workbook Lets the students do Let’s Go Workbook Let’s Go Workbook
practice p 36 p36
H. Wrap up The teacher will summarize the lesson of
the day. Ask some students to remember
the lessons learnt of the day. Focus on
the slow learners.
4. Evaluation – The results of their workbook will be use as a measuring tool.
4.1 Observation
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5. Homework: Explain to the students the homework needed to follow up the lessons
learned. Grade 5 Sangsom Homework Book p.33
6. Recommendation/s:
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Daily Plan
Unit 4
Level: Grade 5 Main Topic: Animals (Expressing/Eliciting)
Duration : 50 minutes Subtopic: “Which” and degrees of comparison
Teacher: Teacher Richel
1. Objectives
1.1 Note important details from the passage read.
1.2 Use “which” in asking questions
1.3 Use the superlative degrees of adjective
2. Subject Matter
2.1 Animals
2.2 The use of “which” in asking questions
2.3 The use of superlative degrees of adjective
3. Procedure
3.1 Motivation
a. Ask students to compare the things that the teacher shows.
b. Show students the sentence pattern on the board and have them read it. Let
them observe the pattern used and the underlined words.
Clare: Which one is the fastest?
Tara: I think the cheetah is the fastest.
Clare: Which one is the slowest?
Tara: I think the jackrabbit is the slowest.
3.2 Asking of the motive question
a. Ask the students if What is the function of “Which and fastest” in the sentence?
Presentation Strategy/Activities Materials
A. Warm up Ask students if which one is the best. Names of animals
B. Phonics Present the phonics words Flash cards
Let the students follow the teacher by giving
out the sounds of the letters and how
to say the word properly.
C. Vocabulary Let the students spell out and give the Record/score sheets
meaning of the assigned 10 words of the Exercise notebooks
day in English and in Thai.
Have them read after the teacher.
Have them read by row by giving points.
The teacher will correct the
mispronounced words of the students.
Give them a test to measure their vocabulary
skills
Let them check and record their scores and
announce the spellers of the day.

4. D. Conversation Let them read page 37 Ask them to P5 Let’s Go Student
Practice answer some questions on page 37 Book p 37
E. Sentence Introduce the pattern and the underlined A4 Cards
Structure/ words to the students. “Which” is
Grammar used to ask for something to be identified
from a known larger group or range of
possibilities. “fastest” is the superlative
degree of “fast”.
F. Answering of “Which” is used to ask for something to
the be identified from a known larger group
motive question or range of possibilities.
G. Grammar Lets the students do Let’s Go Workbook Let’s Go Workbook
Workbook p 37 p37 CD
practice
H. Wrap up The teacher will summarize the lesson of
the day. Ask some students to remember
the lessons learnt of the day. Focus on
the slow learners.
4. Evaluation – The results of their workbook will be use as a measuring tool.
4.1 Observation
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. Homework: Explain to the students the homework needed to follow up the lessons
learned. P5 Sangsom Homework Book p.34
6. Recommendation/s:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. Daily Plan
Conversation Class Main Topic: Prepositions
Level: Grade 3 Subtopic: Things in the Classroom
Duration: 50 minutes Teacher: Teacher Richel
1. Objectives
1.1 Enumerate examples of preposition.
1.2 Applying the different preposition in conversations.
1.3 Showing preposition though drawings.
2. Subject Matter
2.1 Prepositions
2.2 Things in the classroom
3. Procedure
3.1 Motivation
a. Ask students to recall about what they learned about preposition.
b. Show students the sample pictures of a box and a ball and have them answer
the correct preposition that will be shown in the picture.
Teacher: Where is the ball?
Student: The ball is in the box.
Teacher: Where is the ball?
Student: The ball is on the box.
Teacher: Where is the ball?
Student: The ball is in front of the box.
3.2 Asking of the motive question
a. Ask the students if What is the function of “Which and fastest” in the sentence?
Presentation Strategy/Activities Materials
A. Warm up Ask students if which one is the best. Names of animals
B. Phonics Present the phonics words Flash cards
Let the students follow the teacher by giving
out the sounds of the letters and how
to say the word properly.
C. Vocabulary Let the students spell out and give the Record/score sheets
meaning of the assigned 10 words of the Exercise notebooks
day in English and in Thai.
Have them read after the teacher.
Have them read by row by giving points.
The teacher will correct the
mispronounced words of the students.
Give them a test to measure their vocabulary
skills

6. Let them check and record their scores and
announce the spellers of the day.
D. Conversation Let them read page 37 Ask them to P5 Let’s Go Student
Practice answer some questions on page 37 Book p 37
E. Sentence Introduce the pattern and the underlined A4 Cards
Structure/ words to the students. “Which” is
Grammar used to ask for something to be
identified from a known larger group or
range of possibilities. “fastest” is the
superlative degree of “fast”.
F. Answering of “Which” is used to ask for something to
the be identified from a known larger group
motive question or range of possibilities.
G. Grammar Lets the students do Let’s Go Workbook Let’s Go Workbook
Workbook p 37 p37 CD
practice
H. Wrap up The teacher will summarize the lesson of
the day. Ask some students to remember
the lessons learnt of the day. Focus on
the slow learners.
4. Evaluation – The results of their workbook will be use as a measuring tool.
4.1 Observation
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. Homework: Explain to the students the homework needed to follow up the lessons
learned. P5 Sangsom Homework Book p.34
6. Recommendation/s:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

7. Daily Plan
Conversation Class
Level: Grade 3 Main Topic: Food Items
Duration: 50 minutes Teacher: Teacher Richel
1. Objectives
1.1 Name different food items.
1.2 Answer questions in complete sentences.
1.3 Applying the sentence pattern in conversation.
2. Subject Matter
2.1 Food Items
3. Procedure
3.1 Motivation
a. Ask students to recall about what they learned about the previous topic.
Teacher: What is your favorite food?
Student: My favorite food is pizza.
I like pizza.
Presentation Strategy/Activities Materials
A. Warm up Ask the students about their favorite.
B. Vocabulary Show the pictures of sample food items Picture cards
in the class and let the students name the
food.
Teacher: What food is this?
Student: It’s chicken.
It’s pizza.
It’s spaghetti.
Put the picture cards on the board and write
the name of the food item next to each card.
Recap all the food items and let the students
name each item.
D. Conversation Introduce the conversation pattern to the Poster
Practice class and give the class ample time to
find their partner and practice with their
partner.
A: Hi! What’s the matter?
B: I’m hungry.
A: We have some pizza, spaghetti and
cake. Which one would you like?
B: I would like to eat pizza and
spaghetti. Thank you.

8. A: You’re welcome.
E. Wrap Up The teacher will summarize the lesson of
the day. Ask some students to remember
the lessons learnt of the day. Focus on
the slow learners.
4. Evaluation – The speaking and conversation skills of the students will be evaluated.
Each pair will present in the class and the teacher will be giving out feedback on each
presentation.
Observation
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5. Recommendation/s:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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9. Daily Plan
Conversation Class
Level: Grade 6 Main Topic: International Food Festival
Duration: 50 minutes Teacher: Teacher Richel
1. Objectives
1.1 Name/ enumerate the different type of food in some countries.
1.2 Practice answering the sentence pattern.
2. Subject Matter
2.1 Food Festival
2.2 Types of Food in some Countries
3. Procedure
Presentation Strategy/Activities Materials
A. Motivation Ask students to recall the previous Let’s Go Book
topic and what they learned from the
previous topic.
Ask the students about their favorite
Thai food. Then read the passage in
their Let’s Go English Student book
about the International Food Festival.
Let the students enumerate the food
items mentioned in the passage and let
them guess which countries are these
food items came from.
B. Presentation Present the different food items TV/Projector and
through a PowerPoint. Notebook
C. Vocabulary Let the students name the originating
country of the food that will be
shown in the television and the
teacher will write the names on the
board.
D. Conversation Let the students practice the P5 Let’s Go Student
Practice conversation line: Book p 36
“Which type of food do you like best?
Why?”
I like Thai food because it’s very

10. tasty.
E. Role Play Call some volunteers to present the
conversation pattern in the class.
F. Wrap up The teacher will summarize the lesson
of the day.
4. Evaluation – The students will write the sentence pattern on their individual paper
and answer.
4.1 Observation
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5. Recommendation/s:
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