LESSON PLAN NO.

: 1-2
E21101 Basic English 1 FOREIGN LANGUAGE
DEPARTMENT
UNIT 1: Free time TOPIC: Reading and
Vocabulary: Music and You
GRADE: 7 2 PERIODS/100 MINUTES

1. Learning Standards and Indicators

 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
 Ability to speak and write about information, concepts and
views on various matters

[Link](s)
a) Language Objectives:
[Link] learn vocabulary related to likes and dislikes and
free time activities
[Link] revise present simple and affirmative and present
simple questions
[Link] practice using punctuations
b) Skills Objectives
[Link] read and understand a message board about music
[Link] discuss likes and dislikes
[Link] listen to and understand a dialogue about TV
programs
[Link] read a questionnaires about teenagers and their free
time
[Link] practice saying hello and goodbye, introducing
people and asking how people are
[Link] write a personal profile
[Link]
[Link] can use the present simple affirmative,
negative and questions
[Link] can use vocabulary for likes and dislikes and
free time activities
[Link] can pronounce third person –s and do and
does.
[Link] can read a message board about music and a
questionnaire about teenager’s
free time.
[Link] can understand and listen to a dialogue about
TV programs.
[Link] can find out about people’s likes and dislikes.
[Link] can greet and introduce people.
[Link] can write a personal profile.

4. Learning area
[Link] 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
[Link] 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

[Link] Capacity
[Link] Capacity
3. Problem-Solving Capacity
 [Link] for Applying Life Skills
[Link] for Technological Application

6. Desirable Characteristics
[Link] of nation, religion and king
[Link] and integrity
[Link]-discipline
[Link] for learning
[Link] of principles of Sufficiency Economy
Philosophy in one’s way of life
[Link] and commitment to work
[Link] Thai-ness
[Link]-mindedness

7. Assignments/Tasks
[Link]
[Link]
[Link]
[Link]

8. Learning activities
Period 1
[Link]- up & Introduction
 Play short extracts of songs from the different music
genres, e.g. rap, rock, hip-hop, pop, dance music.
Ask students to write down what each type of music
is called. Ask them to discuss their favorite types of
music in pairs. Ask: Why do you like it? How does it
make you feel?
2. Presentation
 Ask students to write down the names of five
singers, five groups and five songs. Elicit some
examples answers from the class.
 Put students in pairs to discuss. If any students are
keen to sing, they could sing a line from one of the
 songs they have written down, and see if their
partner can guess what it is.
 Pre-teach the following words and phrases: I’m
into… (I like), tracks (songs), movies (actions,
movements) and vinyl (records).
[Link]
 Get the students to do this individually. Check answers with
the class. Get students to explain why the false answers are
wrong.
 Get students to compare their answers in pairs.
 Ask students to write six of their own sentences containing
the adjectives in exercise 6
 Elicit the opposites before the students check in the text.
Elicit other examples of adjectives which have the prefix
un, e.g. unhappy, untidy. uncertain. unclear.
 Get students to read the sentences carefully before they
listen. Play the audio twice, if necessary.
 When students have completed the table for themselves,
elicit questions they can ask their partner, e.g. Do you use
online music sites? Get them to ask and answers questions.
They could add another column to the table and complete it
for their partner. Get students to report back to the class.
Elicit the phrase Neither of us….
Period 2
 Write the following adjectives on the board: old fashioned,
boring, funny, uncool, and exciting. Write the following
words unto the board: football, walking, sports programs,
rock music, going to museums. Ask students what their
opinion on these things is. Ask them to match the words
with the adjectives, e.g. I think football is boring.
 Ask students to try and match the speech bubbles before
they listen. Then play the audio for them to check their
guesses.
 Get students to rank the phrases in order, from the
strongest to the weakest ( 1favourite 2love 3fantastic
4enjoy 5like, 6I’m not into keen on 7 horrible 8hate/can’t
stand). They could do this in pairs, as it will lead into
interesting discussion.
 [Link]
 Elicit one or two examples from students, as a model.
Students can also write sentences about what members of
their family like and dislike.
 Continuous assessment Teacher’s Resource Book
Vocabulary Support Worksheet: page 12, exercises 1, 2 and
3 Vocabulary Consolidation Worksheet: page 13, 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:
 Vocabulary Support Worksheet Unit 1, page 12
 Vocabulary Consolidation Worksheet Unit 1, page 13

10. Learning Assessment

1. Students reaction to PPT
2. Students worksheet response
3. Students participation in group discussion
4. Students oral and written exams