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Planning Guide for PIP Teachers

Introduction As we know that "Primary Innovation Project" has come to our area by the director of the

main office, Mr. Naowarat Tuancha-aim who has already proposed it. We have done several workshops

with various activities but teachers are still confused.

After three days of teaching observations with a team of an in charge teacher, two supervisors and

also the director of the main office found that the big problem was teaching steps were mixed up. They

were not put in the correct orders. We were asked to send them "Planning Guide" online. So we decide to

set up learning activities for PIP teachers within correct order.

We do hope that this selection will be so helpful for those teachers who are planning PIP lessons,

as well as being teachers' manual for further lessons.

This is not a perfect suggestion but most of you need to be scaffolded to try to reach the target. It

is so useful for teachers who do not know how to start and move on. Feel free to call us. Any reflections of

this project are acceptable. We are setting the future of Thailand.

Thank you

Satian & staff

----- ----------------------

Simple Steps of PIP Learning Activities

SECTION 1 Listening and Speaking Skil1s

1. Warm up Activities

Usually use by action songs to help them get ready to learn a new lesson and also motivate the

growth of their brain cells. (BBL) The length of this should be around 5 minutes.

2. Lead in Activities

The two key words are going to be considerated, Build Background and Create Interest.

Lead in activities will be set up for the two purposes. At the end of this stage should be ensured

that the learners are keen to learn. Itwill take around 5 minutes.

3. Listening and SpeakingActivities

The method combines the two activities closely but while you are providing learners activities

you need to concentrate on each skill respectively. On each skill we also have different types of

activities as following.

Listening activities

Pre listening Activities

Before listening to a story learners need to be prepared to listen. Teachers should provide

them background and basic skills. Talking, discussing, acting out, creating imagination,

pictures are some of them that works well. No need to gain a lot but they need to find out

themselves in listening stage. Scene, events, characters could be introduced but it depends on

your own adjectives. Length oftime and number of activities depend on your context but

remember by the end of this step it must be ensured that learners will understand what they

are goingto hear.

While listening activities

Learners have been challenged by previous stage and they now become eager learners but

before listening you must hand them a task; What they are going to do while they listen to a

story. They could be Q&A, filling in, labelling, drawing, mapping, exercise, role play,

discussing, following instructions, acting out, etc ... The time will it take depends on the

length of the track or how hard of the task or both.

Post listening activities

We usually use what they have done of while stage. Those tasks can be transferred or

expanded. They should be used as communication materials because the target aim of

teaching language is communicative competence so that most of what we do in class must

be more on communicative approaches. Appropriate time is according to the tasks or what

you need them to do but not that long or they will forget the story.

SECTION 2 Reading and Writing Skills

1. Warm up Activities

It can be stayed with the same song as before. Make them have more fun or change into a

new song ifthe old one is sung well and students get bored.

2. Review Previous Lesson

This stage aims to draw background knowledge or recent lesson, recall their ideas or check

exercises would help them get ready to learn more. We usually communicate with them by

talking and asking them questions.

3. Writing/reading Preview

Teacher should let learners know what they are going do by preview the lesson. We are going

to make a big book. Class decision should be made together; We are going to make a big

book. Where will the words be? Where is the illustration? How many pages will fit a track?

How many sentences do we need to write in a page? What will we start? How will it end?

Tell me thefirst four sentences we're going to write on the first page. Let's check them with

the computer.

4. While Writing/reading

Teachers trace line to make a letter in a correct direction. Good handwriting need to be done

on every page. Positions of small and capital letters must be introduced at the beginning. All

grammar requirements could be taught in this stage. Teachers decide which is important or

necessary. After finishing, learner are asked to reread and do illustration.

Post reading/writing

When the whole big book is made, do exercise, rereading, talking, discussing, describing,

giving opinions, extending, drawing conclusions etc. to follow up the story

5. Jump uplFly high

It is the right time to link the story to school curriculum. Strands, standards and indicators

should be selected to access. Project work or small book is an additional activity. This stage

is so independence. Feel free to set learning activities on your own.