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1. Model Steps forPP Lesson& PRS Lesson Step Procedure Time Materials T’s Comments
1. PP Lesson
-Opening/Warming
-Pre-teach
-Set the scene Presenation
-Introduce the Target Item
-Comprehension Check Practice
-Controlled Practice /Drill Production
-Less Controlled Practice
-Freer Practice
-Closing
2. PRS Lesson
-Opening/Warming
-Pre-Task (Teaching)
-Main Task
-Post Task
-Closing
By Lect. Kak Sovanan

2. Lesson Plan (LP) Framework of PRS
Name of School ……SDI……
Branch……6…....Time: …5.30 to 6.30 pm……..……Date ……25 August, 2017 ……
Name of Teacher: Mr. Pann Rethea……
Topic: Book: ………True Colors 4……….….…Unit4: Should cloning be prohibited? Page: 40-41
Type of Lesson: …PRS……Time Allowed: ………60 mns…Skill focus on a Magazine Article
Aim (s) ……Reading Skills………
Objective(s): By the end of lesson students will be able to:
- To understand the context of a Magazine Article about Genetic Engineering Forward or Backward by Nanette
Mikulski
- To know some new vocabularies from above context.
- To practice the reading skill by comprehension or understanding meaning from context.
Note: Before this lesson, students learnt: …………………………………………………………………………..………..
……………………………………………………………………………………………………………………………….
Model Steps for
PRS Lesson
Procedure /Techniques Time Materials T’s Comments
Opening/Warm
ing
-Teacher says Hello to all students
-Teacher checks students ‘attendance
3 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
and attendance list.

3. 1. Pre-Task
(Teaching)
-Teacher asks students the question of Do you think
technology can go too far?
-Teacher asks students about the meaning of Title of a
Magazine Article about Genetic Engineering Forward or
Backward?
-Teacher also let students to read the 5 comprehension
questions on page 41 carefully.
15 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
2. Main Task -Teacher lets students to read of a Magazine Article
about Genetic Engineering Forward or Backward?
30 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
Reading process always
takes 3 times.
3. Post Task -Teacher asks students to check their understanding
after reading context.
-teacher asks students to answers the 5 comprehension
questions individually on page 41.
-Teacher asks students to give the answers of 5
questions by comparing to others and then gives the
correct answers for each.
10 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
-Closing
-Teacher says goodbye to students and sets homework
for them.
-Teacher checks the attendance list again clearly.
2 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.

4. Lesson Plan (LP) Framework of PRS
Name of School ……SDI……
Branch……6…....Time: …7.30 to 8.30 pm……..……Date ……25 August, 2017 ……
Name of Teacher: Mr. Pann Rethea……
Topic: Book: ………True Colors 4……….….…Unit5: I can have the floors refinished. Page: 50-51
Type of Lesson: …PR S……Time Allowed: ………30 mns…Skill focus on Record listening
Aim (s) ……Listening Skills………
Objective(s): By the end of lesson students will be able to:
- To understand the meaning from Record and speeches of pair conversations according to photo story.
- To practice the listening skill by comprehension or confirming content.
Note: Before this lesson, students learnt: …………………………………………………………………………..………..
……………………………………………………………………………………………………………………………….
Model Steps for
PRS Lesson
Procedure /Techniques Time Materials T’s Comments
Opening/Warming -Teacher says Hello to all students
-Teacher checks students ‘attendance
3 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,
teacher and
attendance list.
1. Pre-Task
(Teaching)
-Teacher asks students the question of How would
you change the look o f your home, office, or school?
-Teacher asks students to see the actions of photo
10 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,

5. stories from beginning to the end.
-Teacher also let students to read the 5
comprehension questions on page 51 carefully.
teacher ….etc.
2. Main Task -Teacher lets students to listen to the Record.
.-Teacher lets students to listen 3 times.
15 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,
teacher and cd-record
player….etc.
The process always takes
3 times for students to
read.
3. Post Task -Teacher asks students to check their understanding
after listening.
-teacher asks students to answers the 5
comprehension questions individually on page 51.
-Teacher asks students to give the answers of 5
questions by comparing to others and then gives the
correct answers for each.
15 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,
teacher ….etc.
-Closing
-Teacher asks students to do homework and says
goodbye.
-Teacher checks the attendance list again clearly.
2 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens,
teacher ….etc.

6. Lesson Plan (LP) Framework of PRS
Name of School ……SDI……Branch……6…....Time: …5.30 to 6.30 pm……..……Date ……01 September, 2017 ……
Name of Teacher: Mr. Pann Rethea……
Topic: Book: ………True Colors 4……Unit6: Part2 Authentic Reading from Princess Cruise brochure Page: 134-136
Type of Lesson: …PRS……Time Allowed: ………60 mns…Skill focus on ……
Aim (s) ……Writing Skills………
Objective(s): By the end of lesson students will be able to:
- To know how to write about a letter to a friend, telling all about you are in a cruise.
- To know some vocabularies from the text of Authentic Reading from Princess Cruise brochure about a cruise
- Students will be able to practice the writing in their own style.
Note: Before this lesson, students learnt: …………………………………………………………………………..………..
……………………………………………………………………………………………………………………………….
Model Steps for
PRS Lesson
Procedure /Techniques Time Materials T’s Comments
Opening/Warming -Teacher says Hello to all students
-Teacher checks students ‘attendance
3 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
and attendance list.
1. Pre-Task
(Teaching)
-Teacher asks students to look at Authentic Reading
from Princess Cruise brochure on page 134.
20 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher

7. ….etc.
4. Main Task -Teacher lets students to brainstorm or review the
ideas in order to prepare the main parts of writing.
10 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
5. Post Task -Teacher asks students to start their writing about a
cruise by take model from Authentic Reading from
Princess Cruise brochure on page 134.
25 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
-Closing
-Teacher says goodbye and prepare about another
way to write about a cruise.
-Teacher checks the attendance list again clearly.
2 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.

8. Lesson Plan (LP) Framework of PRS
Name of School ……SDI……
Branch……6…....Time: …7.30 to 8.30 pm……..……Date ……01 September, 2017 ……
Name of Teacher: Mr. Pann Rethea……
Topic: Book: ………True Colors 4……….….…Unit10: I’m so tired I don’t really feel like going. Page: 124-125
Type of Lesson: PRS, Time Allowed: 60 mns, Skill focus on Conversation: How to make an excuse /suggest an alternative.
Aim (s) ……Speaking Skills………
Objective(s): By the end of lesson students will be able:
- To understand how to speak in mod el of making an excuse or suggest an alternative
- To know some phrases in variations in using how to make an excuse or suggest an alternative in speaking.
- To practice with partner of using how to make an excuse or suggest an alternative in speaking and improvising a
conversation as model
Note: Before this lesson, students learnt: …………………………………………………………………………..………..
……………………………………………………………………………………………………………………………….
Model Steps for
PRS Lesson
Procedure /Techniques Time Materials T’s Comments
Opening/Warming -Teacher says Hello to all students
-Teacher checks students ‘attendance
3 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
and attendance list.

9. 1. Pre-Task
(Teaching)
-Teacher asks students to look on page 124 of Social
Languge1: how to make an excuse or suggest an
alternative.
-Teacher asks students about their experiences in
making an excuse or not.
-Teacher also let students to read the two variations.
5 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
2. Main Task -Teacher lets students to read the conversation in a
few partners by playing in A and B.
08 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
Teacher can set up
students to converse
in a few pairs.
3. Post Task -Teacher asks students to check their understanding
after reading the conversation and variations again
to get ideas.
-Teacher asks students to look at the Improvise part
on page 125 and let students to discuss and work in
pair in order to create their new speech.
-Teacher encourages students to speak their new
ideas out.
12 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.
-Closing
-Teacher says goodbye and remind them to read in
advance of Social Langue2: How to introduce new
information on page 125 through conversation.
2 mns Students, whiteboard,
markers, chairs, bags,
textbooks, pens, teacher
….etc.