PART III

TEACHING PLAN

         

3.1  Curriculum

The curriculum of Teeratada Phitsanulok School is based on the ministry of education that is Basic Education Core Curriculum 2008. The Basic Education Core Curriculum 2008 thus prepared will undoubtedly provide all educational service area offices, local offices and basic education institutions under jurisdiction of various agencies with an appropriate framework and guidance for preparing the pertinent curriculum. The basic education to be provided to all Thai children and youths will be of higher quality in regard to acquisition of essential knowledge and skills required for learners’ lives in the constantly changing society.

The Basic Education Core Curriculum focuses on learners’ development for attainment of the following desirable characteristics, enabling learners to enjoy a life of harmony among others as Thai citizens and global citizens:

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

Observance of the principles of development of the brain and multiple intelligence is required to achieve learners’ balanced development. The Basic Education Core Curriculum has therefore prescribed the following eight learning areas:

1.      Thai Language

2.      Mathematics

3.      Science

4.      Social Studies, Religion and Culture

5.      Health and Physical Education

6.      Arts

7.      Occupations and Technology

8.      Foreign Languages.

On the Basic Education Core Curriculum 2008 there is no spesific subject for English but English subject is including into foreign languange system. The foreign language constituting basic learning content that is prescribed for the entire basic education core curriculum is English, while for other foreign languages, e.g., French, German, Chinese, Japanese, Arabic, Pali and languages of neighbouring countries, it is left to the discretion of educational institutions to prepare courses and provide learning management as appropriate.

The learning area for foreign languages is aimed at enabling learners to acquire a favourable attitude towards foreign languages, the ability to use foreign languages for communicating in various situations, seeking knowledge, engaging in a livelihood and pursuing further education at higher levels. Learners will thus have knowledge and understanding of stories and cultural diversity of the world community, and will be able to creatively convey Thai concepts and culture to the global society. The main contents include:

1.      Language for Communication: use of foreign languages for listening, speaking, reading and writing, exchanging data and information, expressing feelings and opinions, interpreting, presenting data, concepts and views on various matters, and creating interpersonal relationships appropriately

2.      Language and Culture: use of foreign languages harmonious with culture of native speakers; relationships, similarities and differences between languages and cultures of native speakers; languages and cultures of native speakers and Thai culture; and appropriate application

3.      Language and Relationship with Other Learning Areas: use of foreign languages to link knowledge with other learning areas, forming the basis for further development, seeking knowledge and broadening learners’ world views

4.      Language and relationship with Community and the World: use of foreign languages in various situations, both in the classroom and the outside community and the global society, forming a basic tool for further education, livelihood and exchange of learning with the global society

In regard to learning management enabling learners to attain the quality as prescribed in the curriculum goals, teachers and learners should play the following roles.

A.    Roles of teachers

Teachers should:

1) Study and analyse individual learners, and then use the data obtained for planning learning management in order to stimulate and challenge the learners’ capacities;

2) Set the targets to be achieved by the learners in regard to knowledge, skills, process of conceptualisation, principles, relationships as well as desirable characteristics;

3) Design and organise learning responsive to individual differences and different levels of brain development, so as to enable the learners to attain the goals of learning;

4) Provide an ambience and atmosphere conducive to learning, and provide necessary care and assistance enabling the learners to learn;

5) Prepare and utilise media that are suitable to the activities organised, and avail of local wisdom and appropriate technologies for teaching-learning activities;

6) Assess the learners’ progress through a variety of methods suitable to the intrinsic nature of the subjects and the learners’ developmental level; and

7) Analyse assessment results for remedial and developmental measures for the learners’ benefit, as well as improve their own teaching-learning methods and activities.

B.     Roles of learners

Learners should:

1) Set the goals of learning, make plans and take responsibility for their own learning;

2) Seek knowledge, make serious efforts to access learning resources, analyse and synthesise bodies of knowledge, raise questions and search for answers or problem solutions through various methods;

3) Take action, draw conclusions regarding what has been learnt, and apply the knowledge gained to various situations;

4) Interact, work and join in activities organised by their peers and their teachers;

5) Continuously assess and improve their own learning process.

3.2  Teaching plan related to your major

            In general, lesson plan in every country are similar, but there are some differences between lesson plan in Teeratada Phitsanulok School with lesson plan in Indonesia especially in English major. Teeratada has the semi detailed lesson plan, so the lesson plan just explain about the things that they want to do in general but Indonesia has the detailed one, so the contents are more spesific. Even there some differences between both of them, but the aim of lesson plan is the same, to be a guider for the tecaher while they teach the student.

These are the example of Lesson Plan from Teeratada’s version and Indonesia’s version:

A.    Teeratada Version:

TEERATADA PHITSANULOK SCHOOL

Lesson Plan

Subject                        : English                                              Class                : Pratom 4                   

Topic              : Past Simple of Regular Verbs           Teacher            : Suci S Putri

1.      Concept

The lesson will help the students to understand about how to use past simple of regular verbs in the real situations

2.      Learning Objective

At the end of the lesson, students will be able to understand about past simple of regular verbs and use it correctly in real situations

3.      Lesson Content

A.    Past form

B.     Formula of simple past tense

C.     Examples

4.      Learning Activities

A.    Preparing the class

B.     Explaining the rules of the class (Thai language is not allowed in English class)

C.     Checking students’ vocabularies that use past form

D.    Spelling some words in past form

E.     Explaining the materials, such as the formula of simple past tense

F.      Explaining the regular verbs

G.    Giving the examples of past simple past and the regular verbs

H.    Testing the ability of students’ about simple regular verbs by using search words

I.       Evaluating

J.       Giving homework

5.      Teaching Materials, Supplementary materials, Resources.

A.    Book (Grammar One)

B.     Worksheet (Search word)

C.     Whiteboard

6.      Lesson Evaluation

A.    Worksheet to assess students’ comprehension on the topic discussed

B.     Oral assessment

C.     Class participant

D.    Behavior and attention in class

7.      Test/Pass

A.    Accurancy of the students’ in writing the vocabulary

B.     Accurancy of the students’ answers the worksheet           

8.      Lesson Plan Evaluation

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Prepared by Suci Sartika Putri Practicum Teacher

Checked by Adelaida Tabbu-Velasco Head of Department

B.     Indonesia Version :

LESSON PLAN

1.      School                   : Teeratada Phitsanulok School

2.      Class                      : Pratom 5

3.      Level                     : Beginner

4.      Subject                  : English

5.      Topic                     : Present perfect simple ; just, already, yet

6.      Time Allocation    : 1 x 50

7.      Teacher                  : Suci Sartika Putri

A.    Standard Competition          : Understanding the functional of present perfect tense

B.     Basic Competence                 : Responding every statement that use simple perfect accurately, fluently and be able to interact with the society.

C.    Indicators

1. Students are able to identify past participle

2. Students are able to differentiate past participle in regular form and irregular form

3. Students are able to understand the formula of simple perfect tense

4. Students are able to understand about how to use just, already and yet

5. Students are able to answer the worksheet

6. Students are able to use perfect tense in their daily life

D.    Learning Objective

At the end of the lesson, students are expected to be able to:

1.      Identify past participle in regular and irregular form

2.      Identify the formula of present perfect tense

3.      Identify when they have to use just, already and yet

4.      Use simple perfect tense in their daily life

E.     Equipments

1.      Whiteboard

2.      Worksheet

3.      Students’ book (Grammar Two)

4.      PowerPoint presentation (if it necessary)

F.     Learning Activities

1.      Opening Activities

a.       Preparing the class, such as making the students sit neatly, making sure that all the equipments for studying have prepared well.

b.      Praying and greeting

c.       Checking the attandance list

d.      Giving a quiz to check the vocabularies of students

e.       Discussing the previous materials

f.       Giving an overview about the material that will begin

2.      Main Activities

a.       Explaining the materials (past participle, the formula of present perfect tense)

b.      Giving some examples of past participle

c.       Giving some sentences that use present perfect tense

d.      Asking students to mention some past participles orally

e.       Asking students to make a sentence that use simple perfect tense ; just, already, yet orally

f.       Asking student to make a group of four or five, then playing “I have ...” by using simple perfect tense as a sentence

g.      Giving a worksheet of past participle, then the students answer it

3.      Closing

a.       Giving a reward of students’ work

b.      Evaluating and Summarizing students’ activity

c.       Giving homework that make the students repeat the material at home

d.      Previewing the next materials

e.       Praying and closing the class

G.    Assessment

1.      The students will get additional score if they be able to answer quiz

2.      The students will pass the test if the students be able to make a sentence of simple perfect tense ; just, already, yet

3.      The students will pass the test if the students be able to answer the worksheet at least 70%

H.    Lesson Plan Evaluation

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Prepared by Suci Sartika Putri Practicum Teacher

Checked by Adelaida Tabbu-Velasco Head of Department