Curriculum
Today, in 1st February 2018. I do observation and interview the teacher due to the teaching Plan. The first is the curriculum, I wonder what is the curriculum used in this school. Directly I ask Khroo Nee, about this case. She said that this school uses Thailand version only for this school. The aims for using Thailand version is in order to improve the students in learning so they become the first. Actually, She doesn’t explain the curriculum in detail. But She said, In Every year, at the end of the semester, every cluster of the teacher has own evaluation. They have to look for the good point and weak point in every class. The good point is gained to enhance the students and teaching-learning to be much better. Meanwhile, the Weak point is gained to rectify the students and teaching-learning to be better also. For the example of Cluster English teacher, a teacher finds a weak point in Mathayom 3 such as some of the students has little vocabularies. So, the way to fix it is the English teacher who teaches there has to give students some task to look for, write and memorize 5 vocabularies a day and they have to report it to the English teacher. Or, another example is Mathayom 5 can’t speak English and can’t communicate with English in the class. For this case, the English teacher gives a task to the students to asking everything to the foreigner teacher and give the answer to the English teacher. It also happens for all of the teachers here, so do the science teachers, mathematics teachers and etc.
Teaching Plan related to your major
A lesson plan is used of teaching plan in the class. Khroo Nee said that Every year, the teachers have to make the lesson plan for a year. The lesson plan is reported and given to the academic office in this school. But, It is up to the teachers will make one lesson plan per unit or per period.
Basic Education Core Curriculum B.E. 2551 (FOREIGN LANGUAGE)
| Course Code: | Learning Unit 1 : Language for Communication | Mathayomsuksa: 5 |
| Semester: 2 | Subject : Foreign Language | Number of credit(s): 1.1 |
| Learning hour(s) / week: 2 |
- Standard 1: Language for communication
- Basic Concept :
In this unit student will learn about Simple Present Tense Passive Voice. Student will have a project to make a time table. Understanding and capacity for interpreting what has been heard and read from various types of media, and ability to express opinions with proper reasoning
- Standard(s) Indicators :
| F1.1M5/1 | : | Act in compliance with orders, requests and simple instructions heard or read.
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| F1.1M5/2 | : | Pronounce and spell words; accurately read aloud groups of words, sentences, simple texts and chants by observing the principles of reading.
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| F1.1M5/3 | : | Choose/ specify the pictures or symbols or signs corresponding to the meanings of sentences and short texts heard or read. |
| F1.1M5/4 | : | Tell the main points and answer questions from listening to and reading dialogues and simple tales or short texts. |
- Terminal Objective :
- Students will be able to act in compliance with orders, requests and simple instructions heard or read.
- Students will be able to pronounce and spell words; accurately read aloud groups of words, sentences, simple texts and chants by observing the principles of reading.
- Students will be able to choose/ specify the pictures or symbols or signs corresponding to the meanings of sentences and short texts heard or read.
- Students will be able to tell the main points and answer questions from listening to and reading dialogues and simple tales or short texts.
- Learners’ Key Competencies:
| 1. Communication Capacity 2. Thinking Capacity 3. Problem-Solving 4. Capacity for Applying Life Skills |
- Desired Characteristics:
| 1. Love of nation, religion and the monarchy 2. Honesty and integrity 3. Self-discipline 4. Avidity for learning 5. Applying principles of Sufficiency Economy Philosophy in one’s way of life 6. Dedication and commitment to work 7. Cherishing Thai nationalism 8. Public-mindedness |
- Learning Method
Approach : Cooperative approach
Methods : Lecture and Conversation
Models : Writing
- Teaching & Learning Activities
1st Meeting
| Step | Learning Experiences | Time Allocation |
| Introduction | · The teacher enters and greets the students. “Good morning/Good afternoon students. How are you today?” “I’m fine. Thanks” · The teacher asks the students attendance. “Who is absent today?” · Teacher opens the class with hot potato game. · Teacher asks whether they have had play hot potato (use boardmaker) · Teacher explains the rule. The rules: – Teacher will plays the music, while the music is playing the students have to give the boardmaker to the other friends if the music is stop. They have to stop to give the boardmaker to their friends. Student who bring the boardmaker will give something from the teacher. She/He has to write a sentence in whiteboard. · Teacher plays the game | 10 Minutes |
| Main Activities | · Teacher asks the students who brings the boardmaker to write the answer in the whiteboard · Teacher corrects and discusses the answer with the students · Teacher explains about Simple Present Tense in the active and passive voice with the sentence of the students write. · Teacher elicits the students to give a example of sentence by asking to the students or asking them to write in the paper that teacher give and stick it on the white board. | 35 Minutes |
| Clossing | · Teacher ask students if they have a question and answer the question · Teacher guides students to make conclusion. · Teacher closes the meeting. | 5 Minutes |
| Total | 50 Minutes | |
2nd Meeting
| Step | Learning Experiences | Time Alocation |
| Introduction | · The teacher enters and greets the students. “Good morning/Good afternoon students. How are you today?” “I’m fine. Thanks” · The teacher asks the students attendance. “Who is absent today?” | 5 Minutes |
| Main Activities | · The teacher reviews the previous lesson · Teacher elicits the students to give a example of sentence by asking to the students · Teacher asks the students to make a pair consists with two students to write 5 sentence in active and change to passive. · Teacher guides students. | 40 Minutes |
| Clossing | · Teacher ask students if they have a question and answer the question · Teacher guides students to make conclusion. · Teacher closes the meeting. | 5 Minutes |
| Total | 50 Minutes | |
- Materials/Equipment :
- White board and Board maker
- Double tape
- Paper
- Elevator’s Students’ book
- Assessment and Evaluation
| Goals | Evidences | Evaluation Methods | Instruments | Criteria |
| Basic Concept In this unit student will learn about Simple Present Tense Passive Voice grammar. Understanding and capacity for interpreting what has been heard and read from various types of media, and ability to express opinions with proper reasoning
| Student’s Worksheet score
| Output/Performance Score Assessment
| Homework Score-Based Assessment
| 5% =Excellent 4% = Good 2-3% = Fair 0-1% = Poor |
| Learners’ Key Competencies # 1-4 | Project Output
Students Notes
| Output/Performance Score Assessment
Observations
| Assessment Form
Learner’s Key Rubrics | 3 = Excellent 2 = Good 1 = Fair 0 = Poor |
| Desired Characteristics # 1-9 | Project Output
Students Notes
| Observations
| Assessment Form
Desired Characteristics Rubrics | 3 = Excellent 2 = Good 1 = Fair 0 = Poor |
Comments:
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| Kartika Talia Rahmi Asdiatama (English Teacher) | Mrs. Jarunee Tiraksa (Mentor) |
