Welcome guys!
Teaching practice is the most waited – scary – thing that I am waiting for this program. For me, this thing is the most waited thing for this program due to the goal of this program. I have many stories behind my teaching experiences, for your information, I ever cried because of it because of the students. Actually, I have conducted my teaching practice for 7 times in all of the classes of Mathayom 5.
So, here the explanation of the teaching practice :
Procedures of Teaching
There is two meeting each class in Mathayom 5. For the Introduction, I greet the students just like usual. And open the class with the game Hot potato which will be bridge for this material, and for the while activities is Explain about active and passive voice then I elicit the students the students to give a example of sentence by asking to the students or asking them to write in the paper that I give and stick it on the whiteboard. For the closing, I just ask them whether they question or not. And for the second meeting is open the class and go to the while activities but before that I review the previous lesson and elicit the students to give an example of sentence by asking to the students, and for the last I ask the students to make a pair consists with two students to write 5 sentences in active and change to passive. Actually, I make it for 2 meeting, the first meeting is about the explanation and a practice while in the second meeting is the review of the previous meeting and make some production. The application in the lesson plan is sometimes different regarding of the students willing, so I don’t refer to the lesson so much because it will be beyond the expectations.
The steps of the procedures of teaching :
- Bridge or warmer
- Presentation
- Practice
- Production
Time Management and Organizing Activities
It is so different within Indonesia which in Thailand has a shorter time in studying. So, time management is the first problem for me. Otherwise, if there is a problem with the field. So, I give the flexible activity which is different each class. Actually, I have made such a rundown of every class, but for some classes, they don’t meet with the expectation. For organizing the activities, I choose kinesthetically activities.
Problem-Solving
Every finishing teaching, I reflect my self on the day that I have teaching practice. So, I prepare many activities which are suitable to be implicated in the class which has different characteristics. I also prepare others material and media for others plan of it. Thus, every class sometimes get different activities but with the same content. And for the students’ problem I can’t handle it, I just tell to Khroo Nee What is the problem so she will tell the students if something going wrong.
Classroom Management
For the classroom management, I set the classroom to be teacher center which involves students’ participation such as asking and answering the question, eliciting the students and doing a worksheet. And I don’t pay attention enough to the classroom management actually, just for the game session in M 5/3 which they do the game on the floor for making easy. Sometimes I also ask them to make in pair with their next friend for making easy because it is difficult to say yet they will not understand what I said.
I also attach my lesson plan for teaching practice.
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 brings 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) |
The Materials
- Grammar
Passive Voice : Passive Voice is the opposite of Active Sentence which its subject is gotten a work.
Simple Present Tense
| ACTIVE | PASSIVE |
| (+) S + V ( s/es) + O | (+) S + is/am/are + V3 + by O |
| (-) S + do/does + Not + V1 +O | (-) S + is/am/are + not + V3 + by O |
| (?) Do /does + S + V1 + O? | (?) Is/Am/Are + S + V3 + by O? |
The rules :
- The Verb has to transitive Verb, because active sentence can be changed to passive voice if the sentence is Transitive verb. Transitive verb is the verb which needs object.
- Subject in Active sentence becomes Object in Passive sentence.
- Object in Active sentence becomes Subject in Passive sentence.
- It uses to be + V3.
- Another rules depends of the Tense.
The Example :
- I eat noodles à Noodles is eaten by me.
- I don’t eat noodles à Noodles isn’t eaten by me.
- Do I eat noodles à Is noodles eaten by me?
- Worksheet
Make a pair (group consist of 2 students) then mention 5 active sentence and change it to the passive voice. Write in a paper!
