SELF REPORT
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PART 1
School: General Information and Academic Administration
1.1
School
Profile
Location
School 5, five prominent five is located at
558 Moo 16 Tumbon Wiang, Amphoe Mueang, Chiang Rai 57000 Telephone 0-5371-1976
Fax 0-5375-8608 Website: www.t5denha.ac.th . Affiliation Chiang Rai
Municipality, Mueang District, Chiang Rai Province offers 24 classrooms in
grades 1 - 6 with an area of 11 rai 2 ngan 55 sq.wah.
History and
Background
The school was established on April 1,
1939. Mr. Techan Maneerat and Mr. Bua Suriyachai donated the land to the
school. Baan Denai Fah School Name Open to children from grade 4 to grade 4.
May 30, 1977 was transferred to the municipality of Chiang Rai. Changed the
name of the school to "Five Special Five Schools" and started
teaching until elementary school, sixth grade, until the academic year 2005 was
approved and approved by the Basic Education Commission. And Chiang Rai
municipality There are 2 classrooms for students who have graduated from the
school. And in the neighboring community is the first year. Until the academic
year of 2007, the course is open to the lower secondary school. At the same
time, there are 3 classrooms in the first class and the first class students
are excluded.
1.2 Academic Support
The school also cooperates with the
Demonstration School (Srinakharinwirot University). In the academic year 2008,
there are 2 classrooms (Silpakorn), 3 English, Chinese Animation, and 2
non-Grade students. At present, 5 public high schools of 5 are open from 5th
grade until the 6th grade. There are 43 teachers and teachers, including 30
teachers, 30 teachers, 11 teachers, 2 employees. 2 people have 23 classrooms,
total number of 849 students, the building has 4 buildings, the building
consists of 3 houses. Caretaker Rooms 1. In the academic year 2012, the school
5, five prominent five, by the introduction of Mr. Kijjae Onga, the director of
the school, Ms. Porntip Thepanya and Mrs. Suwattana. Sharp, Deputy Director of
Education Opened the science-math program. (Environment) Matayomsuksa 4 adds 1
classrooms
In
the academic year 2556, IEP (Intensive English Program) is offered for students
who are interested in, and ready to learn, intensive English classes with
native speakers and teachers. Experience In the academic
year 2557, five public schools, five, conduct the study
according to the philosophy, vision, mission, identity, identity and
supplements of the institution. With the approval of all parties. Both
academics, personnel, students, school board Parent and community There are
five public schools under five administrators under the management of the total
of 3 persons, 46 teachers, 2 officers and financial officers. 1
janitor and 1 driver, 24
classrooms, 728 students, 3
buildings, 3 buildings and 1
director building.
In the academic year 2015, the 5 Municipality Five School
has organized a study to focus on the full potential of learners in accordance
with the philosophy, vision, mission, identity, identities and complementary
measures of educational institutions. With the approval of all parties. Both
academics, personnel, students, school board Parent and community 5 public schools, five under the management of a total of
three executives, 46 teachers, 2
officers, 2 officers and financial staff, one janitor
and two drivers. There are 24 classrooms, 718 students, 3 school buildings, 3 buildings and one building.
In the academic year 2559, the fifth high school, 5,
continues to develop and provide educational education. Focusing on the
learner's full potential and aptitude in accordance with the philosophy,
vision, mission, identity, identities and complementary measures of the
institution. With the approval of all parties. Both academics, personnel,
students, school board Parent and community 5 public
schools, 5 under the management of a total of 3 people, 50 teachers, 2 administrators, one financial officer and one parcel, one
janitor and two drivers. There are 24 classrooms, 711 students, 4 school buildings, 3 buildings and one building.
In the academic year 2016, the 5 Municipality Five School
has organized a study to focus on the full potential of learners in accordance
with the philosophy, vision, mission, identity, identities and complementary
measures of educational institutions. With the approval of all parties. Both
academics, personnel, students, school board Parent and community 5 public schools, five under the management of a total of
three executives, 46 teachers, 2
officers, 2 officers and financial staff, one janitor
and two drivers. There are 24 classrooms, 717 students, 3 school buildings, 3 buildings and one building.
In the academic year 2560, the fifth high school, 5,
continues to develop and provide educational education. Focusing on the
learner's full potential and aptitude in accordance with the philosophy,
vision, mission, identity, identities and complementary measures of the
institution with the approval of all parties. Both academics, personnel,
students, school board Parent and community 5 public
schools, 5 under the management of a total of 3 people, 50 teachers, 2 administrators, one financial officer and one parcel, one
janitor and two drivers. There are 24 classrooms, 717 students, 4 school buildings, 3 buildings and one building.
1.3 Teaching System
A
week of learning to be held for 5 days. They have 10 subjects, as follows:
Thai, Math, Social, Science, Phsically Education, Art, English, Chinese
Language, Guidance Counseling, and vocational. For each subject it’s has during
50 minutes. A day this school has 8 periods of subject.
1.4
Materials
and Other Learning Sources
This
school use the materials accordance with core curiculum of Basic Education
B.E.2551 (A.D.2008). But now all the teacher of Chiang Rai Municipality School
5 should have a training to apply new curriculum of 21st Century
Skill Curiculum. Every subject has two books. First book for teacher as
teacher’s guide and second book for students. I think it’s looks like in my
country. In Indonesia also apply two books for each subject. The book for
teacher and student. But, My Mentor said that he usually add other materials
from internetand local knowledge.
1.5
Measurement
and Evaluation System
This
school has got same measurement and evaluation system with school in my
country. Chhiang Rai Municipality School 5
has four levels for measurement and evaluation as follows:
|
Grade
|
Significance
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Score Range
|
|
A
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Excellent
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76-100
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B
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Good
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51-75
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C
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Satisfactory
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26-50
|
|
D
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Poor/Failed
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0-25
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They has a ratio for assessment
and scoring as follows:
Score before the final
examination : Final examination = 70:30
|
Criteria
|
Score
|
|
Test/Assignment
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20
|
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Mid-semester
Examination
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20
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|
Test/Assignment
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20
|
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Conduct
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10
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Final
Examination
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30
|
|
Total
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100
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1.6 Curriculum
Structures
Of The Curriculum For Secondary School Level
The
curriculum for lower secondary school level (M.1-3) consist of 4 structures as
follows:
Structure 1-Intensive English
Course: This
course especially emphasizes on student’s efficient literacy in English
language in all skills, namely, listening, speaking, reading and writing, understanding,
and capability of using English language in studying in higher educational
levels in the future. Students attending this curriculum should be proficient
and eager in learning English language and should collaborate in the
arrangement of all linguistic activities. For the academic year of 2016, the
school opens 2 classrooms in each level for this course.
Structure 2-Gifted in Science
and Mathematics Course:
This course focuses on the development of all aspects of students with emphases
of science and mathematics. Students enrolling to this course must be
proficient in science and mathematics and have good attitudes towards the
studies on sciences and mathematics and are willing to seriously participate
into all sciences and mathematics activities. For the academic year of 2016,
the school opens 1 classroom in each level for this course.
Structure
3-General Program:This
course focuses on the development of student’s capabilities to be in accordance
with the Core Curriculum of Basic Education B.E 2551 (A.D.2008) in order to
enable the students on the bases of student’s capabilities and interests. For
the academic year of 2016,the school opens 11 classrooms in each level for this
course.
Structure 4-English Program: This course emphasizes on
developing students in accordance with their capabilities and the Core Curriculum
of Basic Education B.E.2551 (A.D.2008), and uses English language is the medium
for learning and teaching of 6 subjects. For the academic year of 2016, the
school opens 2 classrooms in each level for this course.
Structures Of The Curriculum For
High School Level
The
Curriculum For High School Level Consists Of 4 Structures,Divided into 10
plans,as follows:
Structure 1:
Mathematics-Mathematics Program: This course is for the students interested and proficient
in sciences and mathematics. The School has 9 classrooms for this
course,divided into special classrooms as follows:
Plan 1: Sciences-Mathematics: This course is
the Intensive English Course
Plan
2: Sciences-Mathematics: This course emphasizes on the development for students
who are gifted in sciencies and mathematics.
Plan
3: Sciences-Mathematics:This course emphasizes on the use of English language
as the teaching and learning medium in 6 subjects,namely,mathematics,sciences,sosial
science,health education and English language (English Program).
Plan
4: Sciences-Mathematics:This course is in accordance with the Core Curriculum
of Base Education B.E.2551 (A.D.2008), to meet international standards
Structure 2:
Mathematics-English:
This course is for students interested and proficient in mathematics and
English language. The school has 5 classroom for this course, divided into
special classrooms as follows:
Plan 5: Mathematics-English: This course is
Intensive English Course.
Plan
6: Mathematics-English: This course emphasizes on the use of English language
as the teaching and learning medium in 6 subjects,
namely,mathematics,sciences,sosial sciences,health education and English
language (English Program).
Plan
7: Mathematics-English: This course is in accordance with the Core Curriculum
of Basic Education B.E. 2551 (A.D. 2008), to meet international standards.
Structure 3: English-2nd
Foreign language:
This course is for students interested and proficient in English language and
second foreign language. The school has 2 classrooms for this course, divided
into special classrooms as follows:
Plan 8: English-Chinese: This is intensive
English and Chinese Course.
Plan 9: English-Japanese: This is intensive
English and Japanese Course.
Structure 4: Thai-Social
Science-English:
This course is for students interested and proficient in Thai language, social
science and English language.
Plan
10: Thai-Social Science-English: This course emphasizes on developing students
with potentials and interest in Thai language, social science and English
language subjects.
PART
2
Pedagogical Contents
2.1 Teaching Methods
English teacher in the school is have
to teach in dual language there are English and Thailand Language, to make
students able to understand English well, teachers should make an explanation
simple but clear. Beside of it the teaching method which use in the school is
exploration, discussion and project practice.
2.2
Learning
Materials and Innovation
Using
material based on Basic core curriculum, sylabus, and englis book. For
innovation, teacher is using materials from internet and some local materials
such as local knowledge to teach in the class.
2.3 Sources of Learning
and Technology
Every
teachers at Chiang Rai Municipality School 5 use two book such as teacher’s
guide book and student’s workbook. Teacher can add other materials from
internet. Use learning media such as picture and also technology media such as
power point. In additional can use extra work sheets on handouts.
2.4 Authentic
Assessment
The
foundation of authentic assessment revolves around evaluating a students’
ability to apply what they have learned in mathematics to a ”real world”
context. Authentic assessment English tests focus on a students’ analytical
skills and the ability to integrate what they have learned along with
creativity with written and oral skills. Six ways to use authentic assessment
math in the classroom based on my observation are performance assessment, short
investigations, open-response questions, self-assessment, multiple-choice
questions, and portofolio.
PART
3
Teaching Plan
3.1 Curriculum
Learning Area of Foreign Languages
Why it is necessary to learn
foreign languages
In the present global society, learning foreign
languages is very important and essential to daily life, as foreign languages
serve as an important tool for communication, education, seeking knowledge,
livelihood and creating understanding of cultures and visions of the world
community. Foreign languages enable learners to be aware of diversity of
cultures and viewpoints in the world community, conducive to friendship and
cooperation with various countries. They contribute to learners’ development by
giving learners better understanding of themselves and others. The learners are
thus able to learn and understand differences of languages and cultures,
customs and traditions, thinking, society, economy, politics and
administration. They will be able to use foreign languages for communication as
well as for easier and wider access to bodies of knowledge, and will have
vision in leading their lives.
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.
What is learned in foreign
languages
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:
·
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
·
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
·
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
·
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
Learners’
Quality
Grade
3 graduates
·
Act in compliance with the orders and requests
heard; pronounce the alphabet, words, groups of words, simple sentences and
simple chants by observing the principles of pronunciation; accurately tell the
meanings of the word and groups of words heard; answer questions from listening
to or reading sentences, dialogues or simple tales
·
Engage in interpersonal communication using
short and simple words by following the models heard; use simple orders and
requests; tell their needs in simple words; request and give data about
themselves and their friends; tell their own feelings about various objects
around them or various activities by following the models heard
·
Verbally provide data about themselves and
matters around them; categorise words according to the types of persons,
animals and objects about which they have heard or read
·
Speak and make accompanying gestures by
observing social manners/culture of native speakers; tell the names and simple
terms about festivals/important days/celebrations and lifestyles of native
speakers; participate in language and cultural activities suitable to their age
levels
·
Tell differences concerning sounds of the
alphabet, words, groups of words and simple sentences in foreign languages and
those in Thai language
·
Tell the terms related to other learning areas
·
Listen/speak in simple situations in the
classroom
·
Use foreign languages to collect relevant terms
around them
·
Are skilful in using foreign languages (with
emphasis on listening and speaking) to communicate about themselves, their
families, schools, the surrounding environment, foods, beverages and free time
and recreation with a vocabulary of around 300-450 words (concrete words)
·
Use one-word sentences and simple sentences in
conversations as required for situations in daily life
Grade
6 graduates
·
Act in compliance with the orders, requests and
instructions that they have heard and read; accurately read aloud sentences,
texts, tales and short verses by observing the principles of reading;
choose/specify the sentences and text corresponding to the meanings of symbols
or signs read; tell the main idea and answer questions after listening to and
reading dialogues, simple tales and stories
·
Speak/write in an exchange in interpersonal
communication; use orders and requests and give instructions; speak/write to
express needs; ask for help; accept and refuse to give help in simple
situations; speak and write to ask for and give data about themselves, friends,
families and matters around them; speak/write to express their feelings about
various matters and activities around them, as well as provide brief
justifications
·
Speak/write to give data about themselves,
friends and the surrounding environment; draw pictures, plans, charts and
tables to show the various data that they have heard and read; speak/write to
show opinions about various matters around them
·
Use words, tone of voice, gestures and manners
politely and appropriately by observing social manners and culture of native
speakers; give data about the festivals/important days/celebrations/lifestyles
of native speakers; participate in language and cultural activities in
accordance with their interests
·
Tell similarities/differences between the
pronunciation of various kinds of sentences, use of punctuation marks and word
order regarding structures of sentences in foreign languages and in Thai
language; compare the similarities/differences between the festivals,
celebrations and traditions of native speakers and those of Thais
·
Search for and collect the terms related to
other learning areas from learning sources and present them through
speaking/writing
·
Use languages to communicate various situations
in the classroom and in school
·
Use foreign languages in searching for and
collecting various data
·
Are skilful in using foreign languages (with
emphasis on listening, speaking, reading and writing) to communicate about
themselves, their families, schools, the environment, foods, beverages, free
time and recreation, health and welfare, selling and buying, and climate with
vocabulary of around 1,050-1,200 words (concrete and abstract words)
·
Use simple and compound sentences to communicate
meanings in various contexts
Grade 9 graduates
·
Act in compliance with requests, instructions,
clarifications and explanations that they have heard or read; accurately read
aloud texts, news, advertisements, tales and short verses by observing the
principles of reading; specify/write various forms of non-text information
related to sentences and texts that they have heard and read; choose and
specify the topics, main ideas and supporting details, and express opinions
about what they have heard or read from
various types of media, as well as provide justifications and examples for
illustration
·
Converse and write for an exchange of data about
themselves, various matters around them, situations and news of interest to
society, and communicate such data continuously and appropriately; use
appropriate requests, clarifications and
explanations and give suitable instructions; speak and write to show
needs; offer and provide assistance; accept and refuse to give help; speak and
write appropriately to ask for and give data, describe, explain, compare and
express opinions about what they have heard or read; speak and write to
describe their own feelings and opinions about various matters, activities, experiences
and news/incidents, as well as to provide appropriate justifications
·
Speak and write to describe themselves,
experiences, news/incidents/various issues of interest to society; speak and
write to summarise the main idea/theme or topic identified from the analysis of
matters/news/incidents/situations of interest; speak and write to express
opinions about activities, experiences and incidents, as well as provide
justifications
·
Choose appropriate language, tone of voice,
gestures and manners by observing social manners and culture of native
speakers; explain about the lifestyles, customs and traditions of native
speakers; participate in/organise language and cultural activities in
accordance with their interests
·
Compare and explain similarities and differences
between pronunciation of various kinds of sentences and word orders regarding
structures of sentences in foreign languages and in Thai language; compare and
explain the similarities and differences between the lifestyles and culture of
native speakers and those of Thais and apply them appropriately
·
Search for, collect and summarise
data/information related to other learning areas from learning sources, and
present them through speaking and writing
·
Use language for communication in real situations/simulated
situations in the classroom, school, community and society
·
Use foreign languages in searching/conducting
research, collecting and drawing conclusions about knowledge/various data
sources from the media and various learning sources for further study and
livelihood; disseminate/convey to the public data and news about the school,
community and local area in foreign languages
·
Are skilful in the use of foreign languages
(with emphasis on listening, speaking, reading and writing) to communicate about
themselves, their families, schools, the environment, foods, beverages, free
time and recreation, health and welfare, buying and selling, climate, education
and occupations, travel for tourism,
provision of services, places, language and science and technology with a
vocabulary of around 2,100-2,250 words (words of higher abstract quality)
·
Use compound and complex sentences to
communicate meanings in various contexts for both formal and informal
conversations
Grade 12 graduates
·
Observe instructions in manuals for various
types of work, clarifications, explanations and descriptions that they have
heard and read; accurately read aloud texts, news, announcements,
advertisements, poems and skits by observing principles of reading; explain and
write sentences and texts related to various forms of non-text information that
they have heard or read; identify the main idea, analyse the essence, conclude,
interpret and express opinions from listening and reading feature articles and
materials for entertainment purpose, as well as provide justifications and examples for illustration
·
Converse and write to exchange data about
themselves, various matters around them, experiences, situations,
news/incidents, issues of interest and communicate them continuously and appropriately;
choose and use requests, clarifications, explanations and give instructions;
speak and write to show needs; offer and provide assistance; speak and write
appropriately to ask for and give data, describe, explain, compare and express
opinions about matters/issues/news/incidents about which they have heard and
read; speak and write to describe their own feelings and express opinions about
various matters, activities, experiences and news/incidents with proper
reasoning
·
Speak and write to present data about
themselves/experiences/news/incidents, matters and various issues of interest;
speak and write about the main idea and theme identified from analysis of
matters, activities, news, incidents and situations in accordance with their
interests; speak and write to express opinions about activities, experiences
and incidents in the local area, society and the world, as well as provide
justifications and examples for illustration
·
Choose the language, tone of voice, gestures and
manners appropriate to the level of the persons, time, occasions and places by
observing social manners and culture of native speakers; explain/discuss about
lifestyles, thoughts, beliefs and origins of customs and traditions of native
speakers; participate in, advise and organise language and cultural activities
appropriately
·
Explain/compare differences between structures
of sentences, texts, idioms, sayings, proverbs and poems in foreign languages
and Thai language; analyse/discuss similarities and differences between the
lifestyles, beliefs and culture of native speakers and those of Thais, and
apply them with proper reasoning
·
Conduct research/search for, make records,
conclude and express opinions about the data related to the learning areas from
various sources, and present them through speaking and writing
·
Use language for communication in real
situations/simulated situations in the classroom, school, community and society
·
Use foreign languages in searching
for/conducting research, collecting, analysing and summarising
knowledge/various data from the media
and various learning sources for further study and livelihood;
disseminate/convey to the public data and news about the school, community and
local area/nation in foreign languages
·
Are skilful in the use of foreign languages
(with emphases on listening, speaking, reading and writing) to communicate
about themselves, their families, schools, the environment, foods, beverages,
interpersonal relationships, free time and recreation, health and welfare,
selling and buying, climate, education and occupations, travel for tourism,
provision of services, places, language and science and technology with a
vocabulary of around 3,600-3,750 words (words with different levels of usage)
·
Use compound and complex sentences to communicate
meanings in various contexts for both formal and informal conversations
Strand 1 : Language for Communication Standard
F1.1: Understanding of and
capacity to interpret what has been heard and read from various types of media,
and ability to express opinions with proper reasoning
|
Grade level indicators
|
|||||
|
Grade 1
|
Grade 2
|
Grade 3
|
Grade 4
|
Grade 5
|
Grade 6
|
|
1.
Act
in compliance with simple orders
heard
2.
Specify the
alphabet and sounds; accurately pronounce and spell simple words by observing
principles of reading.
3.
Choose the
pictures corresponding to the meanings of words and groups of words heard.
4.
Answer questions
from listening to matters around them.
|
1.
Act in compliance with orders and simple requests heard
2.
Specify the
alphabet and sounds; pronounce and spell words; accurately read simple
sentences by observing the principles of reading.
3.
Choose the
pictures corresponding to the meanings of words, groups of words and
sentences heard.
|
1.
Act in compliance with orders and requests heard or read.
2.
Pronounce and spell
words; accurately read aloud groups of words, sentences and simple chants by
observing the principles of reading.
3.
Choose/ specify
the images or symbols corresponding to the meanings of groups of words and
sentences heard.
|
1. Act
in compliance with orders, requests and simple instructions heard or read.
2. Pronounce
and spell words; accurately read aloud groups of words, sentences, simple
texts and chants by observing the principles of reading.
3. Choose/
specify the pictures or symbols or signs corresponding to the meanings of
sentences and short texts heard or read
|
1.
Act in compliance with orders, requests and simple
instructions heard or read.
2.
Pronounce and spell words; accurately read aloud groups
of words, sentences, simple texts and chants by observing the principles of
reading.
3.
Choose/ specify
the pictures or symbols or signs corresponding to the meanings of sentences
and short texts heard or read.
|
1.
Act in compliance with orders, requests and instructions heard
and read.
2.
Accurately read
aloud texts, tales and short poems by observing the principles of reading.
3.
Choose/specify
the sentences or short texts corresponding to the meanings of symbols or
signs read.
|
|
Grade level indicators
|
Key stage indicators
|
||
|
Grade 7
|
Grade 8
|
Grade 9
|
Grade 10-12
|
|
1.
Act in
compliance with orders requests, instructions and simple explanations heard
and read.
2.
Accurately read
aloud texts, tales and short poems by observing the principles of reading.
3.
Choose/specify
the sentences and texts related to non-text information read. 4. Specify the
topic and main idea and answer questions from listening to and reading
dialogues, tales and short stories.
|
1.
Act in compliance requests, instructions, clarifications and simple
explanations heard and read.
2.
Accurately read aloud
texts, news, advertisements and short poems by observing the principles of
reading.
3.
Specify/write
sentences and texts related to various forms of non- text information read.
4.
Choose the topic
and main idea, tell supporting details and express opinions about what has
been heard and read, as well as provide justifications and simple examples
for illustration.
|
1.
Act in compliance with requests, instructions, clarifications and
explanations heard and read.
2.
Accurately read
aloud texts, news, advertisements and short poems by observing the principles
of reading
3.
Specify and
write various forms of non-text information related to sentences and texts
heard or read
|
1.
Observation instructions in manuals for various types of work,
clarifications, explanations and descriptions heard and read.
2.
Accurately read
aloud texts, news, advertisements, poems and skits by observing the
principles of reading.
3.
Explain and
write sentences and texts related to various forms of non- text information,
as well as specify and write various forms of non-text information related to
sentences and texts heard or read.
|
Strand 1 : Language for Communication
Standard
F1.1: Understanding of and capacity for
interpreting what has been heard and read from various types of media and
ability to express opinions with proper reasoning
|
Grade level indicators
|
|||||
|
Grade 1
|
Grade 2
|
Grade 3
|
Grade 4
|
Grade 5
|
Grade 6
|
|
|
4. Answer questions from listening to
sentences, dialogues or simple tales with illustrations.
|
4. Answer questions from listening to or
reading sentences, dialogues or simple tales.
|
4. Answer questions from listening to
and reading sentences, dialogues and simple tales.
.
|
4. Tell the main points and answer
questions from listening to and reading dialogues and simple tales or short
texts.
|
4. Tell the main idea and answer
questions from listening to and reading dialogues, simple tales and stories
|
|
Grade level indicators
|
Key stage indicators
|
||
|
Grade 7
|
Grade 8
|
Grade 9
|
Grade 10-12
|
|
-
|
-
|
4.
Choose/specify the topic, main idea
and supporting details and express opinions about what has been heard and
read from various types of media, as well as provide justifications and
examples for illustration.
|
4.
Identify the main idea, analyse the essence, interpret
and express opinions from listening to and reading feature articles and
entertainment articles, as well as provide justifications and examples for
illustration.
|
Strand 1 : Language for Communication Standard
F1.2:
Endowment with language communication skills for exchange of data and
information; efficient expression of feelings and opinions
|
Grade
level indicators
|
|||||
|
Grade
1
|
Grade
2
|
Grade
3
|
Grade
4
|
Grade
5
|
Grade
6
|
|
1. Speak
in an exchange with short and simple words in interpersonal communication by
following the models heard.
2. Use
simple orders by following the
models heard.
3. Express
their own simple needs by following the models heard.
4. Speak
to ask for and give simple data about themselves by following the models
heard.
|
1. Speak
in an exchange with short and simple words in interpersonal communication by
following the models heard.
2. Use
orders and simple requests by following the models heard.
3. Express
their own simple needs by following the models heard.
4. Speak
to ask for and give simple data about themselves by following the models
heard.
|
1.Speak in an exchange with short and
simple words in inter- personal communication by following the models heard.
2.Use orders and simple requests by
following the models heard.
3.Express their own simple needs by
following the models heard.
4. Speak to ask for and give simple data
about themselves and their friends by following the models heard.
|
1. Speak/write
in an exchange in interpersonal communication.
2. Use
orders, requests and simple requests for permission.
3. Speak/write
to express their own needs and to ask for help in simple situations.
4. Speak/write
to ask for and give data about themselves, their friends and families.
|
1. Speak/write
in an exchange in interpersonal communication.
2. Use
orders and requests for permission and give simple instructions.
3. Speak/write
to express needs, ask for help and agree and refuse to give help in simple
situations.
4. Speak/write
to ask for and give data about themselves, their friends, families and
matters around them.
|
1. Speak/write
in an exchange in interpersonal communication.
2. Use
orders requests and give instruction
3. Speak/write
to express needs, ask for help and agree and refuse to give help in simple
situations. Speak and write to ask for
and give data about themselves, their friends, families and matters around
them
|
|
Grade
level indicators
|
Key
stage indicators
|
||
|
Grade
7
|
Grade
8
|
Grade
9
|
Grade
10-12
|
|
1. Converse
to exchange data about themselves, various activities and situations in daily
life.
2. Use
requests and give instructions and clarifications according to the situation.
3. Speak
and write appropriately to express needs, ask for help and agree and refuse
to give help in various situations.
4. Speak
and write appropriately to ask for and give data and express opinions about
what has been heard or read.
|
1. Converse
appropriately to exchange data about themselves, various matters around them
and various situations in daily life.
2. Use
orders and give instructions, clarifications and explanations according to
the situation.
3. Speak
and write appropriately to express needs, offer help and agree and refuse to
give help in various situations.
4. Speak
and write appropriately to ask for and give data, describe and express
opinions about what has been heard or read
|
1. Converse
and write to exchange data about themselves, various matters around them,
situations, news and matters of interest to society, and communicate the data
continuously and appropriately.
2. Use
requests appropriately and give instructions, clarifications and
explanations.
3. Speak
and write appropriately to express needs, offer help and agree and refuse to
give help in various situations.
4. Speak
and write appropriately to ask for and give data, explain, compare and
express opinions about what has been heard or read.
|
1. Converse
and write to exchange data about themselves and various matters around them,
experiences, situations, news/incidents and issues of interest to society, and communicate the
data continuously and appropriately.
2. Choose
and use requests and give instructions, clarifications and explanations
fluently.
3. Speak
and write to express needs and offer, accept and refuse to give help in
simulated or real situations.
4. Speak
and write appropriately to ask for and give data, describe, explain, compare
and express opinions about matters/ issues/news and situations heard and read.
|
Strand 1 :
Language for Communication
Standard
F1.2: Endowment with language
communication skills for exchange of data and information; efficient expression
of feelings and opinions
|
Grade level indicators
|
|||||
|
Grade 1
|
Grade 2
|
Grade 3
|
Grade 4
|
Grade 5
|
Grade 6
|
|
-
|
-
|
5. Tell
their own feelings about various objects around them or various activities by
following the models heard.
|
5. Speak
to express their own feelings about various matters around them and various
activities by following the models heard.
|
5. Speak/write to express their own
feelings about various matters around them and various activities, as well as
provide brief justifications.
|
5. Speak/write
to express their own feelings about various matters around them and various
activities, as well as provide brief
justifications.
|
|
Grade level indicators
|
Key stage indicators
|
||
|
Grade 7
|
Grade 8
|
Grade 9
|
Grade 10-12
|
|
5. Speak
and write to express their own feelings and opinions about various matters
around them, various activities, as well as provide brief justifications
appropriately.
|
5. Speak
and write to express their own feelings and opinions about various matters
around them, various activities, as well as provide brief justifications
appropriately.
|
5. Speak
and write to describe their own feelings and opinions about various matters,
activities, experiences and news/incidents, as well as provide justifications
appropriately
|
5. Speak
and write to describe their own feelings and opinions about various matters,
activities, experiences and news/ incidents with proper reasoning.
|
Strand 1 :
Language for Communication
Standard F1.3:
Ability to present data, information, concepts and views about various
matters through speaking and writing
|
Grade
level indicators
|
|||||
|
Grade
1
|
Grade
2
|
Grade
3
|
Grade
4
|
Grade
5
|
Grade
6
|
|
1. Speak to
give data about themselves and matters around them.
|
1. Speak
to give data about themselves and matters around them
|
1. Speak
to give data about themselves and matters around them.
2. Categorise
words into groups according to the types of persons, animals and objects
based on what they have heard or read.
|
1.Speak/write
to give data about themselves and matters around them.
2.Speak/draw
pictures to show relationships of various objects around them according to what
they have heard or read.
3.Speak
to express simple opinions about matters around them.
|
1. Speak/write
to give data about themselves and matters around them.
2. Draw
pictures, plans and charts to show various data heard or read.
3. Speak/write
to express opinions about various matters around them.
|
1.
Speak/write to give data about
themselves, their friends and the environment around them.
2.
Draw pictures, plans, charts and
tables to show various data heard or read.
3. Speak/write
to express opinions about various matters around them.
|
|
Grade
level indicators
|
Key
stage indicators
|
||
|
Grade
7
|
Grade
8
|
Grade
9
|
Grade
10-12
|
|
1. Speak
and write to describe themselves, their daily routines, experiences and the
environment around them.
2. Speak/
write to summarise the main idea/theme identified from analysis of
matters/incidents of interest to society.
3. Speak/write
to express opinions about activities or various matters around them as well
as provide brief justifications.
|
1. Speak
and write to describe themselves, their daily routines, experiences and
news/incidents of interest to society.
2. Speak
and write to summarise the main idea, theme and topic identified from
analysis of matters/news/incide nts of interest to society.
3. Speak
and write to express opinions about activities or various matters around them
and experiences, as well as provide brief justifications.
|
1.
Speak and write to describe
themselves, experiences/ matters/ various issues of interest to society.
2.
Speak and write to summarise the main
idea/theme and topic identified from analysis of
matters/news/incidents/situati ons of interest to society.
3. Speak
and write to express opinions about activities, experiences and incidents, as
well as provide justifications.
|
1.
Speak and write to present data
themselves/experiences, news/incidents, matters and various issues of
interest to society.
2.
Speak and write to summarise the main
idea/theme identified from analysis of matters, activities, news, incidents
and situations in accordance with their interests.
3.
Speak and write to express opinions
about activities, experiences and incidents in the local area, society and
the world, as well as provide justifications and examples for illustration.
|
Strand 2 :
Language and Culture Standard
F2.1: Appreciation of the relationship between
language and culture of native speakers and capacity for use of language
appropriate to occasions and places\
|
Grade
level indicators
|
|||||
|
Grade
1
|
Grade
2
|
Grade
3
|
Grade
4
|
Grade
5
|
Grade
6
|
|
1. Speak
and make accompanying gestures in accordance with the culture of native
speakers.
2. Tell
the names and vocabulary of native
speakers’ important festivals.
3. Participate
in language and cultural activities appropriate to their age levels.
|
1. Speak
and make accompanying gestures in accordance with the culture of native speakers.
2. Tell
the names and vocabulary of native speakers’ important festivals.
3. Participate
in language and cultural activities appropriate to their age levels.
|
1. Speak
and make accompanying gestures in accordance with social manners/ culture of
native speakers.
2. Tell
the names and simple vocabulary about the festivals/ important days/
celebrations and lifestyles of native speakers.
3. Participate in language and cultural activities
appropriate to their age levels.
|
1. Speak
and politely make accompanying gestures in accordance with social manners and
culture of native speakers.
2. Answer
questions about festivals/ important days/ celebrations and simple lifestyles of native speakers.
3. Participate
in language and cultural activities appropriate to their age levels.
|
1. Use
words, tone of voice and polite gestures in accordance with social manners
and culture of native speakers.
2. Answer
questions/ tell the importance of festivals/ important days/ celebrations and
simple lifestyles of native speakers.
3. Participate
in language and cultural activities in accordance with their interests.
|
1. Use
words, tone of voice, gestures and manners politely and appropriately by
observing the social manners and culture of native speakers.
2. Give
data about the festivals/ important days/ celebrations/ lifestyles of native
speakers.
3. Participate
in language and cultural activities in accordance with their interests.
|
|
Grade level indicators
|
Key stage indicators
|
||
|
Grade 7
|
Grade 8
|
Grade 9
|
Grade 10-12
|
|
1. Use
language, tone of voice, gestures and manners politely and appropriately by
observing social manners and culture of native speakers.
2. Describe
the festivals, important days, lifestyles and traditions of native speakers.
3. Participate
in language and cultural activities in accordance with their interests.
|
1.
Use language, tone of voice, gestures
and manners appropriate to various persons and occasions by observing social
manners of native speakers.
2.
Describe the festivals, important
days, lifestyles and traditions of native speakers.
3.
Participate in language and cultural
activities in accordance with their interests.
|
1.
Choose the language, tone of voice,
gestures and manners appropriate to various persons and occasions in
accordance with the social manners and culture of native speakers.
2.
Describe the lifestyles, customs and
traditions of native speakers.
3.
Participate in/organise language and
cultural activities in accordance with their interests.
|
1.
Choose the language, tone of voice,
gestures and manners appropriate to various persons, occasions and places by
observing social manners and culture of native speakers.
2.
Explain/discuss the lifestyles,
thoughts, beliefs and origins of customs and traditions of native speakers.
3.
Participate in, give advice and
organise language and cultural activities appropriately.
|
Strand 2 : Language and Culture Standard
F2.2:
Appreciation of similarities and differences between language and
culture of native and Thai speakers, and capacity for accurate and appropriate
use of language
|
Grade
level indicators
|
|||||
|
Grade
1
|
Grade
2
|
Grade
3
|
Grade
4
|
Grade
5
|
Grade
6
|
|
1. Specify
the alphabet and sounds of the
alphabet of foreign languages and Thai language.
|
1. Specify
the alphabet and sounds of the alphabet of foreign languages and Thai
language.
|
1. Tell
differences of the sounds of the alphabet, words, groups of words and simple
sentences in foreign languages and Thai language.
|
1. Tell
differences of the sounds of the alphabet, words, groups of words, sentences
and texts in foreign languages and Thai language. 2. Tell the similarities/
differences between the festivals and celebrations in the culture of native
speakers and those in Thailand.
|
1. Tell
similarities/ differences between pronunciation of
various kinds of sentences, use of punctuation marks and word order in
accordance with structures of sentences in foreign languages and Thai
language. 2. Tell the similarities/ differences between the festivals and
celebrations of native speakers and those of Thais.
|
1. Tell
similarities/ differences between pronunciation of various kinds of
sentences, use of punctuation marks and word order in accordance with
structures of sentences in foreign languages and Thai language. 2. Compare
the differences/simil arities between the festivals, celebrations and
traditions of native speakers and those of
Thais.
|
|
Grade
level indicators
|
Key
stage indicators
|
||
|
Grade
7
|
Grade
8
|
Grade
9
|
Grade
10-12
|
|
1. Tell
differences and similarities between pronunciation of various kinds of
sentences, use of punctuation marks and word order in accordance with the
structures of sentences in foreign languages and Thai language. 2. Compare
similarities and differences between the festivals, celebrations, important
days and lifestyles of native speakers and those of Thais.
|
1. Compare
and explain similarities and differences between pronunciation of various
kinds of sentences and word order in accordance with structures of sentences
in foreign languages and Thai language. 2.
Compare and explain similarities and difference between the lifestyles
and culture of native speakers and those of Thais.
|
1. Compare
and explain similarities and differences between pronunciation of various
kinds of sentences in accordance with structures of sentences in foreign
languages and Thai language. 2. Compare and explain similarities and
differences between the lifestyles and culture of native speakers and those
of Thais, and apply them appropriately.
|
1. Explain/compare
differences between the structures of sentences, texts, idioms, sayings,
proverbs and poems in foreign languages and Thai language. 2. Analyse/discuss similarities and
differences between the lifestyles, beliefs and culture of native speakers
and those of Thais, and apply them
appropriately.
|
Strand 3 :
Language and Relationship with Other Learning Areas
Standard F3.1:
Usage of foreign languages to link knowledge with other learning areas,
as foundation for further development and to seek knowledge and widen one's
world view
|
Grade
level indicators
|
|||||
|
Grade
1
|
Grade
2
|
Grade
3
|
Grade
4
|
Grade
5
|
Grade
6
|
|
1. Tell
the terms related to other learning areas.
|
1. Tell
the terms related to other learning areas.
|
1. Tell
the terms related to other learning areas.
|
1. Search
for and collect the terms related to other learning areas, and present them
through speaking/ writing.
|
1. Search
for and collect the terms related to other learning areas, and present them
through speaking/ writing.
|
1. Search
for and collect the terms related to other learning areas from learning
sources, and present them through speaking/ writing.
|
|
Grade
level indicators
|
Key
stage indicators
|
||
|
Grade
7
|
Grade
8
|
Grade
9
|
Grade
10-12
|
|
1. Search
for, collect and summarise the data/facts related to other learning areas
from learning sources, and present them through speaking/writing.
|
1. Search
for, collect and summarise the data/facts related to other learning areas
from learning sources, and present them through speaking/writing
|
1. Search
for, collect and summarise the data/facts related to other learning areas
from learning sources, and present them through speaking/writing.
|
1. Research/search
for, make records, summarise and express opinions about the data related to
other learning areas, and present them through speaking and writing.
|
3.2 Teaching
Plan Related To Your Major
Basic Education Core Curriculum B.E. 2551 (FOREIGN LANGUAGE)
|
Course Code:
|
Learning Unit 3 : Language for Communication
|
Mathayomsuksa: 4
|
|
Semester: 2
|
Subject : Foreign Language
|
Number of credit(s):
|
|
|
Learning hour(s) / week:
8
|
|
1.
Standard
1: Language for communication
2.
Basic
Concept :
In this unit student will be introduce to new
vocabulary about one topic which is Valentine. After that the students will be
asked to answer some question that related to the vocabulary and topic. Student
will have a test to see whether they understand or not about the topic. The
students are not allowed to write the question because they should understand
instead of memorize it. The students also should answer the question
completely.
3.
Standard(s)
Indicators :
|
4. F1.1M1/1
|
:
|
Act in compliance with simple orders heard.
|
|
F1.1M1/2
|
:
|
Specify the alphabet and sounds; accurately pronounce
and spell simple words by observing principles of reading
|
|
F1.1M1/3
|
:
|
Choose the pictures corresponding to the meanings of
words and groups of words heard
|
|
F1.1M1/4
|
:
|
Answer questions from listening to matters around them.
|
4.
Terminal
Objective :
1. Students
will be able to know about new vocabularies.
2. Students will be able to pronounce and spell the words.
3. Students will be able to
understand about the question
4. Students will be able to answer questions which are related to the
vocabularies completely.
5.
Learners’ Key Competencies:
|
1.
Communication
Capacity
2.
Thinking Capacity
3.
Problem-Solving
4.
Capacity for
Applying Life Skills
|
6.
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
|
7. Learning Method
Approach : Cooperative
approach
Methods : Lecture,
Discussion and Conversation
Models : Cooperative
Learning
8. Teaching & Learning Activities
1st Meeting
|
Step
|
Learing
Experiences
|
Time
Alocation
|
|
Introduction
|
1. Teacher enters the classroom and
greets the students.
“Good morning/Good afternoon students. How are you today?”
“I’m fine. Thanks”
And introduce her/his self.
2.
Tell the students
about what teacher is going to teach.
3.
Tell the students
about the topic that will be talked for 3 weeks.
|
5 Minutes
|
|
Main
Activities
|
1. Teacher
shows the pictures or flash card.
2. Teacher asks
the students to guess about what the pictures mean.
3. Teacher
tells the students about the vocabularies if the students cannot guess it.
4. Teacher gives the
questions that are related to the vocabularies.
5. Teacher asks
the students to answer it completely without write the question.
6. Students answer
the question spontaneously and completely.
7. Teacher confirms the student’s the
correct answer.
|
40 Minutes
|
|
Clossing
|
1. Teacher asks the
students to repeat
the vocabularies by seeing the picture.
2. Teacher
ask students if they have a question and answer the question
3. Teacher tells
the students about what is going to be their test.
4. Teacher closes the meeting.
|
5 Minutes
|
|
Total
|
50 Minutes
|
|
2nd
Meeting
|
Step
|
Learing
Experiences
|
Time
Alocation
|
|
Introduction
|
1. Teacher enters the classroom and
greets the students.
“Good morning/Good afternoon students. How are you today?”
“I’m fine. Thanks”
2.
Teacher call their
name one by one
|
5 Minutes
|
|
Main
Activities
|
1. Teacher
asks the students about what they have been studied for the test.
2. Teacher
repeat some questions to see their understanding
3. Teacher
tests the students one by one by interviewing the students
4. Students
should answer the question correctly and completely
|
40 Minutes
|
|
Clossing
|
1. Teacher
ask students if they have a question and answer the question
2. Teacher
give some feedback
3. Teacher guides students to make
conclusion.
4. Teacher closes the meeting.
|
5 Minutes
|
|
Total
|
50 Minutes
|
|
3rd
Meeting
|
Step
|
Learing
Experiences
|
Time
Alocation
|
|
Introduction
|
1. Teacher enters the classroom and
greets the students.
“Good morning/Good afternoon students. How are you today?”
“I’m fine. Thanks”
2.
Ask the students
about who are absent
|
5 Minutes
|
|
Main
Activities
|
1. Teacher
asks the students who have not been tested
2. Teacher
starts the interview
3. Students
answer the question correctly and completely
|
40 Minutes
|
|
Clossing
|
1. Teacher
asks students if they have a question and answer the question
2. Teacher
gives feedback
3. Teacher guides students to make
conclusion.
4. Teacher closes the meeting.
|
5 Minutes
|
|
Total
|
50 Minutes
|
|
4th
Meeting
|
Step
|
Learing
Experiences
|
Time
Alocation
|
|
Introduction
|
1. Teacher enters the classroom and
greets the students.
“Good morning/Good afternoon students. How are you today?”
“I’m fine. Thanks”
2.
Ask the students
about who are absent
|
5 Minutes
|
|
Main
Activities
|
1. Teacher
asks the students who have not been tested
2. Teacher
starts the interview
3. Students
answer the question correctly and completely
|
40 Minutes
|
|
Clossing
|
1. Teacher
asks students if they have a question and answer the question
2. Teacher
gives feedback
3. Teacher guides students to make
conclusion.
4. Teacher closes the meeting.
|
5
Minutes
|
|
Total
|
50
inutes
|
|
9. Materials/Equipement :
1. White board and Marker
3. Flash Card
4. Question Sheet
10.Assesment and Evaluation
|
Goals
|
Evidences
|
Evaluation Methods
|
Instruments
|
Criteria
|
|
Basic Concept
In this unit
students will be
introduced to new
vocabularious of things aroundabout one topic which is valentine.
They will learn about the new vocabularies and try to answer some questions
that have been given by the teacher. The students should answer the question
correctly and completely.
|
Students know how to speak and answer the question
completely
|
Output/Performance
Score
Assessment
|
Score-Based
Assessment
|
5% =Excellent
4% = Good
2-3% = Fair
0-1% = Poor
|
|
Learners’ Key Competencies
|
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
|
Project Output
Students
Notes
|
Observations
|
Assessment
Form
Desired
Characteristics Rubrics
|
3 = Excellent
2 = Good
1 = Fair
0 = Poor
|
Comments:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
|
|
|
|
Aulia
Rachmania Oryza Zativa
(English Teacher)
|
Mr.
Demetrio Jr Parreno
(Mentor)
|
The materials
Bow
Arrow
Crush
Dove
Sweetheart
Broken Heart
Poem
Love Letter
Love sick
Admirer
Date Night
Questions
1. Have you ever
celebrated Valentine’s day?
2.
Who is your crush?
3.
Have you ever made a
poem for your sweetheart?
4.
Can you write a love
letter?
5.
How much can I buy a
dove?
6.
How often do you fall
in love?
7.
Do you have an
admirer?
8.
Where do you want to
go for a date night?
9.
Have you felt love
sick?
10. When
was the last time you felt broken heart?
PART
4
Observation on Teacher(s)
4.1 Planning for Teaching
My mentor teacher will prepare teaching plan based on the
class, every class has different method of teaching because every class has
different learning style of they preferred. M.4/1, M.4/2, M.4/3, And M4/4 are
using thinking method and communicative and lecture teaching method. Every
lesson prepared by considering time management to finish the topic will spent
3-4 meetings for a class.
4.2 Preparing Lessons and Materials
Teacher gives some topics and one topic
is for three until four meetings. Teacher uses flash card to make the students
easier understand about the new vocabularies. Quick recap and explain about the
vocabularies and then give students some questions.
4.3 Teaching in Class
In introduction step, teacher
explains and discuss about the previous lesson. Ask students about previous
lesson, to check students’ understanding. Quick recap of past topics before
starts main activities.
In main step, teacher will ask
students to tell about what the picture in the flash card means together and
correct some miss pronunciation, then the students are asked to repeat the
vocabularies. Teacher will explain the meaning of the vocabularies. After that,
teacher will ask some questions that related to the vocabularies.
In closing, teacher guides
students to make conclusion and tell about material for next meeting.
4.4 Measurement and Evaluation
To
increase students’ participation, the teacher uses three method to check
measurement and evaluation as follow classwork, assessment and interview. Every
meeting that method always used by the teacher.
PART 5
TEACHING PRACTICE
5.1 Procedures
of Teaching
In
pre-activity or introduction step I ask the student to see the picture and
guess what the picture means. Then I ask them to give more explanation about
the words. In main activity, I explain about the meaning of the new
vocabularies and the correct pronunciation.
I write in the white board about the vocabularies. After that, I give
them some questions that are related to the vocabularies and topic. They should
answer the questions completely. I ask them to repeat
the vocabularies without seeing Iit on the white board. In closing activity, we
make conclusion together and tell them about the test for next week.
5.2 Time
Management and Organizing Activities
My
supervisors give me some tips to help me prioritize basic classroom tasks as
well as increase my productivity so I can have more time to spend teaching as
follow:
a. Prioritize: If I set priorities
it can help keep me on track when something unexpected may occur.
b. Give test: Don’t be afraid to
leave the repetitive assignments that help reinforce those important concepts
for test. By doing this, it clears up extra time in class for those important
lessons. Leave all of the assignment that relates to practice.
c. Plan for transition times:
Prepare quick, five-minute activities for those transition periods between
lunch, specials, and in-between lessons. By having this quick time saving
activities already prepared. I will find transition times run more smoothly.
d. Maximize lesson planning.
5.3 Problem-Solving
My weakness when I taught is about
communication and managing the classroom. My mentor gave me some advice how to
manage the classroom as follow I have a plan. My lesson plans need to be
crystal clear. I need to begin each with clarity about what students should
know and be able to do by the end of the class period, and every second of my
day should be purposefully moving toward. In addition to clarity about student
knowledge and achievement, I should have a clear sense of the behavior I expect
at each point in the class period. It is really hard for me to do communication
with them because not all of the students know how to speak English, so I
prefer to make some jokes so the class will not be really formal.
5.4 Classroom
Management
When I am
teaching, I walk around the class to see the students if they have a question
and to make sure that all students understand about the vocabularies. I also
ask students one by one about the question to see them whether they can answer
it completely or not.
PART 6
SUMMARY AND SUGGESTIONS
6.1 Purpose of Practicum
1. Students
will be able to know
about new vocabularies.
2. Students will be able to pronounce and spell the words.
3. Students will be able to
understand about the question
4. Students will be able to answer questions which are related to the
vocabularies completely.
6.2 Procedures of Practicum
|
Step
|
Learing
Experiences
|
Time
Alocation
|
|
Introduction
|
4. Teacher enters the classroom and
greets the students.
“Good morning/Good afternoon students. How are you today?”
“I’m fine. Thanks”
And introduce her/his self.
5.
Tell the students
about what teacher is going to teach.
6.
Tell the students
about the topic that will be talked for 3 weeks.
|
5 Minutes
|
|
Main
Activities
|
8. Teacher
shows the pictures or flash card.
9. Teacher asks
the students to guess about what the pictures mean.
10. Teacher
tells the students about the vocabularies if the students cannot guess it.
11. Teacher gives the
questions that are related to the vocabularies.
12. Teacher asks
the students to answer it completely without write the question.
13. Students answer
the question spontaneously and completely.
14. Teacher confirms the student’s the
correct answer.
|
40 Minutes
|
|
Clossing
|
5. Teacher asks the
students to repeat
the vocabularies by seeing the picture.
6. Teacher
ask students if they have a question and answer the question
7. Teacher tells
the students about what is going to be their test.
8. Teacher closes the meeting.
|
5 Minutes
|
|
Total
|
50 Minutes
|
|
6.3 Outcomes of Practicum
1. Students
are able to understand the vocabularies
2. Students
are able to answer the question completely
3. Students
are able to know how to make question
6.4 The challenges of
practicum
Overall the most difficult challenge is
that explain English to the students when it is really hard for them to understand
English and not all students are excited to learn English.
6.5 Overall impression
Impression
along I learn and teach in Thailand are that the culture of Thai people amaze
me how to respect people and their faith in their daily life. The students give
me lesson how to teach even in a hard condition.
6.6 Suggestions
For Future Improvement
My suggestion for future improvement to
myself are that to learn and to practice Thai language before I start teaching
and also how to manage class and adjust time management.
