PART III

TEACHING PLAN

         

3.1 Curriculum

Based on my observation 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 is aimed at enhancing capacity of all learners, who constitute the major force of the country, so as to attain balanced development in all respects physical strength, knowledge and morality.

Notable principles underlying the Basic Education Core Curriculum are as follow.

1.      The ultimate aim is attainment of national unity; learning standards and goals are therefore set with a view to enabling the children and youths to acquire knowledge, skills, attitude and morality to serve as a foundation for Thai-ness and universal values.

2.      The curriculum facilitates education for all, who have equal access to education of high quality.

3.      The curriculum facilitates decentralisation of authority by allowing society to participate in educational provision, which suits prevailing situations and serves local needs.

4.      Structure of the curriculum enjoys flexibility regarding learning contents, time allotment and learning management.

5.      The learner-centred approach is strongly advocated.

6.      The curriculum is intended for education of all types—formal, non-formal and informal, covering all target groups and facilitating transfer of learning outcomes and experiences.

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

1.2  Teaching plan related to your major

            Lesson Plan in Teeratada Phitsanulok School is quite different with Lesson Plan in Indonesia especially in my major, English. Teeratada has the simpler one rather than in Indonesia. Because in Indonesia they write more detail in the lesson plan, especially the activities that they want to do in the teaching process, such as in the opening, the main activities and the closing activities. But, generally the content from both of them are similar.

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

Teeratada’s Version:

 

TEERATADA PHITSANULOK SCHOOL

Lesson Plan

Subject            : English                                              Class                : Mattayom 2  

Topic               : Conditional Sentence Type 3            Teacher            : Zaenal Arifin

A.    Standard Competition   : Understanding the functional meaning of conditional sentence type 3.

B.     Basic Competence                      : Responding meaning of conditional sentence type 3 accurately, fluently and acceptable to interact with environment.

C.    Indicators

1. Understand the rule of conditional type 3.

2. Be able to use conditional sentence type 3 correctly and fluently.

3. Identify the information related to conditional sentence type 3.

D.    Objectives

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

1.      Identify the rule of conditional sentence type 3.

2.      Understand the differences and the similarities between conditional type 3 and the other types.

3.      Use conditional sentence type 3 form correctly.

E.  Teaching Materials

1.      Whiteboard

2.      Worksheet

3.      Students’ book (Grammar three)

4.      PowerPoint presentation

F.     Learning Activities

1.      Review the students’ comprehension of conditional sentences.

2.      Explain the topic (conditional sentence type 3) that is related with previous studies.

3.      Give some examples of conditional sentences type 1, 2 and 3.

4.      Include the students to identify the rule of each type.

5.      Ask the students the differences and the similarities of them.

6.      Give some exercises about conditional sentence type 3.

7.      Ask the students to create their own sentences about conditional/if clause type 3.

8.      Give the students a worksheet of conditional sentence type 3.

G.    Assessment

1.      The students will pass the test if they can identify the rule of conditional sentence type 3.

2.      The students will pass the test if they can answer quiz at least 70%.

3.      The students will pass the test if they can create their own sentences (related to the topic).

H.    Lesson Plan Evaluation

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Prepared by: Zaenal Arifin Practicum Teacher

Checked by: Adelaida Tabbu-Velasco Head of Department

Indonesia’s Version:

LESSON PLAN/RPP Announcement

1.      School                   : Teeratada Phitsanulok School

2.      Subject                  : English

3.      Class                      : Mattayom 2

4.      Level                     : Intermediate

5.      Topic                     : Conditional Sentence type 3

6.      Time Allocation    : 1 x 50

7.      Teacher                  : Zaenal Arifin

a.      Standard Competition   : Understanding the functional meaning of conditional sentence type 3.

b.        Basic Competence                      : Responding meaning on conditional sentence type 3 accurately, fluently and acceptable to interact with environment.

c.         Indicators

1. Understand the rule of conditional type 3.

2. Be able to use conditional sentence type 3 correctly and fluently.

3. Identify the information related to conditional sentence type 3.

d.        Objectives

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

1.      Identify the rule of conditional sentence type 3.

2.      Understand the differences and the similarities between conditional type 3 and the other types.

3.      Use conditional sentence type 3 form correctly.

e.         Teaching Materials

1.      Whiteboard

2.      Worksheet

3.      Students’ book (Grammar three)

4.      PowerPoint presentation

f.     Learning Activities

1.      Opening

a.       Prepare the class

b.      Greet and pray

c.       Check the attendance list

d.      Discuss the previous materials

e.       Give the students an overview about the material that will be taught.

2.      Main Activities

a.       Review the students’ comprehension of conditional sentence.

b.      Explain the topic (conditional sentence type 3) that is related with previous studies.

c.       Give some examples of conditional sentences type 1, 2 and 3.

d.      Include the students to identify the rule of each type.

e.       Ask the students the differences and the similarities of them.

f.       Give some exercises about conditional sentence type 3.

g.      Ask the students to practice a short conversation by using their own words related the topic.

h.      Give the students a worksheet of conditional sentence type 3.

3.      Closing

a.       Summarize the entire discussion and conclude the main point of the topic.

b.      Assign some questions for homework.

c.       Preview the next materials.

d.      Pray and close the class.

g.    Assessment

1.      The students will pass the test if they can identify the rule of conditional sentence type 3.

2.      The students will pass the test if they can answer quiz at least 70%.

3.      The students will pass the test if they can create their own sentences (related to the topic).

h.      Lesson Plan Evaluation

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Prepared by: Zaenal Arifin Practicum Teacher

Checked by: Adelaida Tabbu-Velasco Head of Department