Curriculum

The curriculum utilized at Satit KKU Demonstration School is the Intensive English Curriculum (IEC). This program primarily concentrates on the four essential language skills: listening, reading, writing, and speaking, particularly in non-native contexts like Thailand. It places a strong emphasis on English instruction and practice. The handbooks employed at this school are often derived from reputable sources, such as Cambridge and Richmond from the United Kingdom, which helps students become familiar with UK English accents and terminology. One notable feature of the curriculum is the distinct separation of each skill, a characteristic that is often lacking in many public schools in Indonesia. 

In the Indonesian Merdeka Curriculum, the English contexts and topics are more localized, drawing on our cultural wisdom. For example, instead of using characters like "Alex" and "Taylor," teachers often create Indonesian characters, such as "Budi" and "Tono," which helps to keep students engaged with the learning material. Another notable difference lies in the aspects of language skills, where the Indonesian English curriculum combines several types of skills, such as Menyimak - berbicara (Listening - Speaking), among others. 

In my teaching practice, I integrate both curriculums, initially focusing on specific English skills and then incorporating some Thai names throughout the process.

Lesson Plan

as attached.

Procedures of Teaching

• Warm-up

• Presentation

• Skills Exercise

• Quiz 

• Wrap-up

Time Management & Activities

LESSON PLAN: TRANSPORT (VOCABULARY)

Teacher   : Msy Ashazi Fuleni

Class Size : 30-40 Students 

Duration : 50 minutes

Topic : Transport Vocabulary

A. LESSON OBJECTIVES

1. Students should be able to understand and be familiarized with some terminologies about transports.  

2. Students should be able to construct sentences and engage in conversations that incorporate the transport terms appropriately.

3. Students should be able to effectively participate in listening practice to enhance their communication skills.

B. LESSON FLOW

Opening Activities 

(5 minutes)

• Warm-up (15 min) - Icebreaker & Engagement

• The instructor invites the students to play a mini-ice breaking, namely “Clapping your hands!” in the class. 

• Students should clap their hands according to the instructions given. 

• For e.g.

The instructor mentions 1, meaning that students should clap their hands once.

•  If there are any of them do not clap their hands appropriately based on the instruction given, he/she should be penalized by picking up a number on the list (reward or instruction to do something).

Core Activities 

(40 minutes)

• Presentation (15 min) – Explanation & Guided Practice

• Here is the teaching content!

• Listening Exercise (5 min)

• Students individually work in the listening exercise provided in their students’ workbooks. 

• Explanation (10 min)

(the explanation is attached)

• Quiz (10 min)

• Each student individually works on a quiz about transport as they have learned some terminologies. 

Closing Activities 

(5 minutes)

• Wrap-up & Feedback (5 min)

• The teacher summarizes the conclusion about vocabulary transports. 

• Students may ask questions regarding the materials. 

C. ASSESSMENT & REFLECTION

Formative Assessment: Students actively participate and engage in presentations and class activities.