Please open this link to see the video. Then, you could analyse how the teacher do his curriculum and choose the materials. Please explain their interconnection and reformulate the existing curriculum to the way of the teacher's teaching in the video. Put your answer in the column comment in this blog. Thank you
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ReplyDeleteAfter watching the video, I found that the teacher adapts the curriculum to the needs and level of Grade 1 ESL students. He teaches greetings such as “Hi” and “Hello,” basic vocabulary such as “boy” and “girl,” and the alphabet A–E. He uses simple and visual materials, such as PowerPoint slides, flashcards, the blackboard, gestures, repetition, and games.
ReplyDeleteThe curriculum and materials are interconnected because the learning objectives guide the teacher in choosing appropriate materials and activities. If I reformulated the curriculum based on his teaching style, I would organize it into greeting and classroom routines, introducing vocabulary and the alphabet, practice through repetition and actions, interactive games, and a final review. This makes the learning more practical, interactive, and suitable for young ESL learners.
Based on watching the video, the lesson clearly focuses on introducing basic English to young kids, like everyday greetings ("How are you?"), simple feeling words ("super, fine, okay, bad"), and identifying boys and girls in the classroom.where the teacher demonstrates how to teach young learners using a very energetic approach. The curriculum and materials fit together naturally because the lesson goals are delivered through fun activities like body gestures, team points, flashcards, and dice games. If I had to reformulate this teaching style into a curriculum plan, it basically flows from setting up classroom energy and rules, to introducing words with physical movements, practicing short conversations, and ending with interactive games. It turns a standard syllabus into something really fun and memorable for young students.
ReplyDeleteRisma Wahdaniah (Nim.241230007)
ReplyDeleteBased on the video, the teacher organizes the curriculum in a simple and gradual way that matches the abilities of first-grade students. The materials include greetings, introductions, classroom rules, simple vocabulary such as apple and cat, and the expression “How are you?” with responses such as “I’m fine,” “I’m super,” and “I’m okay.” These materials are selected because they are relevant to students’ basic communication needs and can be easily practiced through repetition, movement, and direct interaction.
The curriculum and materials are closely connected because each material is directly applied through classroom activities. The teacher uses games, rock-paper-scissors, counting, a point system, and movement activities to help students understand and use English. If redesigned, the curriculum could focus on greetings and introductions, classroom English, basic vocabulary, expressing feelings, numbers, and simple daily interactions, using modeling, repetition, practice, games, and feedback to make learning more active, enjoyable, and communicative.
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ReplyDeleteBerdasarkan video yang saya tonton, guru di vidio trsebut mengajarkan bahasa Inggris kepada siswa kelas 1 melalui kegiatan sederhana dan menyenangkan. Materinya meliputi sapaan, perkenalan, ungkapan perasaan, dan pengenalan huruf. Guru juga menggunakan gambar, gerakan, dan permainan agar siswa lebih mudah memahami pelajaran.
ReplyDeleteJika saya menyusun kurikulum tersebut, saya akan memulai dengan kosakata yang dekat dengan kehidupan sehari-hari, kemudian dilanjutkan dengan latihan percakapan sederhana. Saya juga akan menggunakan permainan berkelompok agar siswa lebih aktif dan berani berbicara. Menurut saya, pembelajaran seperti ini dapat membuat siswa lebih tertarik belajar bahasa Inggris dan lebih mudah mengingat materi.
Delima Atshila Azhar (241230004)
ReplyDeleteAfter watching the video, I noticed that the teacher adapts the curriculum to the needs and learning abilities of Grade 1 ESL students. The lesson focuses on basic English, such as daily greetings ("How are you?"), simple expressions of feelings ("I'm fine," "super," "okay," and "bad"), and basic classroom communication.
The teacher uses various teaching materials, such as PowerPoint slides, flashcards, gestures, the blackboard, and dice games. He also applies repetition, group activities, and interactive games to make the learning process more enjoyable and easier for young learners to understand.
The curriculum and teaching materials are closely connected because the learning objectives determine the materials and activities used in the classroom. Since the students are beginners, the teacher chooses simple, visual, and interactive materials that match their English proficiency and keep them engaged.
If I were to reformulate the existing curriculum based on the teacher's teaching style, I would organize the lesson into four main stages. First, a warm-up activity with greetings and simple classroom routines. Second, an introduction to new vocabulary and expressions using flashcards, pictures, and gestures. Third, interactive practice through repetition, group activities, and games such as dice games. Finally, a short review to check students' understanding by asking them to respond to simple questions and practice the expressions they have learned.
In conclusion, adapting the curriculum and selecting appropriate materials are important for creating effective learning experiences. The teacher's approach shows that learning English for young learners should be simple, active, enjoyable, and suitable for their age and abilities.
Lintang Ayu Rizkia (NIM. 241230002)
ReplyDeleteLintang Ayu Rizkia (NIM. 241230002)
ReplyDeleteBased on the curriculum video I watched, Teacher Val demonstrates a highly coherent progression of material—moving from fundamentals to practical application. It starts with classroom management as the foundation, proceeds to motor and phonetic warm-ups, moves into building daily vocabulary and structuring sentences, and concludes with interactive gamification using dice and the "rock-paper-scissors" game. If reformulated into her specific curriculum style, the structure shifts entirely from conventional rote memorization to an action-based syllabus comprising modules for operational commands, kinesthetic phonetics, basic self-expression, and competitive game arenas; this shifts the focus from merely memorizing theory to the spontaneous, direct use of the language.
Nabila Silviani (241230024)
ReplyDeleteAfter watching the video, I noticed that the teacher adapts the curriculum to the students’ level and classroom needs rather than teaching the material in a rigid way. The lesson focuses on the expression “How are you?” and related responses, while the teacher uses repetition, gestures, movement, questions, and games to help young learners understand and practice the language. This shows that the curriculum, materials, and teaching activities are interconnected: the curriculum provides the learning goals, the materials provide the language content, and the activities help students achieve those goals through actual practice. If I were to reformulate the curriculum based on this teaching approach, I would keep the main objective but organize the lesson around simple language input, teacher modeling, guided practice, interactive activities, and a short speaking assessment, so that the materials are not only taught but also directly used by students in meaningful classroom interaction.
Nila Amalia Nabil (NIM. 241230016)
ReplyDeleteBased on the video I watched, Teacher Val designs his curriculum and selects materials in a tightly integrated way by combining strict classroom rules, physical movements (Total Physical Response), and a group competition system for young beginner ESL learners. In practice, the choice of materials—such as basic emotion vocabulary ("super," "fine," "okay") and conversational chunks ("How are you?")—does not stand alone, but is directly paired with body gestures, role-play games, and a point-scoring system between boys and girls. This strong interconnection makes every lesson item instantly interactive and practical, where classroom management and lesson content naturally support each other to keep students focused. Therefore, if we want to reformulate an existing curriculum to match this teaching style, we need to shift away from passive, textbook-heavy syllabi and rebuild them into action- and game-based frameworks, where every new word or phrase is paired with physical actions, clear behavioral guidelines, and direct peer-to-peer speaking activities.
Hadijah Al Hasan (241230021)
ReplyDeleteAfter watching the video, I noticed that the teacher focuses not only on teaching basic English but also on making young learners actively participate in the lesson. The teacher uses simple language, demonstrations, questions, movements, and fun activities to help students understand and practice English. I think this approach is suitable for Grade 1 students because they can learn better through seeing, listening, and doing rather than only memorizing. The curriculum and materials are connected because the students can directly practice the language through classroom activities. If I reformulated the curriculum, I would make it more activity-based, starting with simple classroom interaction, followed by teacher modeling, guided practice, student participation, and games for review. This would make the learning process more active and meaningful for young learners.
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ReplyDeleteAkbar Nabil Fadillah (241230008)
ReplyDeleteFrom the video, I can see that the curriculum, learning materials, and the teacher’s classroom activities are connected to each other. The curriculum gives the teacher a direction about what students need to learn, while the teacher chooses and adapts materials based on the students’ level and classroom situation. In this lesson, the teacher focuses on simple expressions such as “How are you?” and the appropriate responses. The students are given several opportunities to hear, repeat, and use the expressions during the lesson.
The materials are also suitable for young ESL learners because they are simple and related to everyday communication. The teacher does not rely on long explanations. Instead, the lesson involves repetition, examples, questions, and direct interaction with the students. This approach helps the students understand the meaning of the expressions through practice rather than only memorizing the language.
Based on the teacher’s approach, I would reformulate the curriculum to give more attention to communicative practice. The learning objective would be for students to use basic English expressions in simple daily situations. The materials could include greetings, asking “How are you?”, giving responses such as “I’m fine,” and other basic expressions. The lesson could start with the teacher introducing and modelling the expressions, followed by repetition, individual practice, and short conversations between students.
The assessment should also follow the same approach. Students could be assessed by asking them to use the expressions in a simple conversation instead of only completing written exercises. This would make the curriculum, materials, teaching activities, and assessment work toward the same goal, which is helping students use English for basic communication.
Nida Ummu Humairoh 241230030
ReplyDeleteAfter watching the video, I noticed that the teacher adjusts the lesson based on the students’ age, level, and classroom situation. The lesson focuses on simple expressions such as greetings and “How are you?”, but the teacher presents them through repetition, questions, games, gestures, and direct interaction with the students. He also uses visual materials, slides, and the whiteboard to help students understand and remember the language. I think the materials are chosen based on what the students need to achieve the lesson objectives, rather than simply following the textbook. The curriculum, activities, and materials work together because the learning goals are delivered through activities and supported by appropriate materials. Therefore, I would modify the curriculum into a more interactive and student-centered one, where young learners can practice English actively through games, repetition, and communication instead of mainly listening to explanations.
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ReplyDeleteRahma Herawati NIM 241230017
ReplyDeleteBased on the analysis of the ESL class, Teacher Val implements a curriculum built on Task-Based Language Teaching (TBLT) and Total Physical Response (TPR) that interconnects seamlessly with visual and kinesthetic materials tailored for young learners. The curriculum moves systematically from receptive understanding to spoken production starting with an energetic hook, introducing flashcards with exaggerated facial expressions, moving through structured drilling, and culminating in gamified board activities that drive active participation without relying on native language translation. This close alignment between materials and methodology shows how flashcards and body gestures lower the affective filter while serving as a classroom management tool, ultimately transforming abstract target structures like "How are you?" and "I'm [emotion]" into an interactive, communicative, and memorable learning experience.
Fasya Diti Rahmadani 241230010
ReplyDeleteBased on the video, the instructor modifies the curriculum according to the students' age and English proficiency. He instructs basic phrases and words using greetings, repetition, gestures, inquiries, and games. He utilizes classroom guidelines and a point system to maintain young learners' engagement and concentration. The supplies are straightforward and connected to the tasks, including the board, images, slides, dice, and games. They assist students in comprehending and applying the language rather than merely memorizing it. Consequently, the curriculum and resources are linked since both aid the same educational objectives. If I revamped the curriculum, I would employ the order greeting and review → introduce vocabulary and phrases → practice through repetition and actions → pair or group work → game and brief review. This would render the curriculum more engaging, hands-on, and appropriate for young students.
Dewi Fitriyani 241230027
ReplyDeleteAfter watching the video, I think the teacher makes several adjustments to make the lesson appropriate for Grade 1 ESL students. He does not depend only on the textbook or written materials, but combines the lesson with visual materials, questions, repetition, gestures, and classroom activities. The students are also given many chances to respond and practice the expressions, especially “How are you?” and different answers to the question. In my opinion, the curriculum and materials are closely related because the curriculum provides the learning goals, while the materials help the teacher achieve those goals based on the students’ needs and classroom situation. If I had to modify the existing curriculum, I would keep the main objectives but adapt the activities to be more communicative and learner-centered. I would include more pair work, simple games, role-play, and speaking practice so that students can use the language instead of only memorizing it. This kind of adaptation would make the curriculum more flexible and meaningful for young learners.
Khusnul Khotimah (241230020)
ReplyDeleteAfter watching the video, I understand that curriculum implementation should not be limited to following the textbook or completing the planned materials. Instead, teachers need to adapt the curriculum based on students’ age, learning needs, language proficiency, and classroom conditions. In the video, the lesson focuses on the expression “How are you?” for Grade 1 ESL students. This topic is appropriate for young learners because it introduces English through simple and familiar daily communication. The learning objectives can be formulated as enabling students to recognize, understand, and use basic greetings and expressions of feelings in simple conversations.The materials should support these objectives. For example, teachers can use pictures of different emotions, flashcards, gestures, repetition, songs, and short dialogues. These materials help young learners understand the meaning of expressions through visual and contextual support rather than relying only on translation or grammatical explanations.The curriculum, teaching methods, and learning materials are interconnected. The curriculum establishes what students need to learn, the teaching methods determine how the learning process takes place, and the materials provide support for achieving the learning objectives. In this lesson, the communicative focus of the topic requires students to practice speaking and responding to simple questions rather than merely memorizing vocabulary.To reformulate the existing curriculum according to this teaching context, I would organize the lesson into several stages. First, the teacher introduces greetings and activates students’ prior knowledge. Second, the teacher presents expressions such as “How are you?”, “I am fine,” “I am happy,” and “I am sad” using pictures, gestures, and pronunciation modeling. Third, students practice through repetition, question-and-answer activities, and short pair dialogues. Finally, the teacher assesses students through simple oral performances in which they greet a friend and respond appropriately.
In the video “Teaching English in China – Public School Grade 1 ESL – ‘How are you?’ (Full Class),” Teacher Val uses activities based on repetition, interaction, movement, and simple games. He starts with greetings and classroom rules, then introduces “How are you?” through teacher modeling and repetition. Students practice expressions such as super, fine, okay, and bad through gestures, question-and-answer activities, videos/songs, flashcards, and a dice game. He also uses a point system to encourage participation. Overall, the lesson progresses from teacher modeling → repetition → guided practice → games/competition → individual participation, allowing students to practice English actively and repeatedly.
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ReplyDeleteMuhamad Zidan Almutaqin (241230019)
DeleteIn the video, the teacher teaches Grade 1 students in China by focusing on simple English that they can use in daily communication, such as greetings and “How are you?”. I noticed that the materials are chosen based on the students’ age and the lesson goals. The teacher uses pictures, gestures, repetition, games, and pair activities to make the students understand and participate. The students’ learning is also seen from how they respond, speak, and join the activities. In my opinion, the curriculum could be adapted to this teaching style by giving students more opportunities to practice English through fun and simple activities, rather than only using textbooks and written exercises.
Nurul Farihah (241230001)
ReplyDeleteBased on the video, the English lesson is designed to be interesting and suitable for first-grade students. The teacher uses repetition, games, gestures, pictures, and rewards to help students understand the material and stay engaged in the lesson. The classroom management is also effective, as the teacher keeps the students focused and actively involved. However, students could be given more opportunities to use English independently rather than mainly repeating the teacher’s words. Overall, the lesson is active, enjoyable, and appropriate for the students’ age.
Widiawati Kusumah 241230025
ReplyDeleteComment about video
Tittle:Teaching English in china-public school grade 1 ESL- How are you?
Analyze:After watching the video, I think the teacher applies the curriculum in a very practical and interactive way. He does not only follow the textbook or give students a lot of material, but chooses simple materials that are suitable for Grade 1 students, such as greetings, “How are you?”, simple vocabulary, flashcards, gestures, repetition, and games. The materials are connected to the learning objectives because the students are expected to be able to use simple English in real communication. The teacher first gives examples, then asks students to repeat, respond to questions, practice with their friends, and finally use the expressions through games. In my opinion, this shows that curriculum, materials, teaching activities, and assessment are closely connected. If I reformulate the existing curriculum based on this teacher’s way of teaching, I would focus less on covering too much content and more on helping students actually use English. For example, instead of only teaching students to memorize greeting expressions, the curriculum could focus on students being able to greet someone, ask “How are you?”, and give a simple response. The materials could be supported by pictures, flashcards, movements, and simple games, while the assessment could be done through short speaking activities rather than only written tests. I think this approach makes the curriculum more meaningful because students are not only learning English, but also practicing how to use it in real situations.
Nurul Fitriyani 241230028
ReplyDeleteAfter watching the video, I think the teacher uses simple and interesting activities that are suitable for Grade 1 students. The lesson focuses on basic expressions such as “How are you?”, “I am fine,” and “I am okay.” The teacher uses repetition, gestures, pictures, questions, and games to help students understand and practice the language. The students are also actively involved by speaking, moving, and playing together. I think the materials and activities are appropriate for their age because they make learning English more fun and easier to understand. Overall, the lesson is interactive and gives students many opportunities to practice simple English in the classroom.
Lateepah Toheh 244230152
ReplyDeleteIn the video "Teaching English in China – Public School Grade 1 ESL – 'How are you?'", Teacher Val adapts the curriculum to very young learners. His classroom routines come first: a fixed silent signal, repeated reminders of the rules, and a point system that keeps students motivated. His materials are simple but purposeful, such as pictures and vocabulary paired with gestures, and students guess the meaning first. He mixes in a little first language when needed, walks around the whole room, and pays attention to quiet students. The curriculum, methods, and materials are interconnected: the goal (using "How are you?" in real exchanges) decides the method (modeling, repetition, immediate practice), the method decides the materials (visuals and gestures), and classroom management makes it all work.
If I reformulated an existing curriculum in this way, I would organize each lesson as: (1) rules and silent-signal routine, (2) vocabulary with pictures and gestures, with students guessing meanings, (3) repetition and guided practice, (4) pair or group activities with points, and (5) a short review of the day's lesson. This would shift the focus from explaining language to letting students use it actively and repeatedly.
Lailia Kusuma Dewi 241230013
ReplyDeleteIn the video, the teacher adapts the curriculum to the students’ age, level, and needs. He chooses simple and useful materials, such as greetings, basic vocabulary, and the alphabet, and teaches them through repetition, pictures, games, and interaction.
The curriculum, materials, and activities are connected: the curriculum sets the goals, the materials provide what students learn, and the activities help students use it. Therefore, the curriculum can be reformulated as: learning goal to suitable materials to practice to interactive activity to student performance to feedback. This makes learning more practical, student-centered, and easier to understand.
Sazkia Salsabila Irawan (241230003)
ReplyDeleteThe teacher uses a simple and student-centered curriculum that matches the students’ level and age. He focuses on basic English communication, such as greetings and simple expressions, and chooses materials like pictures, slides, repetition, games, and pair activities. These materials are connected to the curriculum because they help students understand vocabulary and practice using English directly.
The curriculum can be reformulated based on the teacher’s teaching style by making it more interactive and practical. The lesson can start with a warm-up and greeting, followed by introducing vocabulary through pictures, pronunciation and repetition, games or group activities, and finally pair practice. This makes the curriculum more engaging and helps students use English in real situations.
Reva Putri Andriana (241230009)
ReplyDeleteThe teacher designs a Communicative Language Teaching curriculum focused on real-life greetings, using visual flashcards, physical gestures (TPR), and competitive games. The curriculum sets the functional goal (asking and answering "How are you?"), while the materials make the language concrete and memorable for young learners.
To reflect his style, the curriculum is reformulated into an Activity-Based Model: it replaces static textbook learning with a fast-paced loop of visual input, rhythmic whole-class drilling, and gamified group practice to build natural speaking confidence.
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ReplyDeleteDita Lestari (241230015)
ReplyDeleteTeacher Val uses simple vocabulary, repetition, games, pictures, videos, and pair activities according to the students’ level. He also gives students opportunities to practice the language directly through interaction.
The curriculum and materials are connected because the materials support the learning objectives and make the lesson easier and more interesting. The curriculum can be reformulated into more interactive and student-centered learning, with activities such as repetition, games, visual materials, pair work, and simple communication practice.
Kayla Safira Ramadhani 241230023
ReplyDeleteIn the video, the teacher adapts the curriculum directly to the needs and learning abilities of Grade 1 ESL students. The lesson focuses on foundational English skills, particularly daily greetings ("How are you?"), simple expressions of feelings ("I'm fine," "super," "okay," and "bad"), and essential classroom communication.
To support these goals, the teacher uses a variety of engaging teaching materials, including PowerPoint slides, flashcards, gestures, the blackboard, and interactive dice games. He consistently applies repetition, group activities, and game-based learning to make the language acquisition process both enjoyable and accessible for young learners.
The curriculum and teaching materials are closely connected because the overarching learning objectives dictate the specific tools and activities used in the classroom. Because these students are complete beginners, the teacher deliberate selects simple, highly visual, and interactive materials that match their current proficiency level while keeping their attention focused.
Reflecting on his teaching style, a reformulated curriculum based on his approach can be organized into four distinct stages:
1. Warm-up: Greetings and establishing familiar classroom routines.
2. Vocabulary Presentation: Introducing target words and expressions through flashcards, images, and physical gestures.
3. Interactive Practice: Reinforcing language through choral repetition, team activities, and competitive dice games.
4. Review & Assessment: Conducting a short wrap-up to check comprehension by having students individually respond to simple questions using the newly learned expressions.
In the video, the teacher adapts the lesson to the needs and abilities of Grade 1 ESL students. The lesson focuses on basic English used in daily classroom situations, such as greetings like “How are you?” and simple responses such as “I’m fine,” “super,” “okay,” and “bad.” The teacher also introduces basic classroom communication.
ReplyDeleteTo support the lesson, he uses PowerPoint, flashcards, gestures, the blackboard, and dice games. Repetition and group activities help students practice the expressions in an enjoyable way. Since the students are beginners, the materials are simple, visual, and interactive. Overall, the lesson consists of four stages: warm-up, vocabulary presentation, interactive practice, and review and assessment through simple questions.
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ReplyDeleteAtikah Muhlis 241230138
ReplyDeleteAfter watching the instructional video above, I discovered something that I find very interesting. In the 6:13 to 7:24 mark, the teacher instructs the students to "speak English, no Chinese" (while adopting a specific physical posture), not merely administrative devices, they are seamlessly integrated as recurring structural pauses that refocus students attention.
So, the Classroom Management as "First Language" is the most striking aspect of Teacher Val’s teaching style is not how he introduces vocabulary like "super," "fine," and "okay," but rather how he uses classroom management as the curriculum itself.
For first-grade students—particularly in English as a foreign language (EFL) contexts where English is unfamiliar—complex verbal instruction can directly trigger an “affective filter” (learning anxiety). Teacher Val addressed this by turning classroom management techniques—such as countdowns (“5, 4, 3, 2, 1”), seating cues (“feet on the floor”), and team competitions (Boys vs. Girls)—into physically enacted and behaviorally conditioned rituals.
This means that before children learn the sentence structure "I am fine," they first acquire "classroom body language" synchronized with English. Rules such as "Rule #4: No Chinese, Speak English" are not taught through grammar lectures but are instantly enforced through consistent rhythm and non-verbal cues. The result? Classroom transitions occur seamlessly, the children's attention is collectively captured, and English-language instructions shift from a "cognitive burden" into an enjoyable motor habit.