For the duration of my stay in the school, I managed to teach the following topics to the following grade levels: 

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Grade 1 – Floating and Sinking Objects 
Grade 3 – Days of the Week, Verbs, “Miss Polly Had a Dolly” Poem 
Grade 4 – Sever Weather, Facts About Australia, Endemic Animals of Australia

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As you can see on the spread of the lessons I taught, the school’s English curriculum doesn't really adhere to any cohesive academic goals. The main intent is in developing the macro skills of the learners in English and improving their confidence in using it.  

I'm an Elementary Education major, which means that I’m trained to teach the three core subjects – English, Math and Science, in the elementary levels. While the school suggested for me to go into English classes as doing otherwise would be technically impossible because of the language barrier (all other subjects in the school are taught in Thai), I managed to veer the content into Science, resulting in most of my lessons being  interdisciplinary – with English being the medium and core focus and Science providing the content-based objectives. This approach allowed me to weave past the language barrier in teaching different concepts which the learners would otherwise only encounter in Thai. Below is a structure of a lesson I conducted in the 1st Grade: 

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Grade 1 – English “Floating and Non-Floating” 

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1.    I introduced myself to the learners, easing them with how my name is pronounced and giving them a  brief overview of myself and my country. 
2.    The learners tried to guess what our topic for the day was based on the materials I presented in front (an aquarium and some collection of objects). 
3.    We engaged with a formal discussion on “Floating”: how it is pronounced, what it means, etc. 
4.    Learners were asked to identify the materials I presented in front of them.
5.    Learners played “Bring Me”. The class was divided in two, with each group forming a line.
6.    Each member of the group must run into the bin with the materials and try to find the material that I mentioned ie ball. 
7.    After the game, volunteers were picked to pick one material and see if it floats in the aquarium or not. Beforehand, the class is made to guess whether the material will or will not float. 
8.    The corresponding exercise in the learners’ book is answered.
9.    Before being checked, the drawings in the book must be colored by the learners.

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