Elsa Andrew Hilarion

930120-12-5598
PISMP TESL SK(1)
Teaching Grammar
Task 3: Reflection

For task 3, we were asked to select one lesson plan to be implemented in the class in
our respective groups. The lesson plan selected must reflect the genre, process or the product
approach. In the micro teaching, I had presented the set induction and pre-writing stage.

Set induction is the important part that teacher always do at the beginning of teaching
and learning process. The objective of set induction is to induce the pupils to attract them and
make them concentrate their attention towards teacher's presentation. I learnt that this set
induction is the most important stage. The most effective ways to present set induction are by
using teaching aids, related situation with the lesson, motivation, questioning technique, revision
of related topic and much more. A teacher must be able to determine what is suitable with the
learners ability. Apart from that, the activity ought to relate closely to the lesson content that
follows. Before the lesson, and during the first part, I was uncomfortable about the need to
improvise on my preferred classroom setup. This discomfort was complicated by my realization
that set induction in the written lesson plan was not that engaging, dull and would not interest
the learners. Hence, on that moment I decided to play Simon Says with the learners where
they were supposed to make the sound of the animals that could be found in the forest based
on what Simon says. As the activity for the next stage was introducing Little Red Riding Hood,
I think the activity was able to give an insight of what kind of animals can be found in the forest
and one of them is wolf; one of the characters in that story.

Personally, I think that for most of the part, the lesson went well but there are several
things I would do differently.

1. I would choose a better story for the pre-writing stage. I found that the storyline was a bit
rough for the pupils. I should have asked for second opinion to check for the suitability of
the story. However, the storyline can always be edited to cater the learners.
2. I would have done a double check on the materials prepared. I had edited killing scene
in the story as I thought it may be too rough for young learners. However, during the
micro teaching I accidentally used the wrong slides for the pre-writing stage. I admitted
that my body language showed how shocked I was because of the mistake that I did.
However, I tried to mend the problem by changing the storyline to a better story on the
spot; in front of the pupils.
Elsa Andrew Hilarion
930120-12-5598
PISMP TESL SK(1)
Teaching Grammar
Task 3: Reflection

3. During the lesson, and especially toward the end of the stage, I was very uncomfortable
realizing that I had made a mistake and I rushed parts that I should have taken more
time with. In my actual classroom, I would have taken more time to discuss the story and
clarifying vocabulary to ensure that the learners understand the story well as the activity
in the next stage was solely based on the story.

On a more positive note, based on the feedback given by my peers my voice projection was
loud enough to be heard with good pronunciation, intonation and speed of delivery. Eye contact
was present with successful classroom control as I was able to attract leaners attention and
checked on every student in the classroom even though some said that I was being too strict
which would hinder learning process.

Overall, I gained great confidence and assurance about my teaching an ESL course only in
the target language from a lot of positive feedback. It has been a tremendous experience
especially since I, as a teacher student, received invaluable feedback from my peers and
lecturer. I am glad that I became more confident about my own competence in teaching in
English. It was also encouraging hearing that my pace of talking was good, providing enough
wait-time for the students to think before speaking, which was one of the main concerns of my
lesson. Positive feedback included my designing schema activation, writing the lesson plan on
the board, and teaching a listening strategy. Hence, through the process of preparing, teaching,
receiving feedback, and reflecting on my own and others' teaching, I learned the importance of
an ESL teacher as a person who guides students to learn specific skills in their learning
process.