1. The document reflects on an English language teaching methodology course which required the author to plan a 60-minute listening lesson, do a 15-minute microteaching, and write a reflection.
2. For the lesson plan, the author chose to teach a story to year 3 students and focused on listening standards. Planning involved researching how to teach listening and choosing an appropriate story.
3. The microteaching went well with activities to sustain student interest, though the author notes room for improvement in visual aid size and language use. Overall, the experience helped develop teaching confidence and identified strengths.
1. The document reflects on an English language teaching methodology course which required the author to plan a 60-minute listening lesson, do a 15-minute microteaching, and write a reflection.
2. For the lesson plan, the author chose to teach a story to year 3 students and focused on listening standards. Planning involved researching how to teach listening and choosing an appropriate story.
3. The microteaching went well with activities to sustain student interest, though the author notes room for improvement in visual aid size and language use. Overall, the experience helped develop teaching confidence and identified strengths.
1. The document reflects on an English language teaching methodology course which required the author to plan a 60-minute listening lesson, do a 15-minute microteaching, and write a reflection.
2. For the lesson plan, the author chose to teach a story to year 3 students and focused on listening standards. Planning involved researching how to teach listening and choosing an appropriate story.
3. The microteaching went well with activities to sustain student interest, though the author notes room for improvement in visual aid size and language use. Overall, the experience helped develop teaching confidence and identified strengths.
1. The document reflects on an English language teaching methodology course which required the author to plan a 60-minute listening lesson, do a 15-minute microteaching, and write a reflection.
2. For the lesson plan, the author chose to teach a story to year 3 students and focused on listening standards. Planning involved researching how to teach listening and choosing an appropriate story.
3. The microteaching went well with activities to sustain student interest, though the author notes room for improvement in visual aid size and language use. Overall, the experience helped develop teaching confidence and identified strengths.
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REFLECTION
English Language Teaching Methodology for Young Learners (ELE 3043)
coursework consist us to write a lesson plan for a 60-minute lesson on either listening, speaking or reading skills, perform 15 minutes microteaching in the class and write a reflection about experience in planning the lesson and the micro teaching.
The first step I need to take is draft the lesson plan in listening skill. The lesson plan must be referred to the standard document or the curriculum specifications. For me, I choose to teach year 3 Intermediate English Proficiency pupils. The teaching context of the lesson is on the world of stories while the topic is on enchanting story. The learning standards that I used are 1.1.1 Able to speak with correct word stress and 1.1.4 Able to talk about a stimulus with guidance. By the end of the lesson, pupils should be able to retell the story and answer the questions based on the story and listen and write the phrases to complete the story. To write the lesson plan, I start with sourcing about teach listening skill and sort of literary text. In this task, I learnt a lot of things regarding listening such as the stages of listening, the method of teaching listening, and suitable literary text for young learners. The new things that I gained from the lesson planning task were the pedagogical principles of teaching listening and speaking such as how to select, adapt and produce activities and materials for the particular lesson, how to prepare and teach lessons to develop listening skills as well as to build speaking skills in students of primary ESL classroom and also how to use appropriate assessment techniques for the particular lesson.
Even though this is the first time I write a lesson plan for English class but with the guidance from lecturer and friends, I can plan the teaching activities very well. Story that I have choose for this micro teaching is The Magic Broom which is I have modified it from The Magic Pot story. Based on the story, I plan some activities that can enhance pupils listening skills such as inserts questions while telling story and ask students to retell the story continuously. All the activities are provided with suitable and
interesting teaching aids and worksheet. After finished writing the lesson plan, I prepared the teaching aids for microteaching such as Ice cream stick pictures and story cards. The pictures I have prepared are the magic broom and all the characters in the story then paste it on ice creams sticks.
There are few important things that I learned on preparing lesson plan and microteaching especially in choosing the teaching aids and activities must be suitable with learning standard and for young learners. Next, I have learnt from microteaching is uses of teaching aid are very important especially for attract pupils attention and heightened their curiosity to learn new topic in classroom. Teacher can let the students guess what topic she will teach on that day by show some word cards or pictures. My strength in the microteaching is the uses of picture of a broom to inject curiosity among pupils and promote an interactive discussion based on the picture. Furthermore, the activities were also able to sustain students interest throughout the lesson. It was one of the great strengths of the micro-teaching. The flow was wonderful. It started with introducing the broom pictures, then, pronouncing the words, followed with story-telling by me, continued with introducing the characters and it ends interestingly with a simple song sang together.
Microteaching was a very beneficial tool, in the sense that it has developed my confidence as well as focused on areas that need improvement. Assertive teachers should clearly, confidently, and consistently model and express class expectations. This kind of teacher works to build trust with the class. At the end of the microteaching, I know that I am very confident to start teaching English for young learners in my practicum next semester. Other than that, I learnt how to control the pupils and manage the time wisely while teaching. However, there were also some weaknesses I found during the micro-teaching which were the size of pictures does not suitable for large number of pupils and use of classroom language was not very smooth and good. After being told by the observer, I learnt that instruction should be simpler for the year three
level and I should explain the meaning of unfamiliar words to pupils so they can understand the story. To overcome these weaknesses, I will create teaching aids with suitable size and improvise my classroom language with practice and speak more with friends in English language.
Overall, I am very happy with my performance in microteaching because it
happen smoothly and satisfied with all the activities I plan for the lesson. I am now confident to apply what I had learnt from this coursework in teaching listening skills and speaking skills in the primary ESL classroom in the future. I want to thank to my lecturer and friends for helping me during microteaching.
