Task 5 (Written Reflection):

This course, Linking Theory to Practice (TSL 3103), has deepened my knowledge of
English Language Teaching (ELT) methodology and how it can be applied to instruction for
the benefit of students. Although there are many ways of teaching but the teacher has to
bear in mind that not every method suits every learner. I was able to empathise with a
teacher throughout the coursework when I planned a lesson and taught it in a microteaching
session.
A teacher should always plan her lesson before entering a class to teach. The
teacher has to be as specific as possible when it comes to the planning of lesson. This is to
make sure that the teacher herself is ready and well equipped with materials to be taught.
The lesson plan I did was designed for Year 2 pupils with mixed ability. It was thoroughly
written as I see to it that I do not miss anything and make sure that I was on the right track
by consulting my lecturer. Lesson plan is a tool that aids the teacher to keep track of time as
well as the topic being taught. Most importantly when planning a lesson plan, behavioural
objectives should have the characteristics of SMART (specific, measurable, attainable,
realistic and timely).
My lesson plan was fun and enjoyable in nature as I exploited ICT (PowerPoint
slides) when presenting the story of King Midas and the Golden Touch. I inserted each slide
with a picture that is related to each paragraph of the story. Media such as pictures appeal to
students senses and help them process the information, in this way the teacher does not
have to give extra explanations as the teaching point has already been reinforced (Mara,
2015). Also, by doing so it caters to the needs of visual learners as they are able to
remember the story better through pictures. Although I consider my lesson plan interesting
but I realized that the activities planned are rather time-consuming for Year 2 pupils. The
story itself was quite lengthy in words and lack of repetitive language. Furthermore, the
making of a mini book has quite a number of procedures where pupils are required to cut,
paste, colour and write. Hence, teachers have to select materials deliberately that suit the
learners.
The selection of materials is another important factor that teachers have to bear in
mind. The materials have to suit the pupils level of proficiency and have to be related to the
type of language skill integrated. National Council of Teachers of English (2014) stated that
the two requirements in selecting materials are that there is a connection to establish
educational objectives and that address the needs of the students for whom they are
intended. I learned that a good teacher does not merely extract any worksheet from one of
the English workbooks without checking its appropriateness but will consider its suitability
1

according to the learners prior knowledge, their interest and the topic which will be involved.
Not to forget that while selecting materials, it should achieve the educational objectives
(learning standard and content standard) stated in the DSKP. However, I would select
materials which are not too easy for my students but slightly difficult for their language
competence. This is based on Krashens Input Hypothesis, he believes that acquisition of a
second language only happens when the input is one step ahead of the learners current
stage of linguistic competence (Schtz, 2014).
Aside from

considering the selection

of

materials,

when conducting the

microteaching, I learned that the way of giving instructions is very important. The instructions
given should be sound and clear. Clarity involves stating goals or major objectives and
making sure that students know what they are accountable for knowing or doing (Evertson,
Emmer, & Worsham, 2006). Teachers have to ensure that the students fully understand the
instructions before carrying out the activity. This avoids ambiguity and misunderstanding
among the learners that could cause disruptive behaviours. I was made aware of the
instructions I made which were rather overwhelming as the pupils were told to do too many
things at once. I should have given the instructions step by step and to wait until the pupils
have completed their task for the next instruction. Another alternative to overcome this is to
present instructions and rules permanently through pictures and written words, then display
it on the whiteboard where it can be read by everyone. This is a good way to remind pupils
of what they should do.
All in all, the coursework gave me a clearer and wider understanding of teaching in
an ESL primary classroom. I was able to execute some methods and skills during my
microteaching. I believe that teaching is like an art, there are so many ways to teach the four
language skills and not all method may necessary have the same outcome. Aside from that,
materials are a good source to aid learners learn the language and make the lesson more
interesting. Therefore, being an English teacher, it is essential to try different ways and
consider all sort of materials to teach.

References:

Book:
Evertson, C. M., Emmer, E. T. & Worsham, M. E. (2006). Classroom Management for
Elementary Teachers. Boston: Pearson Education.

Thesis:
Mara, R. G. (2015). Usage of Multimedia Visual Aids in the English Language Classroom: A
Case Study at Margarita Salas Secondary School (Majadahonda). Master in
Teaching Training, Complutense University, Madrid.

Internet:
National Council of Teachers of English (2014). Guidelines for Selection of Materials in
English

Language

Arts

Programs.

Retrieved

March

28,

2016,

from

http://www.ncte.org/positions/statements/material-selection-ela
Schtz, R. (2014). Stephen Krashen's Theory of Second Language Acquisition. Retrieved
September 2, 2015, from http://www.sk.com.br/sk-krash.html