Reflection On Micro Teaching Result of teaching that I have run the macro, I found I was a little less confidence in the delivery of teaching and learning content. This is due to my lack of skills in speaking English. I have a lot of mistakes especially on grammar and pronunciation while this is a very important aspect and should be addressed. I do not give a chance to the students to interact and give their ideas. Instead, I have to create two-way interaction and actively involve students in teaching and learning so that students are not bored. I also found a clever pupil just the only ones to answer or give an idea while other students just an observer. The activity chosen is a little bit confusing which is pupils cannot understand what they should do. It is because of I was applied constructivism approach which is letting the pupils to figure the answers by them self and the pupils with low level who cannot conduct the activities, they should be guided by the teacher However, our strength is in the micro teaching lesson plans are so complete, systematic and relevant to students. Pupils have experience of the physical properties of the animal, so they do not feel awkward to give their opinion. Our teaching material is also quite interesting with the pictures of the colourful animals.
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Reflection On Micro Teaching
Result of teaching that I have run the macro, I found I was a little less confidence in
the delivery of teaching and learning content. This is due to my lack of skills in speaking
English. I have a lot of mistakes especially on grammar and pronunciation while this is a very
important aspect and should be addressed.
I do not give a chance to the students to interact and give their ideas. Instead, I have to
create two-way interaction and actively involve students in teaching and learning so that
students are not bored. I also found a clever pupil just the only ones to answer or give an
idea while other students just an observer.
The activity chosen is a little bit confusing which is pupils cannot understand what they
should do. It is because of I was applied constructivism approach which is letting the pupils
to figure the answers by them self and the pupils with low level who cannot conduct the
activities, they should be guided by the teacher
However, our strength is in the micro teaching lesson plans are so complete, systematic and
relevant to students. Pupils have experience of the physical properties of the animal, so they
do not feel awkward to give their opinion. Our teaching material is also quite interesting with
the pictures of the colourful animals.
Reflection On Teaching Listening And Speaking
Reflection On Teaching Grammar
Reflection On Teaching Reading Skills
Reflection On Teaching Vocabulary, Spelling And Dictation
class. It doesn't matter if the ideasaren't used in the final piece ofwriting, the important thing is tobreak through the barrier of ' I can'tthink of anything to write.2. Focusing ideasThis involves thinking about which ofthe many ideas generated are themost important or relevant, andperhaps taking a particular point ofview. As part of the essay-writingprocess, students in groups put theideas generated in the previousstage onto a 'mind map'. Theteacher then draws a mind-map onthe board, using ideas from thedifferent groups. At this stage he /she can also feed in some usefulcollocations - this gives the learnersthe tools to better express their ownideas.I tell my students to write individuallyfor about 10 minutes, withoutstopping and without worrying aboutgrammar or punctuation. If theydon't know a particular word, theywrite it in their L1. This often helpslearners to further develop some ofthe ideas used duringthe'Generating ideas' stage.Learners then compare togetherwhat they have written, and use adictionary, the teacher or eachother to find in English any words orphrases they wrote in their L1.3. Focus on a model textOnce the students have generatedtheir own ideas, and thought aboutwhich are the most important orrelevant, I try to give them the toolsto express those ideas in the mostappropriate way. The examination ofmodel texts is often prominent inproduct or genre approaches towriting, and will help raise learners'awareness of the conventions oftypical texts of different genres inEnglish.I give learners in groups several
1. Objectives and GoalsThe lesson's objectives must be clearlydefined and in lined with district and/orstate educational standards.2. Anticipatory SetBefore you dig into the meat of yourlesson's instruction, set the stage for yourstudents by tapping into their priorknowledge and giving the objectives acontext.3. Direct InstructionWhen writing your lesson plan, this is thesection where you explicitly delineate howyou will present the lesson's concepts toyour students.4. Guided PracticeUnder your supervision, the students aregiven a chance to practice and apply theskills you taught them through directinstruction.5. ClosureIn the Closure section, outline how you willwrap up the lesson by giving the lessonconcepts further meaning for yourstudents.6. Independent PracticeThrough homework assignments or otherindependent assignments, your studentswill demonstrate whether or not theyabsorbed the lesson's learning goals.7. Required Materials and EquipmentHere, you determine what supplies arerequired to help your students achieve thestated lesson objectives.8. Assessment and Follow-UpThe lesson doesn't end after your studentscomplete a worksheet. The assessmentsection is one of the most important partsof all.5.5 INTEGRATED ACTIVITIES1. Step-by-step instruction2. Provision of model3. The need to teach language(grammar and vocab) appropriateto the writing needs of student4. Focus on the various stages of thewriting(refer pg 142-145)5.6 ASSESSING WRITING
• Focus on the most useful vocabularyfirst• Focus on the vocabulary in the mostappropriate way– Looked at what words toteach and learn• Give attention to the high frequencywords across the four strands of acourse• Encourage learners to reflect on andtake responsibility for learning.Principle of vocabulary selection1. Frequency2. Culture factors3. Student-related factors(refer pg 250)Strategies of Teaching Vocabularies• Use “instructional” read-aloud events.• Provide direct instruction in the meaningsof clusters of words and individual words.• Systematically teach students themeaning of prefixes, suffixes, and rootwords.• Link spelling instruction to reading andvocabulary instruction.• Teach the effective, efficient,realistic use of dictionaries,ELE3104: COMPILATIONPrepared by : Hanis Athirah Rusli and Nuraini Mohd Nasirthesauruses, and other referenceworks.• Teach, model, and encourage theapplication of a word-learning strategy.• Encourage wide reading.• Create a keen awareness of and a deepinterest in language and wordsPlanning to teach vocabulary1. Learners own language2. Techniques of coveying meanings3. Learner factors4. Teacher factors(refer pg 251)6.2 TECHNIQUES AND ACTIVITIES FORTEACHING VOCABULARY, SPELLING ANDDICTATIONTechniques &activitiesVisualtechniquestechniques
ELE3104: COMPILATIONPrepared by : Hanis Athirah Rusli and Nuraini Mohd NasirExample of activitiesTHE USE OF DICTIONARYSome pointers for the effective use ofdictionary:TRANSLATION• Effectively convey meaning• Save time by quickly dispensing withthe explanation of the word6.3 ASSESSING OF VOCABULARY, SPELLILNGAND DICTATIONAssessing vocabulary, spelling anddictation• Multiple Choice• Completion (write the missing word)RhymegamesWordbuildingWordclassificationText- based
activitiesArrange words in alphabetical orderSpell the word they are looking upIdentify the meaning for the word in contextSay the word aloud using the pronunciation key
watching a play. Student will beable to make judgement andappreciate to good literaturebeginning with nursery rhymes andstories. Such activities will motivatestudents to learn the languagebecause of its interest value, as welldevelop an appreciation of thelanguage.The Genres• Short stories : folktales, myths,legends, fairy tales• Novels : longer fictional workscontaining story lines or plot• Drama : plays with stagedirections• Poetry : writing characterizedby rhythm, metre and stanza,by pithy language and sensoryappeal.7.2 Designing Activities Based On LiteraryTextsThe activities may be stages according tothe following three phases:1. Preparing for the text (Pre-readingstage)Before encounter with text, devisedactivities which will prepare the student forthe text. Such activities:• Draw the students into the text• Activate any personal languagerelated to the text• Relate the text into their personal life• Create interest or curiosity in what isto come• Introduce key features of text whichwil facilitate comprehensionFocus on aspects of text and allowingstudents to express their thought andfeelings. Useful vocabulary and sentencepatterns can be also made familiar beforeactual encounters with the text. Exampleof strategies:• Using visuals• Exploiting the theme• Using the language ofthe text• Using drama or role play2. Working with the text (While-reading
of ways by students both orallyand in written form.Encourage students tointerpret and express theirpersonal response to theevents and present them inoral retelling or role play.• Working with language : studenthave to use language to expresstheir views orally or in writing.Activities to sensitize students to thelanguage of text should beconsidered in explorations of texts.Word webs and cloze exercise aresome activities can be use.5. Working out from the text (The postreadingstage-text is used as aspringboard for extension activities)• Art project :o Get students to createwall displays for theEnglish corner byhelping them prepare amural of key charactersand eventso Help students constructscenes from nurseryrhymes• Oral activitieso Encourage students toretell stories.o Events in stories andpoems can bedramatized – studentscan make their owncostumes, props andsets.• Writing activitieso Encorage students tomake their own picturedictionaries based onwords they come acrossin their reading of texts.o Write letters from onecharacter to anotherabout events they havereado Set up a graffiti board inclass where they could
information is openly presented. Traditionallythere are two option available to teacher :a) Deductive approach (general tospecific)Teacher presents rules/pattern/generalizationand then goes provide practice in theapplication of these rules.b) Inductive approaches /Discovery method (specific togeneral)Students are given a number of samplesentences containing the target forms and theteacher guides the students into deriving therule for themselves.8.2 Purpose Of Teaching Grammar1. It helps to use the language effectively.2. Knowledge of the underlying ‘rules’ ofgrammar is provided.3. To develop students insight into thestructure of English language.4. To enable the students to assimilate thecorrect patterns of the language.5. To teach grammar as a rule governedbehaviour.6. To develop the mental abilities ofreasoning and correct observation.Problem In Learning English Grammar• Mismatch between form andfunction• Exceptions to the rule -manyexception to grammar rules causedifficulty in learning English• Interference from the learner’s ownlanguage-differences betweenEnglish and their own language• Lack of motivation to learngrammar-grammar learning is boringbecause it requires multiplerepetition8.3 Techniques and Activities For TeachingGrammarFeatures Of Activities That Support GrammarLearning1. Be meaningful.• Relate to students’ own need andtherefore engage them as people.• Get to know your students’ interest, likes,and dislikes.• When choosing activities :Can my students relate to this topic?/Do theyknow anything about it?/Would they like toknow more about it?2. Be purposeful• Good learning activities :
Typical Activities: Communicativeactivities(games&discussion)Role Of Teacher:Monitor&organizerCorrection: Without correction but errors-notedLength&place in lesson: Depends on profiencyof student&type of activity/ afterpresentation&practice/within or across lessonTeaching and learning materials:• Problem solving• Stories• Songs and nursery rhymes• Using personel experience• Games• Using visual(eg:picture,maps,diagrams,graph,tables)• Poems• Role play• Quizzes,puzzles&riddlesIntegrating Grammar With Other LanguageSkillsELE3104: COMPILATION OF NOTES ELE3104 TOPIC 5-8Ways Which Integration Of Grammar With(LSRW):1. Systematized mapping of the grammarsyllabus within thematicallyconceived(pendekatan merangkumi)series of units.2. Unit by unit mapping of grammar.-mapping of grammar that comes afterthe texts&situations for the four skillshave been determined/the grammarslement is then built to support the skillsbased activities.3. Through specific ways in whichgrammar supports&is supported byeach language skillIntegration of grammar with each skill:a)Listening&Speaking• Most grammar presentation&drills areoral• Certain sentence structure such associal formulae like Would youmind…,Do you think it would….thiscannot be explained as grammaticalrules because the students would not beable to understand the rule.b)Reading• Reading texts can become richcontexts for practice of variety ofgrammatical forms• Structural readers are used for extensivereading can provide the intensivepractice necessary for internalization of
grammar rules.c)Writing• Provide real&extended contexts for thepractice of specific grammar items• Editing&creative writing provide contextfor the sensitive use of grammar indynamic interaction with otherconsideration in the communicativeprocess.Adapting Lesson For Mixed Ability Class1) All student do not need to do allthe items or exercises2) All student do not need to do thesame kinds of activity3) Activities can be designed sothat all students can do themminimally,but better students cando them at more sophisticatedlevel,using more complexstructures,fitting sturcturesappropriately4) Better students can be givenmore sophisticated forms and beasked to choose between formsaccording to situation5) Poor students need constantpractice8.4 Assessing Grammar