Part 1 : Principles of ELT and the roles they play in actual implementation in classroom

During my school base experience, I got the task about English language teaching that I must communicate with the teacher on how their teaching in the class. In my observation, most of all senior teacher use the teacher -oriented in their classroom especially in standard 1,2 and 3. It is because their understanding are in low standard and teacher must look at their student weakness to make all their student understand what he want to do and enjoy it. Furthermore, student in standard 1,2 and 3 are bored quickly when teach English. It is because they did not understand what are they learned. Nowadays, our government have change the curriculum from KBSR to KSSR. In KSSR that is a a lot of activity that can help the teacher in the class. Besides, the teacher also use all environment in their class to sticky all the flash card after the class to make the student remember what have they learned. The teachers said that, it can improve the student vocabulary and make they easily to understand what have the teacher saying. During my observation in standard 4,5 and 6, they are more advance. It is cause they have to take examination. So that, teacher are more in questioning and answering,reading,discussion and others. That is show that the teacher are use learned centered that focusing to the student. Teacher are being guider to the student during doing their work. It shows that KBSR are using in standard 4,5 and 6. During the reading lessons, teachers spent substantial time reading word by word and sentence by sentence, explaining vocabulary, translating into malay, and reading aloud. Little attention was paid to activities included in the curriculum such as working out the meaning of the words from the context, scanning the reading text for specific information, matching activities, and the after-reading activities. Grammar items were taught in discrete activities without developing students abilities to use the grammar for communicative purposes. A similar pattern was evident in the teaching of speaking and listening. Activities, which aimed to give the students a chance to speak the target language, were either omitted completely or talked through by the teachers, with little student involvement.

Pair work activities) were either skipped or carried out at the class level between the teacher and the students. The listening activities, which were designed to enhance the students skills of prediction and listening for the gist and to develop their confidence and competence in comprehension, were omitted altogether by all three teachers. During these interviews teachers reflected upon their own practices and articulated both the beliefs and rationale, which had an impact on their classroom practices. In this section, I will discuss these influences and in doing so shed light on why teachers practices and curricular principles are not aligned.

Part 2 : Remedial and enrichment activities in classroom During my discussion with the teacher, she told me all about the remedial and enrichment activities that she was doing to the student to make them interested in English. Remedial are to improve a person`s ability to read,write or something that difficult to them when they saw it. The teacher give them activity like think about the title that teacher gave to them.Ask student to think about what they already know about transportation on and under water. Give them a couple of minutes to share their predictions of the content of the text with a partner. Debrief as a total class, writing the responses on the board. Ask students to look at the pictures in the text (The text has vivid pictures of a sailboat, an aqualung, a submarine, a propeller, and several types of ships, as well as a lighthouse. Ask students to write down what they think the text is about, based on the pictures. Debrief as a class and add those ideas to the list on the board. Before actually reading the text, ask students if anyone has ever traveled anywhere in a boat or ship. Then ask the class if anyone has had any experiences in a boat. Students share their stories.English language learners need to have an established purpose for reading something so they can evaluate whether they are successful readers. The purpose of during-reading strategies revolves around the teacher's modeling of questioning techniques in order to develop the selfquestioning ability of students. For example, the purpose for reading the selection "On or Under the Water,", was to find out what inventions promoted the development of different types of boats throughout history. From that activities, the teacher can make remedial activities that make the learners think the title and make some stories about the title. Furthermore, it also can make enrichment activities that is the student have to think creative before they tell the stories. Enrichment is an additional activity for the basic learning activities which usually conducted during class period or after school period. Enrichment activities encourage the students to think critically and creatively. They provide an opportunity for students to carry out learning activities that are more challenging and exciting, strengthen students knowledge and improve the spirit of learning among student.

Part 3 : English Language teachers selection and simplication of resources in classroom. The teacher are using various type of resources in classroom based on standard of the student, student ability and their level of knowledge. For example, teacher are giving each of the student of storybook. Then, they have to read and understanding the story. Then after finished, teacher are going to called someone to read the story and will be continue with the other student and teacher must make sure all the student read the story. It is because to identify the student that can`t read,wrong pronunciation and others. From this activities, we can give remedial activities to the weakness student and make them understand what they are learn. For the student who learn quickly, give them task about the story like answer the question to make their understanding more solid and can improve in their real life.

Part 4 : Reflection After doing this task, I got a lot of method and skill in English language teaching. It is important for the future teacher. It gave a lot of information how to control and manage various type of student. The above discussion leads us to consider the influence of teachers prior experience and existing beliefs on how they implement the curriculum. This implies that we cannot expect teachers to completely abandon their accustomed ways of teaching and accept unfamiliar approaches to English language teaching. This in turn requires that any teacher training programs need to make links between the newly proposed practices and teachers prior experience and existing beliefs . In fact, teachers may not be aware of the influence of their previous experience and their existing beliefs on their classroom practices. Therefore, it is the responsibility of teacher training and development programs to provide teachers with opportunities to uncover their beliefs and reflect upon their classroom practices. It is through exploring teachers actual classroom practices and the beliefs and knowledge that support or constrain these practices that more targeted professional development can be implemented" .

I learned many thing through the observation and the collaboration with the teacher. I felt very happy and thankful to the teacher for their help to finish this task. As a teacher, I have to know how to make an activity to make our student feel interest with our teaching. Furthermore, as a teacher, the successful student are came from the teacher. So that, the teacher must take a serious action on high level student and low level student. It is because teacher have to guied this both type of student to make them find their in future life. Teacher`s role is a coordinator to produce excellent human .