INSTITUT PENDIDIKAN GURU

KEMENTERIAN PELAJARAN MALAYSIA

INSTITUT PENDIDIKAN GURU

KAMPUS TUANKU BAINUN

14000 BUKIT MERTAJAM, PULAU PINANG

PROGRAM IJAZAH SARJANA MUDA PERGURUAN

DENGAN KEPUJIAN INSTITUT PENDIDIKAN GURU
AMBILAN JANUARI 2008

KNOWLEDGE-BASED COURSEWORK

TEACHING KIT MANUAL

NAME HENG ZHEN MING LIM ZHI SHENG MA FEI FAN
I.C. NUMBER 881111 02 6283 881027 05 5283 881127 12 5031
INDEX NUMBER 2008 3013 4039 2008 3013 4046 2008 3013 4047
SUBJECT ENGLISH LANGUAGE TEACHING METHODOLOGY FOR
YOUNG LEARNERS
SUBJECT CODE ELE 3104
OPTION 6 PISMP SN / PJ / PI
NAME OF
MR. MUHAMAD RAJA BIN ABDULLAH
LECTURER
DEPARTMENT ENGLISH UNIT
DUE DATE 30 SEPTEMBER 2010

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 ACKNOWLEDGEMENT:
First and foremost, we would like to thank our lecturer, Mr. Muhamad Raja Abdullah for
giving us the opportunity to do this assignment. Besides, we believe that this
assignment provides us the precious chance to sharpen our pedagogical skills,
regardless in the aspect of planning a lesson, improvising teaching materials or
delivering the content of a lesson. Also, he is willing to guide us and show us the correct
way to do this assignment, so that we all can produce a good teaching kit for the
teaching of English Language in Year 4.

Also, we would like to thank our group member for giving the fullest commitment
throughout the process of completing this assignment. We brainstormed every idea we
had, discuss critically regarding the ways to teach the pupils and also prepared the
material for the lesson together. We believe that we have a great collaboration between
each other and we hope that we can have another chance to collaborate in the future.

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 LIST OF TABLES
Table 1: Kit Contents....................................................................................................................3
Table 2: Description of the Use of Each Teaching Material...................................................4
Table 3: The Importance of Each Stage of Lesson.................................................................7
Table 4: Materials Used in Each Stage of Teaching...............................................................8

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CONTENT PAGE
ACKNOWLEDGEMENT:.......................................................................................................................... I
LIST OF TABLES..................................................................................................................................... II
ENGLISH LESSON TEACHING KIT MANUAL........................................................................................ 1
INTRODUCTION:.................................................................................................................................... 1
THE TECHNIQUE CHOSEN FOR TEACHING: ROLE PLAYING...........................................................2
KIT CONTENTS:..................................................................................................................................... 3
USING THE TEACHING KIT:.................................................................................................................. 4
STEPS OF USING THE TEACHING KIT:............................................................................................... 6
INTEGRATING TEACHING KIT INTO THE LESSON:............................................................................7
CONCLUSION:........................................................................................................................................ 8
REFERENCES:....................................................................................................................................... 9
COURSEWORK COLLABORATION RECORD FORM.........................................................................10
APPENDIX 1: DAILY LESSON PLAN............................................................................................................ 11
APPENDIX 2: PICTURES OF “THE WIND AND THE SUN AS SHOWN IN POWERPOINT SLIDES..........................14
APPENDIX 3: FLASHCARDS....................................................................................................................... 15
APPENDIX 4: SCRIPT OF ROLE PLAY......................................................................................................... 16
APPENDIX 5: WORKSHEET (LEVEL 1)........................................................................................................ 17
APPENDIX 6: WORKSHEET (LEVEL 2)........................................................................................................ 18
APPENDIX 7: WORKSHEET (LEVEL 3)........................................................................................................ 19
REFLECTION:
WRITTEN BY HENG ZHEN MING........................................................................................................ 20
REFLECTION:
WRITTEN BY LIM ZHI SHENG............................................................................................................. 22
REFLECTION:
WRITTEN BY MA FEI FAN.................................................................................................................... 24

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 ENGLISH LESSON TEACHING KIT MANUAL

INTRODUCTION:
A teaching kit is a box which contains a compilation of teaching aids or materials made
to teach English Language. With the use of the teaching kit, teachers can conveniently
take their teaching resources and materials into their lesson to make teaching more
interesting and effective.

Besides having teaching aids and materials, this teaching also contains a manual book
for every teacher who uses this teaching kit. This manual book provides the information
on the method used, the materials and the instructions to use the materials in teaching
the story of “the Wind and the Sun” to Year 4 pupils. So, with the manual book on hand,
the teacher can fully utilize all the teaching aids and materials provided in the teaching
kit.

Other than that, the teaching kit manual also contains the lesson plan and also the
worksheets used in the teaching for the ease of every teacher who uses this teaching
kit.

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 THE TECHNIQUE CHOSEN FOR TEACHING: ROLE PLAYING

According to Scott and Ytreberg (1990), role play is a way of presenting dialogues. In
the role play the pupils are pretending to be someone else like the teacher, or a shop
assistant, or one of the parents, etc. In this lesson, the pupils are to role play the
characters of the lesson “the Wind and the Sun”, such as the sun, the wind, the man
and also a narrator of the story.

Moreover, role play and simulation are two different types of activities which people
always get confused with the nature of both activities. There are certain characteristics
of role play activity as pointed out by Chitravelu (2005). First of all, the pupils in a role
play cannot be themselves. Second, the pupils are told what to think, what they should
say and also how they feel, etc. In other words, the pupils have to adapt to someone
else’s views, experiences, attitudes etc. Simulation, however, “is that the student brings
his own personality, experience and opinions to the task” as pointed out by Livingstone
(1983).

So, why is role play a useful oral activity? Role play is a useful activity because (Scott
and Ytreberg, 1990):

1. Pupils have the chance to speak in the first and second person. Texts are often
in the third person.
2. Pupils can learn how to ask as well as answer.
3. They learn to use short complete bits of language and to respond appropriately.
4. They do not just use words; they also use other parts of speaking language, such
as tone of voice, stress, intonation, facial expression, etc.

From the perspective of its importance in language pedagogy, role play activity is
important in (Chitravelu, 2005):

1. Enriching the classroom environment.

2. Integrating various components of “knowing a language”.

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 3. Preparing students to face real life situations.
4. Enabling students to learn “formulaic chunks” that increase fluency.
5. Improving the quality of engagement.
6. Providing access to out-of-classroom contexts.

For that reason, the designed role play activity is hoped to be able improve the fluency
of language among the pupils.

KIT CONTENTS:
This teaching kit consists of the teaching aids and materials as described in Table 1.
The contents of the kit are sufficient to teach a 30-minute lesson of “the Wind and the
Sun” for 30 of Year 4 pupils.
Table 1: Kit Contents

Kit Component Amount Provided

Teaching Kit Manual 1
Flashcards 3
Mask of The Sun 1
Mask of The Wind 1
Mask of The Tree 1
Coat 1
Paper Fan 1
CD with Video and Pictures 1
Scripts of Role Playing 4
Lesson Plan 1
Worksheets:
Level1 1
Level 2 1
Level 3 1

USING THE TEACHING KIT:

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In order to use the teaching kit correctly, the teacher should know the function of each
teaching aid and material, as shown in table 2:

Table 2: Description of the Use of Each Teaching Material

Teaching Aids and Materials Description

Teaching Kit Manual Provides comprehensive guidelines to all the users of
the manual.
CD with Video and Pictures The pictures should be shown at the set induction
stage of the lesson and the video should be played at
the presentation stage of the lesson.
Flashcards With the use of flashcards, the pupils can see the new
words introduced to them. Therefore, the pupils can
link the new vocabulary to the pictures on the
flashcards.
Scripts of Role Playing The scripts will be used at the practice stage and also
the presentation stage of the lesson. In the practice
stage, the pupils learn how to read the script with the
correct intonation and expression. After they practiced
the script, they will act out the role play with the aid of
the script.
Mask of The Sun Wear on the head of the pupil who acts as the sun
during the role playing.
Mask of The Wind Wear on the head of the pupil who acts as the wind
during the role playing.
Mask of The Tree Wear on the head of the teacher who acts as the tree
during the role playing.
Coat To be worn for the pupil who acts as the man in the
role playing.
Paper Fan To be used by the pupil who acts as the wind to show
the action of blowing wind to the tree and also the
man.
Lesson Plan As a guidance to the teacher kit users to show the flow
(As attached in Manual Book) of the lesson and also the time to use the teaching
aids and materials.
Worksheets: The worksheets will be distributed to the pupils in the

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 (As attached in Manual Book) production stage. The worksheets are graded into 3
Level1 levels, which are level 1 for the beginner pupils, level 2
Level 2 for the intermediate pupils and level 3 for the advance
Level 3 pupils.

STEPS OF USING THE TEACHING KIT:

The steps of using the teaching kit are shown as follows:

a) Before teaching:

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 1. Read through the manual book in throughout in order to understand the
basics of the teaching kit, the role play activity, and also the contents of the
teaching kit.
2. Read though the lesson plan so that you know about the details of the lesson,
i.e. the learning outcomes, teacher’s activity in each stage, the time to use
each teaching aids, etc.
3. Make sure the number of copy of worksheets matches the number of pupils
you want to teach.
b) While teaching:
1. Insert the CD and open the PowerPoint Slide to show the pictures to the
pupils. Ask the questions as stated in lesson plan.
2. Play the video. Ask the questions as stated in lesson plan. Explain the story if
necessary.
3. Divide the pupils in groups of four. Explain the coming task and distribute the
scripts to every pupil.
4. Let the pupils practice the script for a while. Call out some groups to perform.
5. After the role playing, distribute the worksheets to the pupils according to their
competency level.
6. Collect the worksheets and tell the moral of the story.
c) After teaching:
1. Make sure all the teaching aids and materials are put back in the kit.

INTEGRATING TEACHING KIT INTO THE LESSON:

Basically, a lesson can be taught in five distinct stages: 1) Set Induction 2) Presentation
3) Practice 4) Production and 5) Closure. The importance of each stage of lesson is
shown in the Table 3:

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 Table 3: The Importance of Each Stage of Lesson

Stage of Lesson Importance of The Stage of Lesson

Set Induction To draw the pupils’ attention and interest to the lesson.
(2 Minutes)
Presentation To give the pupils the vocabulary and also forms (Herrin, 2009). So,
(5 Minutes) the pupils will be introduced with the story of the lesson and they will
be learning about the important words which will be used in this
lesson.
Practice To create familiarity and confidence with the new language and a
(10 Minutes) measuring stick for accuracy.  In this stage, the classroom is
beginning to become more learner-centered.
Production To ensure the pupils have internalized the lesson by doing the task
(10 Minutes) which requires pupils to externalize what has been learnt during the
previous stages.
Closure To summarize the lesson and to inculcate noble values of the
(3 Minutes) lesson.

So, what materials should a teacher use in each stage of teaching the story of “The
Wind and the Sun”? The use of the materials in each stage of teaching is shown in
Table 4:

Table 4: Materials Used in Each Stage of Teaching

Stage of Teaching Materials

Set Induction Pictures of the wind and the sun in PowerPoint Slides.
(2 Minutes)
Presentation Video of “The Wind and the Sun”.
(5 Minutes) Flashcards.
Practice Role play scripts
(10 Minutes) Masks
Coat

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 Fan
Production Task sheets at different level.
(10 Minutes)
Closure No teaching material is used in this stage.
(3 Minutes)

CONCLUSION:

In conclusion, this teaching kit is a powerful teaching tool to teach the lesson of “The
Wind and the Sun” to Year 4 pupils. With this comprehensive manual book provided, it
is hoped that the teacher can fully utilize the teaching materials provided in this teaching
kit to maximize the effectiveness of the teaching in this topic.

REFERENCES:

Brown, H. D. (2001). Teaching by Principles: An interactive approach to language

pedagogy. New York: Pearson Education.

Herrin, J. H. (2009, Febuary 21). TBL (Task-Based Learning) and PPP (Presentation-
Practice-Production): Comparing & contrasting different ways of organizing a
lesson. Retrieved September 17, 2010, from Wordpress:
http://nmtesol.files.wordpress.com/2009/02/tbl-v-ppp-participant-copy.doc

Nesamalar Chitravelu, S. S. (2005). ELT Methodology Principles and Practice. Shah

Alam: Oxford Fajar.

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Wendy A. Scott, L. H. (1990). Teaching English to Children. New York: Longman
Publication.

COURSEWORK COLLABORATION RECORD FORM

NAME : HENG ZHEN MING LIM ZHI SHENG MA FEI FAN

INDEX NUMBER : 200830134039 200830134046 200830134047

GROUP : PISMP SN/PJ/PI SEMESTER: 6

COURSE : ENGLISH LANGUAGE TEACHING METHODOLOGY FOR

YOUNG LEARNERS (ELE 3104)

LECTURER’S NAME: MR. MUHD RAJA BIN ABDULLAH

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 DATE DISCUSSED ISSUE COMMENT SIGNATURE

30/7/10 Received coursework from lecturer.

02/8/10 Discussed about the planning of the

lesson with group members. The
rough plan was devised.

16/8/10 Prepared the lesson plan and the

materials for the lesson.

19/8/10 Carried out the lesson in class.

02/9/10 Carried out the microteaching in

class.

30/09/10 Submitted the coursework to the

lecturer.

Appendix 1: Daily Lesson Plan

Class : Year 4USM
Number of pupils : 24
Date : 19th August 2010
Time : 8:15 a.m – 8.45 a.m (30 minutes)
Level : Intermediate
Theme : World of Stories
Topic : The Wind and The Sun
Main Skills : Listening and Reading
1.7 Listen to and enjoy stories, fables and other tales of imagination
and fantasy and predict outcomes, and draw conclusions at a level
suited to the pupil’s ability.

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 3.4 Read aloud expressively and fluently pronouncing words correctly
and observing correct stress and intonation and sentence rhythm.

Integrated skills : Speaking and Writing

2.4 Tell stories based on pictures and other stimuli, and recite poems.

4.4 Complete texts with the missing word, phrase or sentence.

Sub-skills : 1.7.1 Listen to simple stories and recall the names of people and
animals.

2.4.5 Retell stories heard before with expression.

Learning : By the end of the lesson, pupils should be able to:

Outcomes 1. Listen to the story and answer at least three of the teacher’s
questions.
2. Perform the story in the form of role-playing.

Previous : Pupils know about the simple words such as wind, sun, and etc.
knowledge
Language focus : 1.0 Nouns
1.4 Common Nouns
Sun, wind, tree, man, coat, etc.

Teaching and : Pictures, video, masks, coat, role play scripts and task sheets.
learning resources
Noble values (NV) : Do not boast.

Stage / Time Content Teacher’s activity Pupils’ activity Remarks

Set Induction Question and Teacher shows the Pupils look at the Materials:
(2 minutes) answer with the pictures of the sun and pictures. Pictures of the
aid of pictures. the wind. wind and the
sun. (Appendix
Teacher asks: Pupils answer the
1. What is this? teacher’s 1)
2. Where can we questions.
see/ feel that? CCTS:
Relating
Presentation Story telling by Teacher tells the story The pupils listen Materials:
(5 minutes) the teacher. of the wind and the sun to the story and Video and
with the aid of the look at the video. flashcards

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 video. The pupils
answer the CCTS:
Teacher asks: teacher’s Making
question.
1. What can the associations
wind do? and
2. What can the connections
sun do?
3. What happened
to the man as
the sun came out
and smiled at
him?
4. Who is better?
Practice Group work: Teacher divides the The pupils move Materials:
(10 minutes) Role play. class into groups of into their own Role play
four. groups. scripts
(Appendix 2),
The pupils listen
Teacher explains the to the teacher’s masks, and
task to the pupils. instruction. coat.

Teacher distributes the The pupils read CCTS:

scripts of role play to the scripts Associating
the pupils. silently.

The pupils role-

The teacher picks the
play the story
pupils to perform the
based on the
role play in front of the
scripts given in
class.
front of the class.
Production Individual Teacher explains the Pupils listen to Materials:
(10 minutes) Activity: Written next task of the lesson. the instruction. Task sheets at
work. different level
Teacher distributes the Pupils read the
(Appendix 3, 4
task sheets to the task sheets and
pupils. answer them. and 5).

Level 1 Pupils exchange CCTS:

Pupils underline the task sheet and do Identifying
words to complete the peer checking.
story.

Level 2
Pupils choose the
correct words and

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 complete the blanks.

Level 3
Pupils write the correct
answer on their own.

Teacher asks the pupils

to exchange their task
sheets and reads out
the correct answer.
Closure Do not _ _ _ _ _. Teacher lets the pupils The pupils guess Moral Value:
(3 minutes) to guess the moral of the word which Do not boast.
the story by guessing related to the
the word: moral value of the
lesson.
Teacher explains why
we cannot boast in our Pupils listen and
ability. be aware.

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Appendix 2: Pictures of “The Wind and the Sun as Shown in PowerPoint
Slides

Figure 1: Pictures Shown in PowerPoint Presentation

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 Appendix 3: Flashcards

THE SUN
THE WIND
THE MAN
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 Appendix 4: Script of Role Play

Script of Role Play

Story Teller: One day, the Wind and the Sun quarreled.

The Wind: I am strong and I can blow down big and tall trees.

The Sun: I make trees and plants grow big and strong.

The Wind: I am stronger than you!!!

The Sun: Let’s see who is stronger. I can make the man take off his coat. Can you
do it?

Story Teller: The wind blew and blew. He blew very hard.

The Man: I am very cold. Do not blow away my coat!

Story Teller: The sun came out and smiled at the man. The sun was very bright.

The Man: Oh, the day is so hot! I need to take a shower!

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 Appendix 5: Worksheet (Level 1)
Name:

The Wind and The Sun:

1. One day, the (cloud/ wind) and the (cloud/ sun) quarreled.

2. The wind said, “I am (stronger/ weaker) . I can blow down big and tall

(flower/ tree) .” The sun said, “I make trees and plants grow big and
strong.”

3. “Let’s see who is stronger,” said the Sun. “I can make the (man/ woman)

take off his (dress/ coat) . Can you do it?”

4. The wind blew and blew. He blew very hard. The man was very (hot/ cold)

. Then the sun came out and smiled at the man. The sun was very
bright. The man took off his coat.

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 Appendix 6: Worksheet (Level 2)
Name:

The Wind and The Sun:

1. One day, the ________(cloud/ wind) and the ________ (cloud/ sun)

quarreled.

2. The wind said, “I am ___________ (stronger/ weaker) . I can blow down

big and tall _____________(flower/ tree) .” The sun said, “I make trees
and plants grow big and strong.”

3. “Let’s see who is stronger,” said the Sun. “I can make the ________(man/

woman) take off his _____________ (dress/ coat) . Can you do

it?”

4. The wind blew and blew. He blew very hard. The man was very ___________

(hot/ cold) . Then the sun came out and smiled at the man. The sun
was very bright. The man took off his coat.

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 Appendix 7: Worksheet (Level 3)
Name:

The Wind and The Sun (Appendix 5):

1. One day, the ________ and the ________ quarreled.

2. The wind said, “I am ____________ . I can blow down big and tall

_____________ .” The sun said, “I make trees and plants grow big
and strong.”

3. “Let’s see who is stronger,” said the Sun. “I can make the ________

take off his _____________ . Can you do it?”

4. The wind blew and blew. He blew very hard. The man was very ___________

. Then the sun came out and smiled at the man. The sun was very
bright. The man took off his coat.

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 REFLECTION:
WRITTEN BY HENG ZHEN MING
GROUP : 6PISMP-SN

I/C NO. : 871111-02-6283

INDEX NO. : 200830134039

Objectives achieved. After this lesson, pupils able listen to the story and answer
at least three of the teacher’s questions and perform the story in the form of role-
playing. The overall lesson is good and well.

In this lesson, my teammate, MA FEI FAN and LIM ZHI SHENG are in charge
Set Induction Section, Practical Section, and Closure Section. During Set Induction
Section, LIM ZHI SHENG use picture to arouse pupils’ interest and curiosity about what
they are going to learn. By this, pupils are prepared themselves for learning. But the
instruction and the language use is not so suitable for Year 4 pupils. Besides that, he
also handle closure, but due to lack of them, he just ask pupils summaries what they
had learned today. Next is MA FEI FAN tells the story of the wind and the sun with the
aid of the video follows by the question. I found out that, by using video in teaching,
pupils will pay attention and more interest in learning. Prove for this is pupils able to
answer all the questions ask by MA FEI FAN. This also shows that, pupils will pay more
attention and interest in the lesson. In Set Induction, their interest and attention is
aroused by picture. After that, they will pay more attention and interest in Practical
Section by using video. But he does not use proper English and instruction given is not
clear. Furthermore, his question technique is weak. But the progress of lesson is fluent,
so as conclusion, pupils’ attention and interest as the lesson progress from using picture
to video.

During Practice Stage, 3 of us handle and we found out that pupils enjoy in
learning. But some shy pupils will not fully enjoy the role play. So we need to motivate
them and encourage them to practice in this stage.

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 On the other hand, I in charge product section, I need to distribute the task
sheets to the pupils. Next, I explain what is about the task and pupils listen to the
instruction. Then, pupils read the task sheets and answer them. After that, pupils
exchange task sheet and do peer checking. I found out that some week pupils will lost
their interest in this section because their more prefer in kinesthetic learning more than
learning through paper and lecture method.

The used of shoes box in this lesson is convenience to teacher in teaching

because all the teaching materials for this lesson is arrange tidily in the box. Besides
that, it is easily bring to anywhere. Furthermore, inside got a small menu book, so all
teachers can use the shoes box kid.

As conclusion, the lesson is smooth, fluent and good by using shoes box kit
compare with the lesson which is not prepare will.

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 REFLECTION:
WRITTEN BY LIM ZHI SHENG
GROUP : 6PISMP-SN

I/C NO. : 881027-05-5283

INDEX NO. : 200830134046

The objectives of the lesson are achieved. At the end of the lesson, pupils able
listen to the story and answer at least three of the teacher’s questions. Besides, pupils
are able to perform the story in the form of role-play. In this lesson, I am in charge Set
Induction Section and closure Section.

At the beginning of the lesson, I make sure all of them are stop talking before I
start my lesson. After that, I used the pictures (the sun and the wind) to get the attention
from the pupils. I found that this method is good, by showing them some picture and ask
questions is more effective than just questioning them. Pupils like the pictures and give
their feedback to me. The objectives of set induction are achieved, where the pupils’
prior knowledge link with this lesson and pupils pay their attention.

Besides, I also handle the closure section. Due to the insufficient time, I do the
conclusion by explaining the moral value. This is not a good way to do the conclusion, it
is better if pupils can give the moral value themselves. In addition, sometime I have to
repeat the instruction because the pupils unable to understand it. The language I used
is not suitable for their level.

Besides, my partners carry out another two sections. At the presentation state,
he tell story of the wind and the sun with the video follows by the question. Showing a
video is a good method. Pupils gave their full attention and focus on the video. This is
the result of choosing the right video for them. When preparing this video, we try to find
a video which is using simply language with clear sound. After that, go to the practical
state. When carry out the role-play, I saw the pupils enjoy it very well but some of them
shy pupils to do the role-play activity. We try to encourage them to join the activity. At

22
the production stage, pupils tried to answer the task sheets but some of them are bore
with it.

In my opinion, we still got place for improvement. First, to make the delivery of
message more sufficient, we must train ourselves to use simple language when giving
the instructions. So that weak students able to understand it. Besides, we must make
sure that the time we plan for each stage is enough for the activity. If not, the conclusion
stage will be hard to carry out. For me, 30 minutes lesson should not be too many
activities. We must choose the activity which is short and simple to carry out so that the
time control can be done on time.

As the conclusion, the lesson is well organized and interesting. With the help of
shoe box kit, we are success to manage the lesson and teaching aid together. Shoe box
kit is easy to bring and convenient for teacher to check and bring.

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 REFLECTION:
WRITTEN BY MA FEI FAN
GROUP : 6 PISMP SN

I/C NO. : 881127125031

INDEX NO. : 200830134047

I have to admit that this coursework was a very challenging assignment since the lesson
had to be carried out during our practicum. It was quite challenging for me to manage
my time nicely because I had to do my work in practicum and also other assignments
besides this coursework. However, I felt very contented from the beginning until the end
of the process of completing this task because this ELE is my favorite subject and I was
just doing what I like to do. The feeling of loving this subject conquered all the negative
feelings in doing this coursework and therefore, I was highly motivated in doing all the
work in this coursework.

From the lesson I and my members had taught in school, I found that there are certain
strengths in me in delivering the lesson. First of all, the lesson was fun in its nature. The
pupils enjoyed the lesson and participated actively in the process of learning. Second, I
found that the pupils like my expressive and exaggerated way of presenting the input
during the presentation stage. I wish I can keep it up for my next practicum so that my
lessons will not be so dreadful and boring.

However, I could still find some weaknesses in my part of teaching and I believe that
those weaknesses can be improved in the future. First of all, I found that I was using
ineffective instructions while requiring the pupils to move into groups and work in group.
Besides, I could still find that I am not very accurate in my speaking. The impact of
using inaccurate language can be very big because I believe that the pupils always
model what is done by the teachers. So, I as their English Language teacher should be
a good example for them to practice proper English.

In the part of my partners, I can see they really put their commitment in doing this
assignment. They were willing to sacrifice their precious time to have discussion with

24
me in order to plan the lesson successfully. Also, I could see that they had tried their
best in their part of teaching the pupils, as I could see they managed to gain the pupils’
attention as they pupils lost their focus in the lesson.

Nevertheless, I think my partners can still improve their teaching by sharpening their
skills in giving instruction. Also, I felt that there was less involvement of the weaker
pupils when my partners were teaching in their part. Therefore, they have to aware and
attract weaker pupils involve themselves in the learning activities so that every pupil
benefited from the lesson.

So, in order to improve my teaching, I should bear in mind that I should always make
my instruction as simple and straightforward as possible. Maybe I can use body
movement as well in order to make my delivery of instruction more successful. Besides,
I should put constant and conscious effort in improving my language so that my pupils
will model and practice good English from a good example.

No matter how good or how bad our lesson is, I can still say that I have learnt a lot
during the preparation of the lesson and also the coursework. Firstly, I have learnt how
to write a good piece of lesson plan. Second, I have learnt how to improvise good
teaching materials in language teaching. Also, I had improved my pedagogy skills while
carrying out the lesson. So, I think it was a really good experience for me as a English
Language teacher in the future.

In my conclusion, though this coursework was a little bit challenging, I still like it very
much because I had learnt what I loved to learn in the process of completing this
assignment.

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