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Introduction Pupils who use English as their second language are likely to present unusual language challenges to teachers,

but certainly the challenges can be overcome with knowledge and thoughtfulness. Being aware of the fact, this subject, Linking Theory to Practice (TSL 3110), requires us to come out with a critical and reflective writing on the micro-teaching experience, the feedback received as well as the relevant literature related to the whole process. Reflection is one of the most important parts of any forms of learning, and is a great tool to be used to allow for better learning. Basically, it is all about the learning process that took pre, while and post teaching. Reflecting on what is learnt during the process; personally, there are quite a number of aspects needed to be focused including the preparation of scheme of work, teaching strategies and methodologies, considerations while planning and also the teaching materials. In order to carry out the microteaching session, I decided to choose my partners lesson plan, which we have taught the topic Movie in the classroom.

Preparation of scheme of work A scheme of work is a plan that defines work to be done in the classroom (BBC, n.d.). It is undeniable that every school provides a scheme of work for teachers on the first day of school semester. However, this does not mean a teacher should have not learnt how to design a scheme of work. This is because without a scheme of work, no teacher can teach effectively in the classroom and lesson objectives cannot be achieved at all. Scheme of work is the candle light which guides the teacher to follow the education curriculum designed in the society to educate its own members. Initially, when it was the first time for me to prepare a scheme of work together with my partner, I found that it is difficult to complete. What I have been doing for the past four semesters was only lesson plans and I did not have any exposure at all regarding scheme of work until this semester. It was really something quite new for me as producing a scheme of work is roughly equal to designing lesson plans for the whole week. However, with the guidance from the subject lecturer, my partner and I were able to complete the scheme of work with the least mistakes although it was the most perfect production after all.

Preparation of lesson plan English proverb has the say that: when you fail to plan, you plan to fail. Hence, it takes various considerations to come out with a good plan. While planning an individual lesson plan, there are surely some aspects needed to be taken into account. I would specially thank to my subject lecturer, Miss Kon Yoon How, for giving me a thorough drill on how to produce a good quality of lesson plan. I might not say my lesson plan was the best, but from her guidance, I was able to learn the real meaning of a lesson plan. I have been learning to design lesson plans for four semesters under the guidance of many lecturers; however, I realized that what I have been doing so long was not on the right track. My very first problem in creating the lesson plan is that I was not able to link the activities from one stage to the following stage. For instance, the language content that I planned to teach during the pre stage was WH-questions, on the other hand, the language content was switched to teaching Conjunctions in the while stage. This is a very serious problem for me as a future educator as well as the pupils in the classroom because the objectives for the lesson of the day could not be achieved at all. I believe that practice makes perfect. Through the production of many drafts for the lesson plan, finally I managed to the activities in all the stages linked together. Besides, a good lesson plan does not only link the activities from all the stages, however, language proficiency level, choices of activity and vocabulary must be taken into consideration as well. I admit that my designed activities were slightly a little ambitious in my lesson plan, which was beyond the language proficiency level of the pupils. From here, I realized that in designing activities for a lesson plan, it does not only fulfill pupils needs and interest but also their language level. Too high level of proficiency will cause pupils unable to understand the lesson of the day. For instance, I had used Harry Potter and the Half Blood Price to start off my lesson which I considered it as a risky beginning because it had a lot of complicated vocabulary in that movie. Hence, it might cause difficulty in language communication when I was discussing Harry Potter with the pupils. However, this did not take me down because I was able to simplify the meaning of the vocabulary as spontaneous as I could to ensure a smooth learning process took place in the class. Therefore, in order to make the lesson plan realistic and meaningful, it has to adhere to the fact that it is average for the Year 5 pupils, which is our target group.

Microteaching My partner, Wong Chin Jeet and I had carried out a microteaching based on his lesson plan entitled Take One, Action! I was assigned to implement the set induction and presentation during the microteaching session. Before carrying out the microteaching, I had actually done some reading and researches on strategies or methods of teaching English in the Malaysian primary ESL classroom. Coincidently, I found an article stating that the highly suggested way of teaching the local ESL classroom is to apply behavioural teaching style in the classroom. According to Skinner (1930, as cited in Cherry, 2014), behaviorism is a theory of learning based upon the idea that all behaviours are acquired through conditioning. Skinner believes that our responses to the environmental stimuli shape our behaviours. During the set induction and presentation stage, I was able to apply one of Skinners behavioural teaching methods in the classroom, which was praise. For instance, when one of the pupils in the classroom was able to respond to my question correctly, I would give a hand gesture showing good and a verbal compliment as well. This indirectly encouraged other pupils to respond to my questions because they wanted to be praised as well. Apart from that, a good teacher should have clear voice projection too. Clear voice projection enhances instruction delivery in the classroom. I was glad that the pupils were able to hear me during the lesson and understand what I was talking about. However, clear voice projection should be matched with suitable use of vocabulary in the classroom as well. Due to the fact that lesson is targeted on intermediate Year 5 pupils, as a teacher, I should be aware of the language used in the lesson. I realized that the use of vocabulary in the classroom was slightly beyond the proficiency level of the pupils. For instance, during the microteaching, I used the word contrast to explain the meaning of conjunction but. Pupils might not understand the meaning of contrast. Instead, an example of suitable and simpler phrases to explain the conjunction but is to show difference. As a solution to this problem, I tell myself to list a group of vocabulary to be used in the lesson for individual reference in the planning stage so that the pupils feel secure in learning. This means to avoid the pupils confused with a lot of unfamiliar words. However, at the same time, some unfamiliar words are included in the list so it fits Krashens second language acquisition theory, i+1 (Tricomi, 1986). In this context, pupils at this level are familiar with words such as magic, movie and cinema. Hence, my partner and I decided to add some unfamiliar words such as wand and summon.

In this process of planning, it took us some time to filter the words and this eventually taught me how selective and careful a teacher should be. Conclusion All in all, from preparing scheme of work and lesson plan until carrying out the lesson for microteaching is undeniably a superb experience for me. In addition to planning activities and aligning my lesson with standards, I also have the opportunity to observe my peers from other groups regarding their styles of teaching and receive constructive feedback on my own teaching and lesson. This definitely leaves me with something to reflect on and improve upon my teaching for my coming practicum in the schools as a teacher trainee and in the future as a trained educator.

References List
Cherry, K. (2014). What is behaviourism? Retrieved from Psychology: http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm

Scheme of work. (n.d.). Retrieved from BBC: http://www.teachingenglish.org.uk/knowledgedatabase/scheme-work

Tricomi, E. T. (1986). Krashen's second-language acquisition theory and the teaching of edited American English. The journal of basic writing , 61-65.