For task 3, we were asked to select one lesson plan to be implemented in the class in our

respective groups. In the microteaching, I had presented the set induction, presentation, and
practice (half) stage.

In my view, I think that for most of the part, the lesson went well but there are several
things I would do differently. Firstly, I would pick different pupils to construct a sentence during
the presentation stage. I realized that I was giving more attention to the same person that gives
her thoughts during the previous stage. Thus, I learned that by structuring the discussion and
rotating roles, everybody gets their chance. By this, students would not feel left out and
demotivated to learn (Tomas, 2013). However, during the while writing stage, all pupils get to
construct a sentence in the Sentence Race activity.

Secondly, I would have done a double check on the materials prepared during the first
stage. Supposedly, every balloon should have contained a blank paper strip and only one balloon
with the topic. However, I forgot to put the blank paper strips inside the balloons. As a result, some
students were not blowing because of no sentence strip in their balloons. However, I tried to mend
the problem by telling them that the topic might be written in their balloons. Pupils started to blow
their balloons afterward.

Next, during the while stage, I was very uncomfortable realizing that I rushed parts that I
should have taken more time with. In my actual classroom, I would have taken more time to
explain the mistakes that the students were done. This is because Jabbarifar (2009) suggested
that input and feedback must be given out with ample examples so that pupils can understand
the lesson better and able to carry out the activity.

On a more positive note, I feel that the materials I prepared were very helpful and make
the learning easy. For example, the S-V-W table that I produced enabled students to construct a
simple sentence by connecting their previous knowledge on the subject, verb, and noun.
Moreover, the sentence race game for me is a great continuation activity as this helps students
to strengthen their knowledge of sentence structures. Johny (2017) believes that this competition
game is nice opportunity to interact with each other, have fun and learn at the same time. Hence,
this student-centered activity can keep the students motivated to learn.

In addition, based on the feedback given by my peers, my voice projection was loud
enough to be heard with good pronunciation, intonation, and speed of delivery. Eye contact was
present with successful classroom control as I was able to attract learners attention and checked

1
on every student in the classroom even though some said that I was being too strict which would
hinder the learning process.

In conclusion, as a future teacher, these experiences are the stepping stones for me to be
a good teacher. I have understood that in the real teaching and learning session, pupils can be
hard to handle. Therefore, I have to always be patient with the pupils behaviour. Moreover, to
have a good teaching and learning session, a teacher must always be equipped with a complete
lesson plan in order to conduct a smooth lesson. Teachers should also understand pupils ability
so that teacher can plan lesson activities that are suitable for their level and also to increase
pupils productivity.

2
References

Jabbarifar, T. (2009). CLASSROOM ASSESSMENT AND EVALUATION . THE IMPORTANCE

OF CLASSROOM ASSESSMENT AND EVALUATION.

Johny, K. (2017). ESL Sentence Race Games. Retrieved from teachthis: https://www.teach-
this.com/esl-games/sentence-race-games

Tomas, Z. (2013). Teaching Writing. S.I: TEACHERS OF ENGLISH TO SP.