INTRODUCTION For this reflection, I will try to critically analyse what I have gained from designing a scheme of work

and a lesson plan, preparing teaching materials as well as conducting a microteaching presentation. This reflection will help me to see my strengths and weaknesses in doing the tasks. Hence, this is important so that it can be applied for my teaching in the real classroom. Therefore, this reflective essay will express what I have learned from the tasks stated above. SCHEME OF WORK According to Kirklees Council (2007), it states that a scheme of work is the whole school teaching programme provided for each subject of the curriculum for all key stages. It helps us to organise our own teaching and makes it well planned. It also shows how skills and concept can be taught through practical activities according to pupils level of proficiency. Throughout the process of designing a scheme of work, I found that it is not an easy job. Lots of things should be taken into consideration. However, after I showed my groups scheme of work to my tutor, I learned many ideas and suggestions on what should we put in the scheme of work. As for my groups scheme of work, we have chosen to design a year 5 in urban areas weekly scheme of work. The topic we chose is Save Our Environment and we were focusing on Land pollution. We have to come out with a well-designed scheme of work so that our lesson plan will be tally with the scheme of work. Designing a scheme of work requires us to refer to the curriculum specifications and syllabus as these are the main sources for its design. The suggested activities to be put in the scheme of work should be in line with the curriculum specifications so that it suits the lesson. Knowing these will help in my future teaching as I was exposed to the importance and the usage of curriculum specifications in my teaching profession.

LESSON PLAN A lesson plan is the title given to a statement of the achievements to be realized and the specific meaning by which these are to be attained as a result of the activities engaged during the period (Lakshmi, 2004). It gives clear instructions on what the teacher should do during the lesson. A good lesson plan shows how good the teacher is (Orlich, Harder, Callahan & Brown, 2008). I was doing a lesson plan on the listening skill. Listening is a basic skill in a learning process. According to Flohr (2006), it is an active behaviour in contrast of reading which is just receiving of sound waves. A teacher should be able to design a well-balanced listening course which provides a good range of opportunities for learning, (Newton, 2009). Based on comments I received, I found that my lesson plan still have lots of things to be improved. To plan a 30 minutes lesson is not easy. At the first place, I include many activities as though it is an hour lesson. Then only I realized that to come out with a short lesson, I should put more focus on the input rather than activities. Besides, my first lesson plan is so much of teacher-centred where teacher gives input without getting students involvements. I would consider my lesson as boring because students will not engage to the lesson. The most suitable lesson for students is when the teacher can design lesson plan with fun and engaging activities. This will help students to be actively engaged into the lesson so that the lesson would be more meaningful. Therefore, I need to have more reading on pedagogical skills to develop my knowledge on teaching. I need to look also on the curriculum and curriculum specifications so that my lesson objectives will be collateral with what that has been provided. In the lesson, there is a listening activity where students need to fill in the banks with the correct words. The choice of text must suit the students proficiency level. For year 5 pupils, they are able to listen to a longer passage. However, there would be some problems because pupils have different level of proficiency. Based on the listening passage for the pupils, it can be seen that the choice of words are not really difficult. Even the structures of sentences are made simpler so that it would not cause difficulties for students. This is important to ensure that learning will take place to all pupils in the classroom.

TEACHING MATERIALS I find that designing a teaching kit is not an easy task. As it is very specific, teachers have to consider many elements that include from considering the students, thinking of the contents, materials and activities, jetting these down and having a quiet ponder that will help them to help teach and students to teach, (Woodward, 2001). I had spent a lot of time developing my teaching kit to ensure the suitability of activities that need to match the learning objectives. Halliwell (2002), states that children need to engage in enjoyable activities to learn effectively. Thus, it is important to plan my activity well to make it more interesting, motivating and engaging. As in my lesson plan, I have prepared some picture cards for students to think about and brainstorm what they are expected to learn on that day. The use of pictures is important because students will get attracted to colourful pictures and stimulate their thinking. However, I found that my pictures are not big enough so that it would not be appropriate to a large classroom situation. Therefore, I should have made the pictures larger and it need more works to do. So, I should prepare myself as I am already into this profession and I need to be more diligent as it will benefit me later. Besides, I need to also prepare a recorded audio since my lesion is focusing on listening skill. For that, I have requested for help from my peer to record his voice because I thought that his voice is clear and he has native speakers accent. This is important because students need to listen carefully and get the ideas from the text they listened. They need to also listen to variety kinds of accents in English because in the real life, there are many accents that they are exposed. However, I cannot depend on others to record their voice because in future, I need to prepare that myself. So, I need to practice harder and improve my pronunciation. Despite all the difficulties I faced, I really want to thank my friend for supporting me by giving ideas and helped me in making the teaching kits. As mentioned, to come out with activities with teaching kits were not as easy as most people can see. So, I really appreciate those who helped me in completing the task.

MICROTEACHING For the microteaching session, my group has agreed to choose my lesson plan. Each one of us needs to conduct one part of the lesson and I need to conduct while-listening stage. During that stage, I played a recorded audio for students to listen. Before that, I gave instruction to students for them to listen and complete the task sheet given. I found that my instruction was clear because students did not have problems in completing the task. This shows that I have improved a little after some microteaching sessions few years back. Based on the feedback received, most of them are positive except for some aspects. First, I need to explain the meaning of some words that they will identify during the listening activity. This is to familiarise students to some words that they will learn in the lesson. Besides that, I need to also ask students for the meaning of the whole text to check whether the students did understand or not on what they listened. From that, I have learnt that in a lesson, teacher should check students understanding from the lesson, not to test students previous knowledge. Overall, I would personally say that my group have showed good teacher presence as it was good enough for us in preparing ourselves to become English teachers in the future. It can be seen on the way we control the pupils during the lesson. Even though all the pupils are from the same age as us, we were still able to control their behaviour as it helped us in making the lesson more efficient. This is very important because in order to get pupils into the lesson, teachers must first tackle their attention so that the learning process can run smoothly (Srivastava, 2004). Besides, it was said that we have good teachers voice during the lesson. Some people may say that this was a little thing but for me, teachers voice will help teachers to ensure that learning will take place. With the teachers voice, it shows that we are actually ready in becoming teachers except we need to polish on our content knowledge on what we are going to teach. This will help us in building our confidence level in teaching in a real situation next time.

CONCLUSION Based on my experience on designing a scheme of work, derive a lesson plan from the scheme of work and come out with a microteaching presentation, I have gained many valuable lessons that help me to improve my teaching skills. I realise that as a teacher, I have many responsibilities that I need to execute in order to provide maximum learning opportunity for students. To be a good teacher undoubtedly is a tough job to do. Teachers need to identify the knowledge and skills that they want students to acquire, decide an appropriate sequence in which to teach such knowledge and skills, and provide classroom lessons that will enhance learning and keep students motivated and on the tasks.

References Donald C. Orlich, Robert J. harder, Richard C. Callahan, Abbie H. Brown (2008). Instructional Planning Procedures. In Teaching Strategies : A Guide to Effective Instruction (pp. 129-133). USA: Wadsworth Cengage Learning. Flohr, S. (2006). Teaching Listening and Speaking. Noderstedt: GRIN Verlag. Halliwell, S. (1992) Teaching English in the Primary Classroom. Harlow: Longman.

Kirklee Council. (2007). LEA Guidance on Schemes of Work. Scheme Of Work for Key stage 1 and 2, 2-8. Lakshmi, D. V. (2004). Skills for Teaching. In Basic Education (pp. 179-181). New Delhi: Discovery Publishing House. Newton, J. (2009). Parts and Goals of Listening and Speaking Course. In Teaching ESL/EFL Listening and Speaking (pp. 12-14). New York: Routledge. Srivastava, G. P. (2004). Perspectives In Teacher Education. New Delhi: Concept Publishing Company. Woodward, T. (2001).Planning lessons and courses.Designing sequences of work for the language classroom.Cambridge: Cambridge University Press.