< BACHELOR OF TESL >

< SEPTEMBER / 2022 >

< HBET 4603 >

< PEDAGOGICAL CONTENT KNOWLEDGE >

MATRICULATION NO : < 880202135308-001 >

IDENTITY CARD NO. : < 880202135308 >
TELEPHONE NO. : < 010-9797092 >
E-MAIL : < [email protected] >
LEARNING CENTRE : < OUM LC MIRI >

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CONTENTS PAGE

Part 1 / Task 1
3
1.0 Introduction
2.0 Content / Body
2.1 Don’t Be a Dictator When Teaching ESL
2.2 Subject Matter Knowledge
2.3 Socio Affective Skills
2.4 Cultural Knowledge And Student Connection
4-9
2.5 Methods and Approaches In ESL
2.6 Instructional Techniques
2.7 Lesson Plan
2.8 Technological Knowledge

3.0 Conclusion 9
4.0 References 10
Task 2 - Lesson Plan 11 - 13

PART 1

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Task 1
1.0 Introduction

Teachers who genuinely care about their students have a significant impact on
the students’ attitudes, motivation and behaviour. A teacher able to establish
emotional as well as mental connect with the students is best to go for. Teaching ESL
( TESL ) means “ Teaching English as a second language ”. ESL teachers teach
English to people whose mother tongue is any other than English. No teachers loves
every minute of their job; but the best ESL teachers genuinely enjoy interacting with
their students, being in front of the classroom and seeing their students learn and
grow over the course of a school year. We also still hear such impressive words from
our students talking about their teachers saying that they like teacher 'x' and dislike
teacher 'y'." It goes without saying that teachers are among the factors that affect
students' learning achievement (Wichadee & Orawiwatnakul, 2012). In spite of the
fact that our students talk about their teachers as good or otherwise, yet we scarcely
pay heed to this kind of informal assessment.

In other words, we do not take into account what our students say about us as
this kind of assessment is an indirect assessment to what they expect from us as their
teachers. If this is the case, then finding out our students' expectations can be of great
help to us as teachers so that we get to know our own places and therefore what we
need in order to fulfill our students' expectations. It is also worthwhile to the students
themselves and the whole teaching and learning process. This is so because finding
the points of strength and weakness of the teachers means that these teachers are
going to build on the former and mend the latter which, in turn, will be reflected in the
teacher's performance and thus in the teaching/learning process as a whole.

Why good English teacher? Does this make a difference if the teacher is not
good? It is obvious that students under the care and guidance of a good English
teacher are in better position than those who are not regarding their performance and
comprehension. This is what is emphasized by Koinuma (as cited in Mizuno, 2004)
when he indicates that " the students of good English teachers are working positively
and independently with a lively impression during class.
2.0 Content / Body

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 Most of us never will in our lifetimes. But that doesn’t mean we aren’t great
teachers. The best teachers don’t always have a medal or a certificate, but they do
tend to have certain qualities common. Their students always seem to be ahead of the
curve, and they just seem happy to step into the classroom everyday. What exactly is
it that they’re doing that works so well? Here are few things that come together to
make a good ES teacher ;

2.1 Don’t Be a Dictator When Teaching ESL

As a teacher, the classroom is never about you, but only the students. This is
not to imply that you should let students walk over you or that they shouldn’t conduct
themselves in a respectful manner.What it means is that you should create a classroom
environment where the students feel comfortable to speak, ask questions, be creative
and engage not only with you but with their fellow classmates. According to Agnello,
and Pegano (2000, cited in Wichadee, 2010) also state that the relationship between
teachers and students is one of the most striking features. It is not about the job to get
up there and lecture and talk down to the students. If you are a person with control
issues, then you ought not to be teaching ESL or any subject for that matter. When
teaching adults, remember that your students are adults and never treat them like
children. Just because they speak English at a low-level doesn’t mean they aren’t
well-educated and dignified in their own language.

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2.2 Subject Matter Knowledge

Another main area that attracts attention is the subject-matter knowledge

which teachers should possess regarding their specific field. Subject matter
knowledge enables teachers to make use of audio-visual materials when possible,
guide students to get some learning strategies, teach a topic in accordance with
students’ proficiency levels, and watch and inform students about their progress in
language learning. The first personal quality that an English teacher should possess is
being knowledgeable about the subject matter, or in this case, English. It’s obvious
that, if you are going to teach a subject, you should know a lot about the subject.
Especially in an ESL classroom, your students will mostly rely on you because the
teacher is their main source of knowledge. They want a competent teacher and a
competent teacher possesses a mastery of the subject. Also, there are circumstances of
students being motivated and inspired by teachers whose love of the subject they
teach is so intense that it inspires students to pursue the subject themselves when they
go to university.

To highlight these aspects, Arıkan (2010) maintains that effective teachers should
have the subject-matter knowledge to prepare appropriate lesson plans besides using
adequate resources for content delivery. The more teachers have the subject-matter
knowledge, the more effectively they teach and the more successful results will be
obtained. Therefore, good English teachers have to be able to handle the complex
nature of the subject matter, the teaching content, teaching approach and how teacher
personality affects the learning process (Lee, 2010).

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2.3 Socio Affective Skills

English teachers need to have socio-affective skills, to be able to interact with

their students and manage the educational process learning effectively. This
characteristic refers to cases such as in establishing positive relations in cooperation
with the students and showing interest in learners. In addition, Walter (2000) said that
giving students more control over the learning process increases students’ motivation.
Therefore, socio-affective skills teachers are able to motivate the students to reach
their target language successfully. Therefore, what makes the core point for teachers
is how they are able to create the positive environment in which their students can
concentrate both cognitive and emotional levels on learning process

2.4 Cultural Knowledge and Student Connection

Cultural knowledge is one of the most vital traits of an exceptional ESL

teacher. In order to connect meaningfully with their students, they must have a deep
and broad understanding of their students' native cultures. Communicating personal
experience with those cultures and countries can really cause a student to light up and
feel like they belong in the classroom.

Not only does this help the teacher to be a more effective instructor, it helps
him to connect to his students and exercise empathy. According to work published in
the November, 2020 issue of The Qualitative Report, building rapport with students
an an ESL classroom is key to their successful learning and development. As it turns
out, while methodology is important to learning, meaningful interpersonal
relationships are even more vital.

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2.5 Methods and Approaches in ESL Teaching.

Successful ESL teachers have a firm grasp on methods of and approaches to

teaching the elements of language. Such pedagogical content knowledge includes
knowledge of existing language-teaching methods (particularly modern methods),
types of language testing, testing techniques, and the strategies used to teach language
elements, including culture, grammar, vocabulary, and the four macro skills, that is,
listening, speaking, reading, and writing. Successful ESL/EFL teachers also possess
vast experience in curriculum planning, task and material design, evaluation,
adaptation, and implementation.

As Al-Mahrooqi, Denman, and AlSiyabi (2015) argued, understanding these

categories of pedagogical content knowledge enhances EFL teachers’ success.
Because of their strong pedagogical content knowledge, successful EFL teachers are
knowledgeable about the key factors of effective language teaching, including clear
directions, time management, reflective teaching, awareness of students’ needs, the
roles of teachers and learners, and classroom interaction and management, as well as
other alternative factors. This knowledge enables them to combine some of the best
aspects of more “traditional” teaching with recent innovative procedures that involve
task-based and learner-centered interactive methods as well as language teaching
innovations such as participatory language teaching, sheltered language instruction,
and authentic assessments.

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2.6 Instructional techniques.

In particular, successful ESL/EFL teachers are familiar with a large repertoire

of teaching techniques and can adapt and employ a myriad of judicious techniques in
the classroom. These instructional techniques include classroom activities and
procedures that employ specific strategies to achieve objectives, such as opening the
lesson, introducing and explaining tasks, setting up learning arrangements, checking
students’ understanding, guiding student practice, and transitioning from one task to
another (Richards, 2011). To enhance their success in the ESL/EFL classroom and
help learners acquire the desired mastery of English, successful ESL/EFL teachers
implement appropriate teaching techniques and activities that vary in type and
modality, and they move from more controlled to less structured activities. They
select proven instructional techniques, apply sound principles of language-learning
and teaching theory in designing and delivering instructional practices, and teach
language concepts through a variety of modalities.

Furthermore, these teachers employ a variety of instructional methods to

accommodate learners’ diverse abilities and learning styles, organize their instruction
to provide all students the opportunity to learn, and monitor students’ progress and
potential. As Yazdanpanah (2015) explained, these instructional techniques are
“integrated in nature rather than discrete, not allowing us to draw clear-cut borderlines
between them by separating them into distinct categories” (p. 20).

2.7 Lesson plans.

The ability to design and execute an effective lesson plan is also essential to
effective teaching. Successful ESL teachers excel at clarifying the educational goals
of each lesson and designing classroom activities and rich language-learning tasks
that contribute to the realization of lesson objectives. In particular, these classroom
activities address specific aspects of student learning and skills, measured in terms of
students’ abilities that is, what students are able to do through instruction. In these
ways, successful ESL teachers tailor their lesson plans to the needs and abilities of
their students. Moreover, successful ESL teachers ensure that activities proceed as
planned, and they identify and secure the materials and equipment required

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beforehand. They plan for multiple elements involved in lesson planning and lesson
enactment, such as structuring, pacing, and sequencing the lesson to ensure that
adequate time is allotted to address each part of the lesson. At the same time, they
monitor students’ work, gauge its difficulty to ensure that the students are able to
perform the activities, and ensure that decisions about grouping arrangements are
appropriate. Finally, they use assessment before, during, and after lessons, and they
delineate the critical components of differentiated instruction clearly.

2.8 Technological knowledge.

In particular, successful ESL/EFL teachers know which technological tools to

use, how to use them appropriately, why they are important, and how English learners
access and process digital information. They have a deep understanding of the
affordances and constraints of technological advances and various digital
technologies, and they remain abreast of the rapid advances in technology. Successful
ESL teachers use this technology-related knowledge to inform effective teaching
approaches, by matching technology to specific instructional goals and pedagogy, and
incorporate technology effectively into the ESL/EFL classroom. Furthermore, they
develop the skills necessary to look beyond the most common uses of technology and
reconfigure it for customized pedagogical language teaching and learning.
Accordingly, a technological knowledge base is key to successful ESL/EFL teaching
(Kurt, Mishra, & Koçoğlu, 2013).

3.0 Conclusion
Teaching can often be a rewarding experience and a chance to make genuine
connections with others. However, different approaches in the classroom are needed
according to the subject that is being taught. Instructing an ESL class needs to be
taught in a certain way since the way in which we learn a language may be quite
different than other applications. In my opinion, being creative, engaging, open, active
and encouraging students to speak as much as possible is the best way to teach ESL.
Every teacher is a student at the same time and should never stop learning and
improving. Now that you know how to be a good ESL teacher, it’s up to you to put
things into practice.

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4.0 References

Wichadee S and Orawiwatnakul (2012). Characteristics of effective language

teachers as perceived by low and high proficiency students. European Journal of
Social Sciences. ISSN 1450-2267 Vol.31 (3) 425-438.

Elizaveta Pachina ( 2019 ), Blog : All you need to know about teaching English
Abroad !
Retrieve from : https://www.teflcourse.net/blog/personal-qualities-an-english-teacher-
should-posses-ittt-tefl-blog/

Kubanyiova, M. (2015). The role of teachers’ future self guides in creating L2

development opportunities in teacher-led classroom discourse: reclaiming the
relevance of language teacher cognition. The Modern Language Journal, 99 (3), 566-
584

Kurt, G., Mishra. P., Kocoglu, Z. (2013). Technological Pedagogical Content

Knowledge Development of Turkish Pre-service Teachers of English.
Retrieve from : https://punya.educ.msu.edu/wp-content/uploads/2013/03/Kurt-
Mishra-SITE2013-paper.pdf.

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Task 2 - Lesson Plan

ENGLISH LESSON PLAN FORM 3

Date : 08/11/2022 Day : Tuesday
Level : Intermediate Time : 1040 - 1200
Focus Skills : Reading Class : 3 Bijak
Topic : Special Relationship Theme : Health And
Environment
Content Main skill: Speaking Complementary skill: Reading
Standard 2.1 communication 2.1 communication information,
: information, ideas, opinions ideas, opinions and feelings
and feelings intelligibly on intelligibly on familiar topics
familiar topics.
Learning Main skill: Reading Complementary skill: Speaking
Standard 3.1.1 Understand the main 2.1.4 Explain own point of view
: points in longer texts on an
increased range of familiar
topics.
Vocabulary : Relationship-related words, suspicious, sniff, disability.

Learning At the end of the lesson, pupils should be able to

Objectives 1. Understand the main points in longer texts on an increased
range of familiar topics by identifying whether the statement
:
given true or false.
2. Explain own point of view on the article about animals in a
human world.
Success criteria Pupils will be successful if they can :
1. Decide whether the statement given based on text are true or
Cross curricular : false ( 5 from 10 ).
Element 2. Give their own point of view verbally about relationships
Values between human and animals in this world.

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 Activities
Set Induction Lesson Development Post Lesson ( Plenary )
1. Pupils recall what they 1. Ask pupils to turn page 43 1. Pupils review the
have learnt from the close up text book and tell learning by identify
previous class. what is unusual about the whether the statement
2. Teacher write special picture and their reaction to given is true or false.
relationships on the board it. 2. Pupils give their
and ask students what they 2. Work in Pair - pupils need opinion about the
know about this term. to discuss about the given relationship between
3. Ask students to work in pictures ( animals ) and they human and animal.
groups to discuss any need to identify which 3. Quiz - pupils match
special relationships that animals are working. They the words their meaning.
they have and to think of have to justify their answer.
as many different kinds of 3. With their partner, pupils
relationships. need to list out jobs that
animals can do to help
humans. Teacher randomly
pick any pair to present their
opinion.
4. Pupils need to read 3
different article in Close-up
Text Book about animals in
human world. Pupils share
with other members about
what they get from the
article.
5. Pupils summarize the
article in a circle map form.
6. Pupils need to underline
unfamiliar words from the
article.

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 Impact / Reflection
Co-operative Learning
Follow Up Action * Remedial
( Pupils ) * Reinforcement
* Enrichment

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