SELF – REFLECTION
Lesson Information
• Course: Practical Teaching
• Topic: Grammar – “Will & Be Going To”
• Grade level: 10
• Textbook: English 10 – Friends Global
• Lesson type: Presentation and Practice (PPP)
• Focus skill: Grammar
Teaching Procedures
In this lesson, I applied the PPP approach - Presentation, Practice, and Production - to
teach the grammar points "will" and "be going to" to Grade 10 students using the English
10 -Friends Global textbook. I began the lesson with a warm-up question: “Do you like
learning grammar?” which helped activate students’ prior knowledge and directed their
attention toward the lesson objective. In the presentation stage, I used five situational
pictures and a sample dialogue (from page 60 of the Student Book) to guide students to
notice and differentiate between the two forms. During controlled practice, students filled
in grammar gaps in the "Learn this!" section by identifying the correct form. This was
followed by a meaningful practice activity where they completed real-life contextual
sentences and created mini-dialogues using the target structures, ensuring communicative
use of the grammar.
Materials
To support the lesson delivery, I prepared a range of materials and tools. These included
PowerPoint slides with visual prompts and grammar cues, the textbook dialogue audio file,
and five selected pictures representing various real-life scenarios (such as predictions with
evidence, spontaneous decisions, plans, offers, and promises). I also created a gap-fill
worksheet for controlled practice and selected Workbook page 116 as an extension activity.
Additional resources like a projector, speakers, and a TV were arranged to ensure the visual
and audio elements could be effectively utilized in class.
Strengths
The lesson had several strengths. First, I provided contextualized input through visuals
and relatable examples, which helped clarify the different uses of "will" and "be going to."
Second, my use of guided elicitation enabled students to notice grammatical rules
inductively rather than relying solely on teacher explanations. This discovery-based
learning approach enhanced student engagement and ownership of the content. Third,
through pair work prediction and peer discussion, I was able to maintain a high level of
interaction and participation. Lastly, the lesson showed effective scaffolding, allowing
students to progress logically from awareness to controlled and finally meaningful practice.
Weaknesses
Despite the positive aspects, the lesson had notable weaknesses. The original warm-up
question, “How are you today?”, while friendly, was not directly related to the lesson’s
theme. I have since revised it to “Do you like learning grammar?” to better connect with
the objectives. Another issue was over-reliance on the Student Book activities; I now
realize the importance of integrating more creative and personalized tasks. Moreover, I
failed to clearly explain the purpose behind using five distinct pictures - each was selected
to highlight a different function of the future tenses, and I should have made this explicit.
A critical oversight was forgetting to play the dialogue audio in Activity 1, which reduced
the effectiveness of the input stage. I also spent too little time (around 3 - 4 minutes)
exploiting the conversation, which limited students’ opportunities to analyze the form,
meaning, and use. Furthermore, my monitoring during student practice was insufficient; I
missed chances to give immediate feedback or correct misunderstandings.
Improvements
For future lessons, I will ensure that my warm-up activities always serve as a bridge to the
lesson content. I plan to design original sentence-building games, prediction tasks, and
role-plays that require students to use "will" and "be going to" in creative contexts.
Additionally, I will clearly explain the rationale behind each visual aid so students can
connect the grammar choice to real-life functions. I will make sure to include all planned
materials - especially audio - so learners benefit from diverse input modes. I intend to
allocate a full 10 minutes for analyzing dialogues using CCQs (concept checking
questions), guided elicitation, and contextual examples. Finally, I will improve my
classroom management by circulating more actively and using informal checklists to
monitor student output and offer real-time feedback.
Feedback from Instructor
The feedback from my instructor was highly valuable. She acknowledged the effective use
of visuals but recommended a more thorough exploitation of the input texts. She also
encouraged me to rely less on the textbook and instead design original activities that would
enhance engagement and personalize learning. Additionally, she suggested that warm-up
tasks should align directly with the grammar objectives and that explanations regarding the
function of each teaching aid (such as the pictures) need to be clearer and more
pedagogically grounded. Her comments helped me recognize how even small adjustments
can significantly elevate lesson effectiveness.
Teaching Methods
The lesson followed the PPP model with clearly defined stages of Presentation, Practice,
and Production. Within this framework, I used elicitation and guided discovery to
promote inductive learning and help students internalize the grammar forms. I also
integrated pair and group work to support collaborative learning, enabling students to
scaffold each other’s language development. These methods align with best practices in
modern ELT (English Language Teaching), emphasizing interaction, contextual learning,
and student autonomy.
Teaching Theories
Several well-established theories informed my teaching approach. Krashen’s Input
Hypothesis was applied through the use of comprehensible input - students were exposed
to understandable yet challenging language through visuals and the dialogue. Schmidt’s
Noticing Hypothesis also played a role, as students were guided to notice grammatical
forms in context. I adopted an inductive grammar teaching approach by encouraging
students to discover rules rather than receive them explicitly. Moreover, Vygotsky’s
Sociocultural Theory was evident in my scaffolding strategies, which supported learners
within their Zone of Proximal Development (ZPD). The overall lesson was underpinned
by Communicative Language Teaching (CLT), focusing on language use for real
communication.
Analysis of Teaching Method: CLT in My Lesson
The dominant methodology in my lesson was Communicative Language Teaching
(CLT). This was demonstrated through a warm-up that promoted spontaneous
conversation in English, contextualized input via real-life dialogue, and the use of pictures
to initiate authentic interaction. The pair and group activities provided students with
chances to negotiate meaning and practice using the grammar structures meaningfully. The
mini-dialogue production task required students to apply the target forms in realistic
situations, reinforcing grammar as a communicative tool. By embedding grammar
instruction within these interactive and context-rich tasks, I was able to promote both
fluency and accuracy. In the future, I will expand the communicative cycle by including
pre-task preparation and post-task reflection to strengthen the benefits of Task-Based
Learning within the CLT framework.
Overview
This teaching practice has been a significant learning experience, giving me the opportunity
to implement theoretical knowledge in a practical classroom setting. I’ve come to
understand that effective grammar instruction involves more than just explanation - it
requires thoughtful design, meaningful input, and dynamic student engagement. The
feedback from my mentor has guided me toward more refined teaching strategies, such as
better exploiting input materials, integrating audio, and fostering interaction. Moving
forward, I am committed to improving my lesson planning and classroom delivery to
ensure that my students receive clear, engaging, and effective English instruction. This
reflection reinforces my dedication to becoming a reflective, adaptive, and student-
centered English teacher.