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Nurul Jannah Othman Matric No: 0839132 Group: 1 1. Content-Verb Tenses Alhamdulilah, praise to Allah S.W.

T, on Monday, 15th October 2012, I was given the opportunity to see and evaluate the grammar micro teaching by my friends. As far as I can see, most of them were really prepared with the materials and also instructions to be given to the students. However, it is undeniable that some of them were looking uncertain and not confident with the content that they delivered especially when they were asked with additional questions by the students. This situation also may affect their handwriting by using the marker at the whiteboard. Some of them really need to improve their handwriting to ensure that the content that they write will be delivered clearly. Despite of their nervousness and uncertainty, I am pretty sure that they will gradually develop their skill in teaching English especially in grammar part during their real teaching in school soon. Plus, by regular practising and exposure on teaching, they will master slowly the skills of teaching successfully. In the same day, I also was given the opportunity to represent my group in doing the micro teaching. Although I had experience in teaching grammar during my School Orientation Program (SOP) but I never have a chance to teach tenses. At first, I really feel scare to teach this topic which was Simple Past Tense. Although it was a simple topic, but I am really certain that there will be unexpected questions that I cannot answer by my students if I am not prepare well. Nevertheless, by the guides and teaching by my friends, finally I managed to do it. In addition, in my micro teaching, I only have to present the basics in simple past tense which are forms and also functions. So, honestly, it may not be really a big problem to me. However, some of my friends claimed that I was speeding to fast in my teaching. I was already expected that comment since I always faced the same problem during my previous presentation usually when I was too nervous. This comment really inspired me to improve myself in teaching soon. Besides, I also would like to insert the element of spontaneity instead of fluency in my teaching soon. It is because, teaching grammar is not about the memorization but it relies on the understanding of the teacher about the knowledge and application about it.

2. Instructional Competency in teaching grammar rules. There are two ways of teaching grammar rules to the students which are deductive and inductive Deductive. Deductive way will happen when the teacher gives a new grammar concept, then she/he will introduce the concept followed by the explanation about the rules related to its use, and finally the students themselves will practice using the concept in a variety of different ways. For instance, at the beginning of the class, the teacher will introduce about Simple Present Tense. After that, she/he will explain about the rule, function and form of this tense. Finally, she/he will give the example or ask students to find the example of the sentence that used the Simple Present Tense. This method can, however, be a viable option in certain situations; for example, when dealing with highly motivated students, teaching a particularly difficult concept, or helping students in preparing their examination. Inductive Style In contrast with deductive, inductive instruction makes students to become more aware about the use of concept instead of explaining a given concept and following this explanation with examples. Firstly, the teacher presents students with many examples in order to show how the concept is used. The aim is for students to notice, by the use of the examples and how the concept works. Therefore, when students can see how the concept is used, it is believed that they will notice how the concept is to be used and determine the grammar rule. Finally, the teacher can ask the students to explain the grammar rule as a last check that they have understood the concept given by the teacher. In my opinion, both of these styles (deductive and inductive) have its own advantages. Usually, instructional methods tend to be either deductive or inductive, although some methods use both. Many lessons can include both approaches.